We all want our students to learn from their mistakes. Tests are not just a grade, but a measure of where a student’s understanding is. We want to help fill in the gaps. This usually includes going over the test, or some form of test corrections.
But what is the best way to do test corrections? I was searching for a way that truly helped students learn from their mistakes, but did not take up a lot of time. I needed a test correction method that was meaningful, and motivated even hard-to-motivate students.
And I found it! It even works for Distance Learning!
At one point or another, all teachers have gone the route of going over each test question, or perhaps just the most-missed questions. This is a fast way to get through all of the test content. However, even the student with the longest attention span will begin zoning out at question three.
Offering the chance to do test corrections is a great way to engage students individually in learning from their mistakes. To know why an answer is incorrect, and then truly understand what the right answer is – this is the supreme goal.
I have tried so many methods for test corrections. Each one has pros and cons.
For all of their wrong answers, students provide the right answer: Yes the correct answer passes through their brain. But this method does not encourage students to truly learn. It is easy to find the right answer (ask a friend), but not process why it is right.
For all of their wrong answers, students write the correct answer and explain WHY it is correct: This method is great for student understanding. It drives kids to go into their notes or collaborate. I used this method for a long time. Unfortunately, the students who needed test corrections most, often would not complete them. It takes a long time, and a lot of effort, especially if they missed tons of questions.
Besides that, it takes a long time to grade!
So what is the answer? A method that is relatively fast, but packed with real learning! That motivates students to complete the test corrections and rewards them for their work!
Here is the test corrections method I have liked the most:
Students take the test again – with a friend! Let me explain.
BEFORE they get their test back, students work in pairs to re-take the whole test. Pair them up in class, or virtually in breakout rooms!
They are able to use their notes, text book etc.They must dig into their resources to find the right answer.
The Magic is in the Motivator:
There must be some motivation to re-take the test. For my honors and AP students, the original test is worth 75% and the re-take is worth 25%. For academic students, it is 50/50. Or consider making the re-take into a separate quiz grade. The reward of a good grade is key to motivating students to take this re-take seriously.
Because they have not gotten their test back yet, students do not know which questions they got right or wrong. I do not even let them know their test score!
This is so hard for them, they want to know what they got so badly! But I want them to really get into the assignment and do their best. If they find out they got a 90, and they are happy with that. The re-take will feel more like busywork, rather than an opportunity to earn a better grade.
Without fail, I get the question ‘what if I do worse on the re-take? Will it hurt my grade?” The answer is “YES! So do your best!”
The only exception to this rule (for my classes) is if a student gets a 100 on the test. If they are clearly working hard on the re-test, they keep the 100. Working with a partner is a give and take, and sometimes a strong willed partner can push hard enough for a wrong answer to be chosen!
I also encourage them! ‘Of course you will do better on this re-take – you have your notes, your partner, and you have me to help! You got this!’
Content Converstations
Students treat each question is important, worthy of being discussed with a partner and/or looked up in their notes. I am still amazed at how serious and focused everyone is!
There are so many great conversations about content – students recalling when they learned something, looking for it in their notes, discussing the merits of one answer over another, explaining to each other why they think a particular answer is correct or incorrect… Awesome!
This test correction method works best when students have a partner to collaborate with. Taking the information from their own brain and bouncing it off of someone else’s thoughts really helps solidify understanding. Students also have a way of explaining things differently, in a way that their partner may understand a concept for the first time! Excellent!
I find partners are better than groups. Even in a group of three there is often one student who absorbs rather than contributes.
Tips for Test Corrections
All of my tests are done on Google Forms. This makes it really easy for students to re-take a test. I simply make a copy of the original! Google Forms provides instant data about how students have performed on the test corrections (re-take) so that you can give feedback on misconceptions right away.
If the test is paper (for multiple choice tests) you can still use Google Forms! Simply make a form with the test question numbers (1, 2, 3) and answer choices (A-D). You do not have to write in the actual question or answers! Mark the right answers on the Google Form, and it works like a scan-tron that grades itself!
Related: Seven New Ways to Use Google Forms in your Classroom
It is best to have students do the re-take as soon as possible after the test. They are already thinking about the questions and interested in the right answers. Also, they are able to move through the re-test more quickly. They still remember the questions, what answer they choose, and why they choose it.
Which reminds me of another tip – set a timer! The amount of time depends on your students, but I usually give about a minute per question. It’s helpful to put the timer on the board so everyone can see how much time is left. The timer helps keep students focused all the way to the end!
If using Google Forms, wait until everyone is finished before releasing the re-take scores. If they get them back right away, I have found that early finishers are pressured to share correct answers with students who have not submitted yet!
Or, if you want to give your students the thrill of instant feedback (which they crave), consider adjusting the Google Form settings. Let them receive their score right away, but do not know which questions they missed.
When to Review the Test Questions
If time allows, go over the questions from the re-take that the class still struggled with on the same day. There are usually just three or four on a 50 question test. This data is available right away with google forms!
Review the most-missed questions before they see what they got right/wrong on the original test or on the re-take.
This way they are still curious about those questions they debated over, and are interested in the right answer. When you get to that question that they discussed for 10 minutes, and went back and forth on, they are at the edge of their seats to hear the correct answer!
Once everyone is done with test re-take, and we have gone over the most-missed questions from the corrections – it is time to get both tests back! Students spend a few minutes comparing their original test to the re-take. They do a bit of math to figure out their final grade. They feel good that they earned some extra points. You feel good because they learned from their mistakes!
More Test Correction Tips!
It is helpful to have both partners turn in just one re-take. This cuts your grading in half, and helps to ensure that pairs are truly collaborating and not just doing their own thing next to each other.
Depending on the class, sometimes students are allowed to choose who they want to work with, and sometimes partners are assigned. It is important that both students in the pair are about equal in their understanding of the topic.
If a A+ student pairs with a D student, the D student will often sit back and allow A+ to answer all the questions without offering their own input. In fact, I have found that some Ds seek out As hoping for a free ride to a better grade!
Differentiation:
There are a few ways to adjust this technique for your students.
Some of my academic kids get burned out near the end of a 50 question test. Instead of doing it all at once, it helps to break up the test corrections. Give students half, or a third of the questions each day for a few days.
This can still be done with Google Forms. One way is to adjust the settings so that students can go back and edit the form. Be sure to have them save their URL by copying it and emailing it to themselves.
A more simple way (for the students) is to copy the test form three times. In each form only keeping a third of the questions, deleting the rest. For example, for the Day 1 section, keep questions 1-15 and delete question 16-50. Then for the Day 2 form, delete question 1-15, keep questions 16-30, and delete questions 31-50, and so on.
Also, consider compiling only the most missed test questions for the re-take. Or eliminate the questions that everyone (or almost everyone) got correct.
Again, this is easy to do with Google Forms. Make a copy of the test, then scroll through your results from the test and delete (from the copy) the questions that everyone did well on. This can save a lot of time. Also, students know that every question left on the re-test is one to take seriously because the class as a whole struggled on it.
“Can the test corrections hurt my grade if I do worse on the re-take?” You will hear it so many times! I mentioned earlier that only 100s keep their 100. You can make this cut off wherever you would like. For academic students, you may choose to say that any grade over a 90, or over an 80 will keep their score even if they do worse on the test corrections.
One other way to do it is to offer extra credit for doing well on test corrections. Maybe students get 5 extra credit points for scoring over a 90, and 3 extra credit points for scoring over an 80. This puts less pressure on students because there will be no way to hurt their grade.
Related: Daily Differentiation – How to Find the Students Who Need More
The Teacher’s Role in Test Corrections
Does the teacher offer help to answer the questions, or not? That again depends on the group of students. For my AP kids, they get no direct help from me. That does not mean I don’t interact!
Walk around and point out ideas they may have missed. Play devil’s advocate to draw out the pros and cons of each answer choice. Get them thinking if they get stuck. But I do not provide the right answer directly.
My academic class is a bit different. Some students will need more help and encouragement. If they ask for help on a question, I will get them to narrow it down to their top two possibilities. They tell me why they choose those, and then I will guide them with questions to the right answer.
I am also happy to (quietly) confirm a correct answer to provide that instant feedback they crave. It helps to keep spirits high and motivated as they tackle the next question.
These interactions with your students are rich and meaningful. You will be amazed at how focused and determined your students will be to get the right answers. And the journey to those correct answers is paved with collaboration, deep thinking, and learning – awesome!
I love this idea! One way I’ve done for test redo points is that they get 50% of their increase added to their original score. So, if they got a 50 on the test and a 100 on the retake, their gradebook score is 75. Some years I’ve done full credit up to 90%, but I don’t think that was as powerful.
Thank you Kimberly! Yes, I it is sometimes hard to find the balance between giving enough to motivate, and giving too much – which demotivates!
Do you allow the students to choose a partner themselves or do you pick them? If you pick them do you try to keep lows with lows and high with highs to ensure not only one person does the work or do you put highs with lows?
Great question! It really depends on the class. When I do assign partners, it is for that very reason – to be sure they are both working to find the answers, and not just one student proving the answers for the other. This is more of an issue in academic classes, where there is a larger difference between student abilities. Often in Honors and AP classes, students are very motivated and engaged, so there is less chance for a miss-match (high with low) if they do choose their partner.
What is your policy if students are absent on test day and/or retake day???
Bridgette, That is a great question. If there are multiple students who missed the test or corrections, I have them work together to do the corrections, either after or before school, or whenever we can. If it is just one student, or schedules are not working to get multiple students together at the same time, I allow them to do the corrections on their own with their notes. At that point, I do not let them work with another student who has already done the corrections and knows all the answers.
I like this idea, but when do they receive their original test grade? And when do you review the entire test so they know what was right & wrong and why?
Hi Lisa! Great question – Its best to give the original test back after the corrections are done, and you have gone over the most-missed questions from the re-take. This way they stay interested in reviewing the few questions you still need to go over!
Are students allowed to use notes the first time they take their test? I love this method!
Evan, I do not let them use notes the first time – but I guess they could if you think it would benefit learning!
Do you let students talk to other students they are not partnered with?