Reimaging Redos: Navigating Equitable Grading
This article is part five of a series on assessment. Click here to read the intro article, the second article, the third, and the fourth.
For the past few weeks I have been helping my juniors prepare for their ACT test, so my classroom has been inundated with multiple choice questions. With that in mind, see if you can correctly answer the question below.
Assessment Elementary School teachers have varying ideas about allowing students to redo assignments and assessments. Which teacher has the BEST policy?
A–Mr. NoWay does not allow students to redo any work in his class. He believes redos create grade inflation.
B–Miss NoProb allows any student to redo any work at any time and records the grade of the work that is redone.
C–Mrs. Average allows students to redo only tests and then takes the average percent of the two assessments.
D–Mr. Barely Better allows students to retake major assessments, but will only improve a student’s grade by a single letter. If a student initially receives a D+ on a test, he/she can score no higher than a C+ after the redo.
E–None of the above
Even though the teachers above are fictitious, I have seen each of these policies used in classrooms. Before I reveal the correct answer to the question, let’s examine each of these grading practices.
A. Teachers who do not allow students to redo any work “incorrectly believe they are building moral fiber and preparing students for the working world” (Wormeli, 2011). The working world is full of redos. Architects often redo initial building plans. Doctors revise and redo a patient’s treatment plan. Mechanics misdiagnose car problems. And the truth of the matter is that all of these professions involve adults who are experienced and adept in a craft they have already learned. Students are often tested on new information and are in the process of learning. Never allowing redos is not the correct answer.
B. Teachers who allow unlimited student redos create different challenges. Wormeli refers to this as a “chronic redo culture” (2016). The practice seems to place student learning at the forefront of grading; however, it often results in students abusing the system and placing a greater focus on the grade than their own learning. There are times and circumstances when students should not be allowed to redo their work. Unlimited redos is not the answer.
C. & D. Averages or adjusted grades? Previous articles in this grading series featured a foundational Wormeli quote about a grade “being an accurate reflection of a student’s learning at that moment in time.” Both of these policies are an inaccurate measure of a student’s learning. They are also not used in any other facet of life. When I failed my driving test the first time, the DMV did not average or barely increase my score and then figure out whether or not I passed. My second score was my score, and I was legally able to drive. Inaccurate grade reflections are not the correct answer.
Using the process of elimination, the correct answer is letter E…none of the above.
In his book Fair Isn’t Always Equal, Wormeli designates all of Chapter 10 for creating “Conditions for Redoing Work for Full Credit.” Below is a summary of his stipulations for using redos to maximize student learning.
All redos are at the teacher’s discretion. Student’s should always view redos as a privilege. If a teacher believes students are abusing the redo policy as an excuse to not study, the redo option should be denied. Schools may also want to consider a maximum number of redos a student can complete in a grading period.
Ask parents to sign the original work and possibly request a redo opportunity for their child. This helps create grading transparency and reminds parents that student learning (not grades) is paramount in your classroom.
Teachers should consider an alternative assessment method for redo work. Wormeli suggests that teachers rely more heavily reassessing student orally. The ability to articulate thoughts through writing is important, but if the skill or content being assessed does not directly apply to writing, I find that struggling students appreciate the ability to share their understanding verbally.
Work with students to create a studying plan for the redo. Often students struggle with “the time-management and task-analysis skills to finish the redo material and keep up with their current work” (Wormeli, p. 134). Help the student create a feasible study plan, always working backwards from the redo assessment date to the present day.
Do not allow any redo work to be completed during the final week of the grading period. Wormeli suggests this for the sake of a teacher’s sanity. It also helps students and parents understand the importance of expediency when completing redo assessments.
At this point, I would like to add an additional thought that Wormeli does not address: the role of teacher accountability in the learning process.
If I am properly scaffolding lessons and conducting regular formative assessments (not graded), the need for redos in my classes should be few and far between.
It does not make sense that I would assess students on content or skills that they clearly have not grasped. If this is ever proves to be the case, it is a clear indicator that I need to re-evaluate my lesson progression and formative assessment methods.
Creating equity in grading is an ongoing process, filled with trial, error, adjustments, and growth! Having a schoolwide redo policy that is implemented in every classroom and clearly communicated to students and parents can serve as a stepping stone towards fostering a spirit of student resilience. Imagine what classrooms would look like if success was not defined by the absence of failure, but by the ability to learn from mistakes and thrive through challenges! We want our students to understand that their learning is also an ongoing process, filled with trial, error, adjustments, and growth!
Questions for Faculty Discussion
You will probably notice that I did not provide a suggested redo policy for your school; this is intentional. It is important that all teachers at your school understand the purpose behind the policy you create. The questions below can guide that discussion.
What are the current redo policies used in your school?
What factors should be considered when granting or denying redo opportunities, and how can you ensure that teachers exercise discretion responsibly?
How can you strike a balance between providing opportunities for students to demonstrate mastery through redos while also maintaining the integrity of grading?
How can you frame redos not just as a second chance for a better grade but as an integral part of the learning process that values effort, resilience, and learning from mistakes? How can you communicate this perspective to students and parents effectively?
What logistical challenges do you foresee in implementing a redo policy, and how can you address them? Consider aspects such as teacher workload, consistency across classrooms, and the timing of redos within the academic calendar.
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