Since my child began remote learning in the fall of 2020, he has encountered a novel educational practice: the opportunity to resubmit assignments and retake tests. If he’s dissatisfied with his grade, he gets two additional chances to improve it.
Initially, when I discovered this policy, it seemed like a way to avoid real learning. Wouldn’t it be akin to cheating to simply correct mistakes after knowing the answers? Wouldn’t this system allow every student to achieve perfect grades? What about those who work hard to earn an A on their first attempt? Shouldn’t their achievements be recognized above someone who initially scores a C, followed by a B and then an A?
However, I soon realized that in my child’s online school, the process isn’t as straightforward as simply correcting errors. He must redo the entire assignment or test, with questions mixed up, some eliminated, and new questions added. It’s not just a quick fix. To genuinely enhance his grade, he needs to dedicate time to studying. This knowledge encourages him to concentrate during his first attempt to avoid the extra work of resubmitting. I also ensure that if I notice a decline in his overall grade or lack of effort, he will have to redo assignments.
What I’ve observed is that when he revisits assignments, he gains more than just an elevated grade. If he performed poorly, it often stems from distractions or missing crucial information. The resubmission process enables him to recognize his mistakes, solidify his understanding, and retain knowledge more effectively. Rather than advancing with knowledge gaps, he builds a robust foundation for future learning. Mastery, after all, is the ultimate goal, right?
A tweet from 2019 recently went viral, highlighting this concept of allowing students to redo work. Tracy Edwards stated, “Yes, your 5th grader may redo any test or quiz. No, I don’t care how many times they choose to retake it. Yes, they can turn in that assignment late. I’m a whole adult that requires grace & mercy. I can extend that to kids.” In the wake of the pandemic, many educators have reevaluated their grading strategies. Recognizing the anxiety and challenges students face, teachers are beginning to allow opportunities for resubmitting work and retaking tests.
Lily, a high school teacher in Massachusetts, shares that in her classroom, it’s common practice to let students make up almost all assignments. “Growth comes from revising and editing,” she explains. “Denying students the chance to learn from their mistakes is a disservice.” She acknowledges the diverse backgrounds of her students and emphasizes the importance of accommodating those who have faced trauma or instability, as opposed to imposing the same rigid standards on all.
April Noelle Grant, who homeschools her three children in Florida, also adopts a “try again” philosophy. “When they struggle with tests, we discuss the reasons. It’s pointless to push ahead if they don’t grasp the current material.” Some students require repetition to reinforce their long-term memory, while others may experience anxiety during tests. Allowing retakes can help alleviate those nerves and better reflect their understanding.
Although it’s crucial to maintain some accountability and teach kids about deadlines, incorporating opportunities for revisions and retakes doesn’t mean sacrificing expectations. It’s about finding a balance. We often speak of preparing children for the “real world,” where growth and second chances are essential. Achieving competence in adulthood involves overcoming failures and making adjustments, underscoring that education should prioritize mastery and personal development.
So, why limit students to a single opportunity? If a student expresses a desire to improve, we should facilitate that. As Lily puts it, “If a student is willing to work hard to enhance their understanding, what kind of teacher would I be to deny them?”
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Summary
Schools should allow students to resubmit assignments and retake tests, as this practice promotes mastery and personal growth. By enabling students to learn from their mistakes, educators can help them build a solid foundation of knowledge. This approach not only accommodates diverse learning needs but also prepares students for the realities of adulthood, where failure and revision are part of the journey.