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ERIC Number: EJ963106
Record Type: Journal
Publication Date: 2011-Nov
Pages: 4
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0013-1784
How I Broke My Rule and Learned to Give Retests
Dueck, Myron
Educational Leadership, v69 n3 p72-75 Nov 2011
Dueck recounts how, as a high school history teacher, he began to allow students to retake all or part of their end-of-unit tests. Influenced by the work of Rick Stiggins, Dueck prepared students for tests better by focusing on three questions Stiggins says students should be able to answer for themselves: Where am I going in this unit?, Where am I now? (after formative assessments), and How do I close the gap? In a senior history class, Dueck broke required content in all units down into knowledge targets, reasoning targets, skill targets, and product targets. He used the unit plan focusing on these targets as a review for each unit test. However, when it came to allowing students to retest and try to improve their grades, his standard format for tests made it difficult to tell which specific knowledge struggling students were weak on. Dueck recounts how he learned to structure tests differently, easily create a "sister test" that he could easily use for retests, and provide each student a tracking sheet that showed which test sections and items they were weak on and gave directions for study strategies they should try before taking a second test. (Contains 1 figure and 2 endnotes.)
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A