The Philosophy Behind Allowing Retakes

A serious educational shift has begun in recent years, moving away from traditional percentage grading to standards-based grading (SBG) models for both teaching and learning. SBG transitions from percentages to a skills-based system that focuses on how well students are reaching specific learning targets outlined and defined in a given curriculum. In place of percentages, students are graded on their level of proficiency, such as consistently meeting expectations, frequently meeting expectations, approaching expectations, or making minimal progress. 

My state introduced new world language standards that focus on what students can do with the language. For each topic or theme, we map out success with what we want students to know (learning target), how they will prove that they have achieved the standards (assessment), and the path we as educators will take to get there (unit lesson plans).

What does a 75 percent versus an 80 percent tell us about two different students’ level of success? Honestly, not much. However, if the standard is “use the target language to describe a family member in relation to others in the family,” and the feedback states that the student is frequently meeting the expectation, that is real information about student success. And if standards-based learning is truly about proficiency, retakes must be viewed through the lens of learning rather than simply grade improvement. 

Standards-Based Grading in Practice

We all know that students learn in different ways and different paces; SBG takes this into consideration by selectively grading assignments that are a true reflection of the learning target. Our district is beginning the shift to SBG, and the more I learn about it, the more excited I am about the possibilities. The idea of only having to grade targeted assignments leaves us time to do the most important work: teaching.

The best practice in this area is to start from the moment a new topic or unit is introduced to students. Transparency makes students aware of what their can-do statements will be for the unit and the path that you, the educator, will lead them down to reach those learning targets. Most important, students need to know how you will assess those skills along the way through formative assessments as well as summative assessments. This approach aligns with the backward design process, which begins with the learning targets and assessment pieces being built first, allowing educators to plan instruction accordingly.

When it comes to assessment, students must have in-class, non-graded practice with the format of the assessment pieces so that the results clearly reflect their proficiency rather than confusion with the assessment format. As part of the unit and daily lesson planning, teachers should map out specific tasks and activities that mimic the format of the assessments to ensure the validity of the outcomes.

Designing Retakes

Allowing students to retake a graded assignment or assessment shouldn’t be simply used to improve a grade; it should be used to improve learning, deepen understanding, build proficiency, and demonstrate growth. As we know, students are not all built the same way, and standards-based learning systems are better able to reflect and embrace this reality.

It also means educators need to decide in advance which assignments and assessments will be eligible for retakes and which will not and communicate those decisions clearly to the students. However, a retake should not be an exact copy of the original assignment. It needs to be something similar that reflects the same standards and expectations. Otherwise, grades are merely inflated. A retake needs to prove growth as well as learning—not just that a student remembers the correct answers from the first attempt.

Before students are given the opportunity for a retake, there needs to be some sort of reteaching or review of the content prior to the retake. Reteaching can have a multitude of “looks.” It could be a targeted worksheet, a Google Form, or a cloze notes passage or even an informal verbal conference in which the student explains a concept. Whatever the form, students should be required to reengage with the content and reinvest in their learning. Once a sign of growth is evident, a retake can be offered.

Retake logistics

Educators need to be strategic about which assignments or assessments they choose for retakes. Not everything needs a second chance. When retakes are offered too broadly, the system can simply be unmanageable and unintentionally encourage students to rely on retake opportunities rather than giving their best effort the first time.

Retake assignments should be limited to assignments that are direct assessments of a unit learning target. They should be cumulative and holistic and reflect the specific learning target. It shouldn’t be something covered in the early stages of the unit, it should be something that has had room to breathe in the student realm for a significant number of class periods and multiple opportunities to work on the learning target.

Ideally, when educators create an assignment that will be graded and a retake will be offered, they should create a second version at the same time. In many cases, the same artifact can be used with revised questions, or minor changes can be made while still assessing the same learning target. For example, if an activity is based on a fictional family tree, the retake might use a different family, different names, and adjusted questions.

In a collaborative teaching setting, dividing up these responsibilities between colleagues is a great way to respect time management and make the process more manageable. If your system uses professional learning communities, this is a perfect fit for that time period and allows everyone to be involved in the process and offers an additional data stream.

Another practical concern is finding time for the retakes. Again, this time needs to be built into classroom planning. Students may very well be balancing several assignments at the same time, and giving them time to do independent work is a great opportunity to review content, complete missing work, or prepare for and complete retakes. What do those who have already achieved the learning target do while others are still working toward mastery? They can support other students, do enrichment activities online, or review content from previous units. Some schools modify their daily schedules to include a flexible time when teachers are all available and students can get missed work, make up a test or quiz, get missed notes, and even do retakes.

Implementing this kind of system requires some creative thinking, flexibility, and collaboration at all levels. Yet, when done thoughtfully, it can be highly effective and productive. Students benefit not only from the opportunity to improve, but also from the freedom to take true ownership of their learning.

Because proficiency doesn’t always happen on the first attempt, and it certainly doesn’t happen in a vacuum, retakes have an important role in the learning process. If we truly believe in standards-based learning and the role of proficiency, we need to fully embrace the practices and processes that support it.