Since my child began virtual learning in the fall of 2020, a new educational concept has emerged: the option to resubmit assignments or retake tests. If they’re dissatisfied with a grade, they have two additional opportunities to improve it.
Initially, I thought this feature seemed like an easy way out. Would they truly learn in this manner? Wasn’t it akin to cheating to simply correct mistakes after seeing the answers? Wouldn’t everyone achieve high marks if that were the case? And what about those who work diligently to earn an A on their first attempt? Should their efforts not be recognized more than those of a student who receives a C, then a B, followed by an A?
However, I discovered that, in my child’s virtual school program, it’s not just a matter of fixing errors on an assignment or test. They must redo the entire task — with questions rearranged, some removed, and new ones added.
This isn’t a simple fix. To genuinely enhance their grade on subsequent attempts, they must dedicate time to study. Since they want to avoid unnecessary extra work, they are motivated to focus and perform well on the initial try. I have made it clear that I will require them to redo assignments and tests if I notice their grades slipping or if it appears they aren’t applying themselves.
I’ve noticed that when my child revisits an assignment, they gain much more than just a higher grade. If they struggled with a task, it was often due to distraction or missing crucial information. By revisiting the work, they pinpoint what they overlooked, refresh their knowledge, and, most importantly, retain the information more effectively. Instead of advancing to the next assignment with gaps in their understanding, they build a solid foundation for acquiring new knowledge. They achieve mastery.
And isn’t mastery the ultimate goal? A tweet from 2019 by educator Sarah Thompson about this practice has resurfaced, highlighting that many teachers are beginning to rethink traditional grading.
“Parents seem astonished by my classroom policies,” Sarah shared in her tweet. “Yes, your 5th grader can redo any test or quiz. No, I don’t mind how many times they retake it. Yes, late assignments are accepted. As a responsible adult, I can extend grace to my students.”
In light of the pandemic, many educators have been adjusting their grading practices. Recognizing that students are dealing with heightened anxiety and uncertainty, teachers are allowing the resubmission of work and retaking of tests. Some educators have been implementing these changes for quite some time.
Mark, a high school teacher in Ohio, believes that providing opportunities for revisions is essential. “Learning comes from refining and improving,” he states. “Denying students the chance to learn from their mistakes takes away a vital opportunity for growth.” He also emphasizes the diverse backgrounds of his students, suggesting that uniform expectations could unfairly disadvantage those who face personal challenges compared to their more privileged peers.
Similarly, Anna, a homeschooling parent in Florida, champions a “try again” philosophy. “When my children don’t perform well on tests, we discuss it,” she explains. “Continuing to a new subject without ensuring comprehension of the previous one is nonsensical.”
Some students benefit from repetition to reinforce long-term memory, while others experience test anxiety. The opportunity to retake tests can help them manage their nerves and achieve grades that reflect their understanding. There are countless reasons why rigid deadlines and final grades may not always be appropriate or beneficial.
This isn’t to suggest that teachers should offer unlimited chances for revision, resulting in an overwhelming workload for themselves. Clearly, instilling the value of deadlines and accountability in students is crucial for preparing them for adulthood. Integrating the option to redo assignments does not mean eliminating responsibility; rather, it requires a balanced approach.
We often speak of preparing students for the “real world” as if adulthood is devoid of opportunities for growth and redemption. However, becoming a capable adult often involves failure, revision, and starting anew. While mastering a subject is important, the essence of education lies in fostering growth and teaching students how to learn.
So why restrict students to a single opportunity? If a student expresses a desire to improve, we should encourage them to prove their potential. As Mark articulates regarding his high schoolers, “If a student is willing to work hard to enhance their understanding, what kind of educator would I be if I denied them that chance?”
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In summary, allowing students to resubmit work and retake tests is essential for fostering an environment of growth and mastery. It encourages learning from mistakes and helps students build a solid foundation for future knowledge. By providing opportunities for revision, educators not only support students in achieving better grades but also equip them with valuable skills for lifelong learning.