Monday, September 26, 2016

Remixing the Retake

When students do not perform as well as they would have liked on their first attempt of an assessment, they can request a "reteach-retake" for another opportunity to learn the content and demonstrate their understanding. Traditionally, quiz and test retakes are modified forms of the original assessments, either on paper or as a Moodle quiz. As future ready creative communicators, we want students to (1) choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication and (2) create original works or responsibly repurpose or remix digital resources into new creations (ISTE Student Standards 6a & 6b). What if students were given the option to decide how they demonstrate their learning, using any tool available?

Math students at Eaton HS are taking this approach. Instead of repeating the assessment in a similar format as the original assessment, students are utilizing technology to demonstrate their learning, given the grading rubric and a deadline. These constraints dictate the destination; students decide their own path how they get there, with great success.

Student quiz retake sample 1:

"My mom recorded the video as I talked through it and showed what I was doing. The video retakes makes it easier because you don't have to be at school to do it; you can do it anywhere. I feel like I learned it better than a paper retake because I was able to explain it; to explain it you have to know what you're doing." ~Algebra II student

Student quiz retake sample 2:
"We didn't have to do every single problem, so we worked them together. Each student separated their own problems in a box and worked through the problems and answers. We used the drawing tool to insert boxes and lines, including a number line. I felt like I understood the problems better than when I do a normal quiz retake because we helped each other work though the problems."
~Algebra II Student

Student quiz retake sample 3:

"You get your paper test back and all the questions you got wrong are marked wrong. So I went to the sketchpad website with a stylus and wrote the problem I got wrong, showed how to work the problem, and showed the right answer at the bottom. At the same time, I recorded myself speaking through the Chromebook what I did wrong, why I got it wrong, and how to do it correctly. So I know in the future how to do it correctly." ~Algebra II Student

Using their choice of technology to demonstrate their understanding in a different way has resulted in increased engagement and understanding, meanwhile building skills students need to become creative communicators.

Tools used in the student samples above:

Other resources:

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