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Word association: Mistake Formative Re-do Correction
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“HOW RE-DOS AND CORRECTIONS CAN
IMPROVE YOUR TEACHING”
Chris CannonSandy Creek High School
Fayette County
AGENDA Initial impressions Semantics?
Definitions Why do it at all?
Research Personal experience College?Real life?
I’m interested, how do I do it? Personal examples Examples from the field Examples from the room?
Questions/Concerns
INITIAL IMPRESSIONS Word association:
MistakeFormativeRe-doCorrection
HOW WILL ALLOWING STUDENTS TO CORRECT THEIR WORK MAKE
ME A BETTER TEACHER?
SEMANTICS? Redos, retakes, retests, and corrections
have slightly different meanings in some situations
Cannon’s distinction:Redo: a complete revision of an
assignment/section, usually starting from the beginning of the assignment
Corrections: making changes to specific components of an assignment
BOTH REQUIRE EFFECTIVE FEEDBACK!
WHAT, EXACTLY AM I TALKING ABOUT? Making corrections to assignments Re-Doing assignments Re-Taking tests in some cases Re-Writing papers OR doing multiple
drafts Re-Explaining Content in a new/different
way
WHY DO IT AT ALL? Research indicates several positive
effects: Increased student motivation (McManus 2011)Provides a sense of “hope” to lower
achieving students (Judson 2007)Follows research on how the brain works
We don’t “learn from mistakes”, we learn from CORRECTING mistakes! (Miller, 2009)
Neurons that are active during positive reinforcement linger longer than those active during negative reinforcement (wrong answers)
WHY DO IT AT ALL? Common in other content areas
English teachers encourage multiple versions of tests
Many math teachers have re-do policies to encourage multiple exposure to content
WHY DO IT AT ALL? College?
Syracuse survey of 300 college professors found many (68%) did not have a written policy, but were open to the idea if a student initiated the idea
Evidence of some type of redo policy on college syllabi (cursory search) UGA, GSU, Georgia Southern, Clayton State,
Macon State, Young Harris, LSU, Auburn
WHY DO IT AT ALL Real World?
Pilot coming in for a wrong landing? Ever mis-checked a box on a form or mis-
calculated something on taxes?Do farmers grow everything correctly the
first time?Ever changed a lesson or activity based on
experience?New Coke anyone?Traveler’s insurance claim reviews
WHY DO IT AT ALL Real World?
IBM study of 1,500 CEOs listed “creativity” as the asset they value most in an employee People who take balanced risks and learn from
mistakes were most valued in 2009 (IBM study here)
WHY DO IT AT ALL Other personal observations:
Fewer incidences of cheating Improved test scores (studying now)Students are more interested in
understanding WHY they are making the mistakes they are making
Most commonly referenced thing on my end of year surveys
WHAT DOES IT LOOK LIKE? Performance Task examples…
INTERDEPENDENCE If the government forces Barnes & Noble
to set a price ceiling, the government is telling them to sell below the equilibrium price. Because of the low prices on books, the demand for books increases. The price ceiling would cause a shortage since the store is not able to supply the books as quickly with such great demand.
If the government forces Barnes & Noble to set a price floor, the government is assigning them to sell above the equilibrium price. When consumers see the high prices , demand decreases for books. The price floor causes a surplus since consumers aren’t buying the books because of the high prices.
Student Example – Original Answer
My feedback:*Keiria, this is a great start, but you are missing the actual language associated with interdependence. How do these actions relate to consequences, both intended and unintended?
CORRECTIONS CONT. Graphs corrected on paper Slide 9&10- If the government forces Barnes &
Noble to set a price ceiling, the intended consequence is to lower prices for the buyers. The unintended consequence is the price ceiling would cause a shortage since the store is not able to supply the books as quickly with such great demand.
If the government forces Barnes & Noble to set a price floor, the intended consequence is increased profits for the sellers . The unintended consequence is the price floor causes a surplus since consumers aren’t buying the books because of the high prices.
Student Example – Corrected answer
MY EXPERIENCE: TESTS AND QUIZZES Day after tests, students can correct
multiple choice questions pursuant to a couple of rulesThey must finish these sentences: My
answer is wrong because… & The correct answer is ___ because…
Usually allow for open note, but NO partners and no book. They can only correct using material THEY created
At any point, students can take an alternate version of any test or quizMay be a different version or oral or essay
MY EXPERIENCE: PROJECTS Anything with a rubric may be re-
submitted up to 2 timesStudents must either submit a “correction
letter” or contact me via e-mail or personal contact to explain what they did differently and why
In AP classes, I assign deadlines, in regular classes I am more flexible, but usually require corrections to be made before the EOCT
MY EXPERIENCE: OTHER ASSIGNMENTS No corrections on any book assignments
or vocab quizzes Any corrections on group assignments
have to be made individually
OK, I’M INTERESTED, NOW WHAT? Clarify your policy
What can be corrected? Tests only? Projects only? Writing assignments?
All assignments? Are corrections “allowed” or “required?”
Grade improvement Full credit? Half credit?
Steps to correct Random submission? Parent signature on
original? Meeting with you? Pre-written correction sheet? Steps same for all assignments? How long do students have?
AT TEACHER’S DISCRETION!!!!! (Wormeli)
OK, I’M INTERESTED, NOW WHAT? Learn from peers Let your students in on the process Don’t try it all at once!
Try it with one assignment and above all, GIVE IT A CHANCE TO WORK!
IN HOUSE EXAMPLES? Experiences with redos?
Wormeli video
HOW WILL ALLOWING STUDENTS TO CORRECT THEIR WORK MAKE ME A BETTER TEACHER? Ideally, you will focus on “learning”
more than “grading” You will give your students an
opportunity to improve, something they DO get in the real world
Your will motivate your students to do improve themselves
You will build a class culture where students will want to know WHY things are wrong
QUESTIONS? COMMENTS? Powerpoint posted to
www.teachercannon.com under “Teacher Resources”
REFERENCES Black, P., & William, D. (2009). Developing the theory of
formative assessment. Educational Assessment, Evaluation and Accountability , 21 (1), 5-33.
Coyne, M. D., Kame'enui, E. J., & Carnine, D. W. (2007). Effective Teaching Strategies That Accomodate Diverse Learners (3rd Edition ed.). Upper Saddle River, NJ: Pearson.
Judson, E. (2007). Retaking a High Stakes Mathematics Test: Examination of School Inverventions and Environments. American Secondary Education , 36 (1), 15-30.
McManus, J. (2011). "Retests": A better method of test corrections. Physics Teacher , 49 (2), 121-122.
Stiggins, R. (2007). Assessment Through The Student's Eyes. Educational Leadership , 64 (8), 22-26.
Stiggins, R., & DuFour, R. (2009). Maximizing the Power of Formative Assessments. Phi Delta Kappan , 90 (9), 640-644.
