Beruflich Dokumente
Kultur Dokumente
Kaitlyn Meador
University of Alberta
EDPS 445
Caitlin Fox
REDO GRADING PRACTICES
2
Abstract
The present study examined the extent to which retake, redo, resubmit grading policies influence
student success. More specifically, the research assessed the impact on student academic
achievement, learning, affect and behavior. Participants included individuals current teaching
within the education system. Results of the completed online survey revealed that classroom redo
grading policies positively influence student academic achievement, information retention, depth
mindset and the ability of teachers to adjust instruction. The research highlights a classroom
assessment strategy that effectively progresses student understandings of the intended learning
outcomes while positively managing student behavior, without requiring the time and effort of
Within the field of education, the three most important interconnected elements
assessment. More specifically, the content of the learning material, the particular strategies
teachers use to facilitate student learning of the intended material, and the method used to assess
how students are progressing their level of understanding. As a result of the integral role
assessment plays in the progression of student learning, it is arguably one of the most important
tools implemented in the classroom. Every educator’s essential goal and true purpose is to
advance students in their knowledge, skills and attitudes towards the intended learning material
and assessment is a valuable method that gauges the degree to which that is occurring. This
evaluation of student learning provides teachers with direction and offers both students and
teachers information on what is required to reach the final destination of the curricular learning
outcomes. Although assessment is an essential instrument in education, there are many methods
student learning againsts the specific learner outcomes, whereas grading requires an evaluation
of student performance and is typically associated with a label or indicator of achievement, such
as a letter grade, percent or descriptive word (Wiliam, 2011). Due to its relationship with
assessment and its evaluative nature, grading is an emotional subject with firmly held opinions
and a vast assortment of practices. However, the purpose of this paper is not to evaluate the
effectiveness of different assessment and grading methods, but to understand the impact of one
specific grading policy on the success of students in the classroom. More specifically, the present
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research will consider redo, resubmit and retake grading practices where students have the
opportunity to reflect on an assignment or test submitted for grading, receive feedback on their
performance, make the necessary changes and submit the assessment again for full credit. This
flexible grading policy is about students learning from their mistakes and allowing them the time
assessment that do not include a resubmit policy involve a level of finality for both the grade and
the learning, as when an assignment or test is submitted to the teacher it is often not addressed
any further.
To date, researchers have studied several important aspects of flexible grading policies
and the influence they have on the success of students in the classroom, the majority of previous
research having focused on student academic achievement and disposition. Specifically, studies
have found that academic achievement and positive student affect both increase when students
are provided the opportunity to redo assessments (Fisher, Frey, Pumpian, 2011; Wiles, 2013,
Wormeli, 2011). However, despite the extent to which researchers have examined redo grading
practices, there is still a gap in the literature due to their almost exclusive study of college and
university students. This is problematic due to the fact that post-secondary students are
traditionally high academic achievers regardless of implemented grading policies, and are
participating in higher education out of choice and desire instead of government mandate.
Specifically, researchers have yet to examine the influence of retake, redo, resubmit grading
As a result of this gap in the literature, the current research addresses the question: Does
the implementation of flexible retake, redo, resubmit grading policies influence student success?
REDO GRADING PRACTICES
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Gaining an understanding of the impact that flexible redo grading practices have on the academic
and emotional success of students in the classroom is important because of the essential role that
assessment and grading play in the advancement of student knowledge, skills, and attitudes-an
enduring purpose of the educational system. The current study will provide a better
understanding of the influence redo grading policies have on student academic achievement,
use when considering the effectiveness of an instructional strategy or assessment method. Due to
the importance of student academic achievement within school and beyond the classroom, it is
implemented strategy. Previous research conducted on the relationship between grading and
student academic achievement has found that strict deadlines and giving zeros for late work,
rules typical of classrooms that reject a student redo policy, limit student achievement and
assessments to acquire a higher grade has been found to improve students’ understanding of the
intended learning concepts in both high-achieving and low-achieving students (Dueck, 2011;
Wiles, 2013). More specifically, the largest increases in grade point average were found in
students with disabilities and students living in poverty (Fisher et al., 2011). This is an important
finding as the implications of an effective redo grading policy include a reduction in the
learning, students display an improved level of mastery of the material, students resubmit better
quality work and students generally perform better on redone assessments regardless of working
in a group, the use of notes or officially setting a makeup date (Bacon & Beyrouty, 1988;
Schroeter, Green & Bess, 2010). Similarly, compared to students given the correct answers to
questions they missed on assessment, students that were given the opportunity to correct missed
higher final grades in the course (Brown, Mason & Singh, 2016; Rozell, Johnson, Sexten &
Rhodes, 2017). Finally, it has been repeatedly found that an effective redo, resubmit retake
assessment grading policy not only results in academic advances within the classroom, but
prepares students to succeed in higher education and life beyond their years of formal education
influence of redo grading policies on achievement of the specific learning outcomes within the
will provide insight into the assessment practices that best support student learning.
Student Learning
Along with academic achievement, it is important to consider the influence redo grading
policies have on student learning abilities, retention of information and proficient demonstration
of the learning outcomes. Within the years of formal schooling it is essential for teachers to
instruct students not just on what to learn, but also how to learn and build constructive, healthy
study habits. Flexible redo grading practices or multiple attempts at mastery programs challenge
REDO GRADING PRACTICES
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the traditional linear assessment model and encourage learning as a continuous process, allowing
time for all students to reach proficiency of the content instead of just the ones that can learn in
the uniform timeline (Stevens, 2013; Wormeli, 2011). Implementing classroom strategies that
stimulate growth in learning and encourage the understanding that it is never too late to learn
have been found to be very successful, in comparison to blaming or punishing students when
learning doesn't happen according to the arbitrary schedule (Fisher et al., 2011; Wiles, 2013;
Wormeli, 2011).
Learning occurs with student practice, descriptive feedback from peers and teachers,
repetition of the cycle until students reach the desired level of mastery (Wormeli, 2011). This
model of teaching and learning is exactly what the redo grading policy affords. More
specifically, the process of reiterative learning encourages deeper levels of understanding and
competence of the content (Wormeli, 2011). Providing students the opportunity to review missed
exam questions has been found to result in an increased ability to retrieve the information, and an
increase in long term information retention (Schroeter, Green & Bess, 2008; Wormeli, 2011).
Similarly, learning is enhanced by allowing students to the opportunity to correct errors and see
the connection between practice and their eventual performance on assessments they are
permitted to resubmit (Bacon & Beyrouty, 1988; Fisher et al., 2011). Furthermore, in a study
conducted by Schroeter, Green and Bess it was found that students provided with the opportunity
to resubmit an exam for regrading purposes reported an increased likelihood of learning from
their mistakes, compared to the students in the non-regrading group (2010). In conclusion,
allowing students the opportunity to revisit assessments and correct errors based on the feedback
REDO GRADING PRACTICES
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and a heightened ability to learn from mistakes (Schroeter et al., 2010; Wormeli, 2011).
Due to the significance of students’ ability to learn and the understanding that individuals
acquire knowledge in a variety of ways, it is important to understand the extent to which redo
grading policies influence student learning as they allow for students to be assessed on their
performance of the outcomes, instead of the route in which they took to get there.
Student Affect
This includes manners of confidence in the classroom, attitudes towards the learning process,
and presenting symptoms of test anxiety (Dueck, 2011; Schroeter et al., 2010; Stevens, 2013 ).
Experiences of student affect are important to consider as they significantly impact the ability of
students to learn in the classroom setting, where students perform better in classrooms of which
they have an optimistic perspective and attitude (Schroeter et al., 2010). More specifically, as
low-scoring students begin to see improvement in academic achievement upon retest of exams
they similarly report heightened levels of confidence and willingness to partake in subsequent
redo opportunities (Dueck, 2011). Of equal importance, high-achieving students report less
temptation to cheat when provided with the opportunity to retake exams as the pressure to
mastery program describe confidence in their ability to succeed in subject areas with which they
had previously struggled, satisfaction with their academic progress and contentment with their
traditional classes, students in classrooms that provide the opportunity to redo assessments
experience enhanced levels of positive attitudes towards the subject matter being taught
(Stevens, 2013). Providing the opportunity to correct missed exam questions results in increased
interaction among students, increased levels of communication between student and teacher, an
improved relationship experienced between teacher and student, and a higher quality learning
environment (Bacon & Beyrouty, 1988; Schroeter et al., 2010; Stevens, 2013). These finding
were evident regardless of whether the resubmitted assessment contributed to the fulfilment of
their final grade (Nickels & Uddin, 2003). Finally, students experience reduced levels of test
anxiety and correspondingly reported an increase in positive attitudes towards test taking when
provided the opportunity to correct exams through the process of regrading (Schroeter et al.,
2010).
Student Behavior
implementing a redo grading policy or multiple attempts at mastery strategy in the classroom is
the behavioral performance of students. When considering the methods of which best teach
students constructive behavioral traits such as responsibility and accountability, there are far
more effective strategies than to label a student as immature or problematic and let that dictate
their learning destiny. Moreover, students that present unfavorable conduct such as
irresponsibility, inattentiveness and lack of effort require the increased instructional attention that
redo grading practices afford (Wormeli, 2011). Students learn responsibility, accountability and
self-advocacy when they are required to complete practice work and request a retest within
REDO GRADING PRACTICES
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classrooms that foster a multiple attempts at mastery philosophy (Fisher et al., 2011; Miller, July
8, 2016).
When the grades that students receive on classroom assessments accurate reflect their
learning, students are more likely to rise to the occasion and put the effort in to meet high
expectations (Fisher et al., 2011). Within classrooms that allow students to redo assessments,
students understand the relationship between performed effort and desired outcome (Bacon &
Beyrouty, 1988). Similarly, allowing students the opportunity to monitor their own academic
achievements results in increased levels of motivation, and students feel more involved and
important in the assessment process (Dueck, 2011; Khan & Slavitt, 2013, Wiles, 2013).
In summary, the goal of the current research is to address the gap in the literature by
examining the influence of flexible grading policies on student success within the formal years of
education. The present study considers the academic, affective, behavioral and learning
experiences of students as per their teachers adoption of such flexible grading practices that
Methods
The present study recruited individuals currently working within the education system to
complete a survey on flexible classroom grading policies. Participants voluntarily completed the
online survey sent via email, and were afforded as much time as needed to complete the study.
After informed consent was collected, participants were asked questions about the
implementation of redo grading policies and their influence on student academic achievement,
REDO GRADING PRACTICES
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learning and life beyond grade 12. Due to the high level of confidentiality, no identifying
The goal of the current study was to examine the ways in which the implementation of a
flexible retake, redo, resubmit classroom grading policy influences student success. While
previous research has considered the impact of redo grading policies, the present study goes
beyond this by assessing the extent to which student success is influence by opportunities
provided for the resubmission of all assessments in the classroom, not just conventional exams,
and by taking a closer look at students within their K-12 years of formal school instead of
post-secondary education. With regards to the examined research question, it was found that all
participants indicated that allowing students the opportunity to redo assessments positively
impacts multiple aspects of their success inside the classroom. This was investigated through an
positively impacts student academic achievement. The results of the study revealed that the
progression of student understanding and learning of the intended outcomes, as well as a greater
depth of student knowledge. More specifically, all participants agreed or strongly agreed that a
visible progression of student learning towards the outcomes is evident when students are
provided the opportunity to redo assessments. In addition, all participants agreed or strongly
agreed that allowing students the opportunity to resubmit assignments and redo tests results in a
REDO GRADING PRACTICES
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greater depth of understanding with regards to the learning outcomes (see Figure 1). This is
consistent with previous literature that has found that for both high-achieving and low-achieving
student learning outcomes and the attainment of higher grades (Dueck, 2011; Wiles, 2013).
Student Learning
In terms of the impact on student learning, the results of the present study revealed that
all participants agreed or strongly agreed that the implementation of retake, redo, resubmit
grading practices in the classroom effectively stress the importance of the learning outcomes of
which students are afforded the opportunity to readdress (see Figure 2). In addition, numerous
participants specifically stated that having students identify where, when or how they went
wrong in their initial completion of an assessment and allowing them to redo it frequently results
in increased retention of the learning material. This finding is coherent with the previous
conclusion that providing students the opportunity to revisit missed exam questions results in an
(Schroeter, Green & Bess, 2008; Wormeli, 2011). Results also revealed that the implementation
self-improvement and continued opportunity for betterment, while fostering an ability to keep
Student Affect
The results of the present study found that from the teacher perspective, classroom redo
assessment practices have no significant impact on the experience of student affect. Despite the
fact that previous research found a positive and beneficial impact of redo grading policies on
student levels of confidence, attitudes towards the learning process and test anxiety, no specific
mention of student affect was made by the teacher participants included in the present study
(Dueck, 2011; Schroeter et al., 2010; Stevens, 2013 ). However, the present study did reveal that
allowing students the opportunity to redo assessments increased their willingness to take
initiative and try again upon initial disappointment, which may be associated with an experience
Student Behavior
With regards to the impact on student behavioral aspects, the results of the study revealed
that all participants agreed or strongly agreed that the implementation of a classroom redo
grading policy provides students the opportunity to take responsibility for their learning and
further develop a sense of accountability. This finding is consistent with the previous literature
that has found that classrooms implementing a multiple attempts at mastery approach to
when they are required to complete practice work in order to request retests and redo
One particular finding of the present study not addressed in the previous literature is the
impact redo, resubmit, retake assessment practices have on the growth mindset of students. More
specifically, allowing students the opportunity to redo assessments fosters their understanding
that intelligence, ability and performance are not innate human features, but developed over time
with effort, practice and determination. Similarly, the results revealed that redo grading policies
encourage students to keep trying when they fail and put for the effort to improve, as mentioned
previously.
Despite the fact that all participants confirmed that redo grading policies provide students
the opportunity to take responsibility for their learning, develop accountability and foster a
growth mindset, the results of the study revealed differing opinions regarding the long-term
nature of these benefits. While some participants agreed or strongly agreed with the statement
that allowing students the opportunity to redo assignments and assessments is an important way
to prepare them for life past grade 12, others disagreed (see Figure 3). This controversy confirms
REDO GRADING PRACTICES
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that while teachers understand that redo grading policies positively impact student development
in the areas of responsibility, accountability, and self-improvement inside the classroom, some
doubt remains of whether these characteristics are progressed to a level where they are
Teacher Productivity
success of students, they reported that the flexible grading policy has benefits for themselves as
the classroom teacher. More specifically, all participants agreed or strongly agreed that
instructing students to identify where things went wrong after the first completion of an
assessment informs them of where to effectively build supports for each individual student (see
Figure 4). In addition, participants specifically mentioned that the implementation of such a
policy provides teachers the opportunity to assist students in reaching their highest level of
learning and individual mastery of the content. This is consistent with previously conducted
REDO GRADING PRACTICES
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research that concluded that requiring students to correct missed exam questions allows teachers
to see where students are struggling with the learning material, allowing instructional strategies
However, the results of the present study also revealed that some teachers expect that
when provided with the opportunity to resubmit a test or assignment, it is the student's
responsibility to come in on their own time during the lunch break or after school to recieve help
and to complete the redo. This finding implies that in order for a redo grading policy to be
successful it requires extra time and effort from teacher and the students, in addition to the time
spent working and learning in class. Conclusively, although redo assessment practices provide
Implications
The extent to which retake, redo, resubmit grading practices influence student success is
an important topic to consider because the goal of the education system is to progress student
competence and confidence in areas of knowledge, skills and attitudes. With student progression
and development as the essential outcome of schools, research conducted on the specific
REDO GRADING PRACTICES
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strategies and policies that assist teachers in accomplishing the goal of student success is
imperative as we want to equip teachers with the best practices. By collecting information
directly from teacher participants, the present study gained a clear perspective on the usefulness
More specifically, providing students with the opportunity to resubmit assignments and redo
tests also allows teachers to use student’s work to inform instruction and assess which teaching
strategies are effective. In addition, if teachers implement outcome based assessment in the
classroom, a redo grading policy allows them to see if students are struggling with the
knowledge required to answer particular questions, or if student difficulty is resulting from the
question format. It could be the case that students understand the content, but struggle with
Furthermore, although the current research found that teachers spend their lunch period
and after school time allowing students to resubmit assessments, redo grading policies do not
necessarily require additional time and effort from the teacher. When providing students the
opportunity to redo assignments and tests, it is an effective practice to only require them to
resubmit the parts of which they got incorrect or did not demonstrate proficiency of the material.
Asking students to only redo parts of an assessment instead of completing it in entirety for a
second time, requires less effort from the teacher as they have to grade a reduced amount of
student work and it demands less additional work from the student. In addition, when students
are only required to redo parts of an assessment, they may be more likely to continue engaging in
the process as they do not have to endure the monotony of repeating assignments and tests
verbatim. Another strategy that effectively reduces the required effort of teachers implementing a
REDO GRADING PRACTICES
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classroom redo policy is to intentionally pick your battles. As a teacher, it is important to have
proficient knowledge of your curriculum and only require students to redo assessments on their
level of understanding the essential learning outcomes. Finally, instead of taking time outside of
class when implementing a redo grading policy, it may be effective to schedule time in class for
students to receive help from peers and the teacher, and catch up on work.
strategy that goes beyond assessment to further connect with the behavioral experiences of
students. A classroom redo, resubmit grading policy can be utilized to address these behavioral
negative attitude they can be required to resubmit the assessment instead of being punished with
detention, time at lunch or a zero for uncompleted work. Instead of punishing students for an
inability to demonstrate their understanding, redo grading practices hold them accountable and
Finally, the present study provides insights into the ongoing deliberation of which
instructional and assessment strategies are most effective in progressing student understanding
and developing constructive student behaviors. The findings of the current study serve to inform
current and future teachers of a classroom strategy that effectively progresses students
understanding and retention of the learning material, develops students accountability and
Conclusion
classroom contribute to the success of both students and instructors. Although previous research
considered the impact of such flexible assessment practices, the current study contributes to the
literature by examining the success of school age students and the provided opportunity to redo
any assignment or test, from the perspective of the teacher. The findings of the current research
concluded that redo grading practices positively influence the academic achievement of students,
responsibility, accountability and motivation, as well as the teacher's ability to build student
supports. These results provide insight into the effectiveness of an assessment strategy in
progressing student understanding, managing student behavior and ways to reduce additional
Within the education system, an essential element of the learning process requires
students to demonstrate their understanding of the learning material. Assessment establishes the
educational goals, and evaluates whether these intended learning objectives are being met. Redo
grading practices provide another way for teachers to effectively progress student understandings
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