Nikki's+Page

Controversial Topic: Retakes on tests and quizzes.


 * How does this issue take shape in my practice?**

I teach honors and college prep. classes at three different levels. In all of my classes I offer numerous quizzes before chapter exams. Each class has at least 6 major exams. There are many occasions when students are looking for ways to bring up their averages. One way of doing so is retaking these assessments, thus the issue of retaking exams.


 * Position 1: Retakes are not allowed.**

People with the opinion against allowing retakes on tests usually share the opinion that this is an unfair practice to those students who prepared well enough the first time in order to do well on the test. In addition, they believe that it discourages students from studying the first time around. Why would a student prepare for an exam when he can discover exactly what will be on the test upon taking it and later be able to make the test up? If students rely on making up tests, they become lazy. Not only do they not study a variety of material, but they often memorize answers for the retake, only to forget them shortly after and not have learned anything.


 * Position 2: Retakes are allowed**

People with this opinion do not focus on the length of time one needs in order to memorize material. Instead, they focus on whether learning occurs. Every student is unique and learns in a different way. Similarly, it makes sense that students learn material during different time frames. If a student has the desire to make up work by putting in more study time and effort, these teachers believe students should be afforded extra time and retakes to demonstrate their knowledge. In the end, what is important is that the students learn.


 * Position Paper.**

In high school, what is most important is for students to learn the material, not to learn it within a certain amount of time. In the real world, I do understand that time is often a major factor, such as when turning in a project by a certain deadline or preparing for a meeting. It is good to give high school students deadlines so that they are able to practice budgeting time. But high school students are still adolescents needing practice. If deadlines limit a student’s learning, there should not be fixed deadlines.

To some degree, students are limited in high school by time. Students only have nine months to master a specific amount of material. If it takes one student four weeks instead of three weeks to learn a given topic, the extra time needed should not matter. What is most important, is that the student has the desire to learn and put forth the effort needed to obtain his desired score. Therefore, I disagree with the position that one should prohibit retakes.

It is important to set guidelines, such as those set in “Retakes Source 1”, when opening the opportunity for students to take retakes on exams. Guidelines ensure that students who seek to retake a test are doing so with the intent to learn, rather than simply memorize answers. In addition, the guidelines motivate students to succeed the first time, rather than having to retake tests. Some guidelines include “student and parent and teacher have to review the test with the student(“Retakes Source 1”). I use a variation on this rule and ask review their exam with me and demonstrate comprehension on the material. The students not only have to know the right answers, but have to explain why the answer is what it is.

Similar to the beliefs of those against the argument for retakes, I do believe that some students do not study to the best of their ability at first attempt because they know that there is the possibility of making up the test if they should do poorly. Ultimately, the student will put in the necessary time in order to learn the material. Some students will choose to pay attention in class and take good notes. Other students choose the longer route to success after doing poorly on an exam and having to stay after school for tutoring. As long as the student has the motivation to learn, either route achieves the desired effect of learning.

Finally, some teachers offering retakes put restrictions on who may retake exams and what percent of the grade may be “recovered” in order to not give an advantage over students who did not need a retake. For example, it may be a teacher’s policy that students may retake exams but will receive a score of the average with their initial exam. The teacher in “Retakes Source 2” has a restriction in that retakes are only offered to students in the standard class.

I do not feel that there is an unfair advantage to students taking retakes because I allow this option for all students. But I do use a type of restriction in my advanced level classes. For standard and college prep. students, I allow all students the opportunity to retake the same exam for full credit. Again, this is under the assumption that the student will stay after school and indefinite amount of time until the concept is mastered. I relate this idea to a baby learning to walk. Every student in my class had to learn to walk. Some students learned to do this very quickly and others took longer than the “average” age. It does not make a difference to me how many months each student took to master this. What is important is- they walk.

On the other hand, in my honors class I am dealing with many overachievers. None of these students lacks motivation or the desire to learn. The students are much more competitive and I believe that I can push them further by imposing the limit of time on learning. Therefore, I only allow students to retake exams if they score below a 70%. After they retake the test, the retake is averaged with the original test. This keeps a competitive atmosphere and encourages students to put forth their best effort during the original test.


 * Works Cited Page**

“Retakes Source 1”. []

“Retakes Source 2. Making the Grade.” [] Hoff, David J. “Critics Question Fairness of Indiana Graduation-Retesting Policy.” []  February 13, 2002.

.