Chapter 10

This chapter is about allowing students to redo work that they have done poorly and how to grade this type of work. It does bring up the issue of allowing the teacher to decide who gets the opportunity to redo work and who does not. A student that simply does not do the work should not be allowed to make up work because they did not try to begin with. The chapter suggests not averaging the two grades of the same assignment. This would lead the student to believe that he or she did not have the abilities needed to acheive an A. This also does not represent the true mastery that a student has acheived. It would eb as though you were punishing the student for not having learned the skills as quickly as the rest of the students. It then sets up guidelines that should be followed when students are being considered for redoing their work.

Students should be allowed to redo work but only to a certain point. I know many terachers feel taht if a student is given enough tries he or she will be able to master the material. and this may be true but the wuestion then becomes whether the grading and regrading are worth the improvments that the students is making? This is a difficult question because it depends on each individual student. However, at least some points should be deducted for late work. Not a full letter grade as many teachers do but late work is still late and not penalizing the students is the same as penalizing those that get the work in on time. If they can all get the same grade how is that fair to the students that actually do their work? Redoing work for full credit should be reserved for the circumstances that are unavoidable. For example, if students know they will be given a redo on a test then they will not study for it the first time. When they redo it and get the same or a better grade on the test as teh students who did study it doesn't seem fair. This is hurtful to the students that get things done on time and study for the first test. The idea of analyzing their mistakes and fixing them may be a better idea because then the students must at least know what it is that he or she did wrong and this reinforces leanring and mastery.