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Each year I have less than a handful of students who come in to retake any part of their test. It's more of an organizational tool for me than it is for the students. I don't know how to change this.

Write extra questions that can be used for reassessments.

Offer students the opportunity for reassessment.

Require students who want to reassess to fill out reassessment form.

1) students waited too long to do it. I put an approximate 2-week limit (after returning tests) to re-assess. Students waited until almost the last day just to notify me of their intent to re-assess. The longer they waited the worse they did.

The good news this year, though, was that re-assessment didn’t take over all of my time like I thought it would. It took extra time, sure, but it was manageable. One of my projects this summer is to make a bank of more questions for assessment.

As for re-assessing, my biggest surprise was that many students chose NOT to re-assess! (this is honors, too!). I think back, even last year when I had a lazy group and grades were low. There I was agonizing about why, why, why, and what could I do to improve the grades….what I discovered is that I agonized over it far more than they did. The ones who didn’t re-assess accepted their grades. The ball was in their court, and they didn’t play. And I didn’t have to agonize over anything this year. So I guess it balances out — more time for me to do re-assessment, less time I spend agonizing over grades. I’ll take it.

Grading is easier and generally less time consuming

Student grades reflect what they know and are not artificially padded with extra points.

Students could reasonably bring up their grade - there wasn't as much "hopelessness" about their grades and I think that kept students willing to try, especially when we changed concept areas.