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Sam Leal
Chapter 10: Conditions for Redoing work for Full Credit.

Chapter 10 talks about how redoing assignments isn’t a perfect world completely. It’s very important to have a system that makes it beneficial for the students and their learning. A way for students to keep practicing and learn from mistakes to master the content. One way the book gives an example is that students have their parents sign a contract and that students understand being able to redo assignments is a privilege and because as a teacher want students to learn and do well. That means if students try to just go into a test to not do well and know that they can just redo it, that’s not the point of it.

One way teachers try to make this a good thing for students is to have them create a calendar for when they will complete the assignment. Having a goal for how much time they believe they need will keep things reasonable. Also this shows that the teacher really cares and understands how crazy students lives are. One other suggestion that the book makes that’s seen a lot in school is not allowing work to be redone in the last week of a quarter. This leads students to just be redoing work for the grade. Not for learning, and mastering the content.

Ethan Guthrie Herrell
Fair Isn’t Always Equal: Chapter 10

Fighting for the pedagogy is all well and good. Doing it for the kids is all well and good. If a teacher has to deal with kids coming into class time after time, that will simply drive them insane. But there is more than one way to skin a cat, and more than one way to drive a teacher insane. And there have to be pragmatics, just as in law there are principles and mundane procedures to enact those procedures. One rather ingenious idea is to have the parents, students and teacher all sign a contract that outlines the procedures of redoing work as a way to let everyone involved know the terms. The teacher can place a certain trust in the consistency that structure provides. Teachers and students can’t complain about lack of fairness. A great service you can do for your students and yourself is to train them ahead of time on how to schedule their days so that they can both manage their current work and the work they have to redo. It will save the teacher a lot of pain. Finally, you should forbid any redos in the week right before grades are due to be turned in. toc

Cidney
Chapter 10 follows up the previous chapter by delving more deeply into the conditions and requirements recommended for students redoing work and assessments. Wormeli gives suggestions for some conditions regarding redone work, such as the teacher reserves the right to decide whether or not redo work will be accepted, making sure the parent is aware that redo work is being done, treating your students like adults, changing the format for redone assessments or assignments, choosing the higher grade to put in the gradebook, and not accepting redo work during the last week of the grading period.

I really like that last recommendation of not accepting redone work during the last week of the grading period, because it encourages students to redo work promptly, and not take advantage of any redo policies that I may have. It will also keep me sane if I need to catch up on my gradebook during that last week. However, I will acknowledge extenuating circumstances should the need arise, and allow for redone work to be turned in if it is necessary. I also like how Wormeli puts redoing work in terms of treating students like adults, and reminding the reader that, as adults ourselves, we are often given chances for makeups and redo’s. It makes sense to treat students like adults, since that’s the way they want to be treated. Finally, I really like the idea of both students and parents signing something at the beginning of the year that clearly goes over my redo policy, as it is a good way to sort of cover my back if any parent or students complains about my policies.

Elizabeth Sargent
Chapter 10 is quite similar to chapter 9 because they both talk about grades and assignments. As a teacher, I can reserve my judgment for when the assignment is redone according to my specifications or I can let the grade stand as soon as the student hands in the assignment. It is important to treat students as if they were in the real world. What would happen to them if they were out there? Would students get a second chance? Well for one, they wouldn’t be students anymore. They would be trained in their profession and able to accomplish what their job entails. But everyone messes up sometimes, and it is our job as teachers to make sure that the job is done right and that it is understood.

Redoing an assignment has always been a varied decision that I have noticed among my past teachers. Some would let me redo my entire assignment, some let me fix the parts I had done wrong, some created a completely different test for me to take. Mostly, teachers have let me redo something for a grade. Most of my teachers did not have grades accounting for a little enough percentage that I could squeeze by with one bad grade. So I needed to redo the assignment or fail the class. Creating a schedule for the student to go by along with doing their other work at the time will not only be helpful to the student but to me as a teacher as well. Teachers need a schedule too, if they are going to be able to grade all their normal work and the redone work as well.

Emily Haskell
Chapter 10: Conditions for Redoing Work for Full Credit

One of the things that bothered me about this chapter is that the author said that we should never allow re-dos for only half credit. We should not average grades together for make up assignments either. It does seem to me though that there will be kids who are constantly abusing the system. I am not going to lie. If I were a student who knew that their teacher allowed re-dos for full credit and had the option to study or to go out with friends, I would choose the latter. Then there is this mindset among students where they say to themselves, “Why study tonight, why write that paper now? After all, I can just make it up next week anyways, right?”

Later in the chapter it suggested that the teacher reserve the right to change the format of the re-do and to even deny the student the chance to make up the assignment. How do we decide who the kids are who deserve the make up work? There are kids who sometimes clearly need to learn a lesson by having the privilege taken away, but what about the kids who are genuinely struggling and just seem as though they don’t care about the work? Is there any way to be truly fair in our grading and assessment process?

Jordan Hale
Being a math teacher, I really connected with what secondary math teacher Melba Smithwick said at the beginning of the chapter. Melba Smithwick told the readers that she gives makeup tests whenever the students want it, but with one stipulation; they must record what they did wrong on the problem and how did you fix it (131). She said that it was a lot of paper work at first, but students started to look over their work before they passed it in and it taught them to recheck all their work and what to look for. I think this is a hugely helpful tool that I hope to utilize in my classroom. The authors go on to discuss different elements of redoing work. Such elements included having parents sign off on the original grade before they do the redo. Teachers should reserve the right to make the redo work a different format to avoid cheating. One element that I did not think of as a student is to have all redo work be done before the last week of the grading period. The end of the grading period is a hectic time for teachers with a lot of work. In order to help decrease the workload and possibilities for mistakes, teachers can make sure all work is in by the week //before// the grading period. Obviously the grading period for a student is a lot less work than the teacher, so to help accommodate both parties, the work needs to be in before the last week of the grading period.

Colby Hill
FIAE chap 10 The first thing I have to say is that oral exams are underrated. We had oral exams in the Lovecraft course in College and I think it worked great. Anyway, I think it is important to keep an idea of “how we would want to be treated as adults” (132). In the real world, which is what we ought to be teaching as well, we have not done something for a specific reason. “There are many times in which we’ve had something due for a committee, an administrator, or a graduate course, but we were too overwhelmed, tired, etc to finish the task in time” (132). It’s important to keep this in mind. If every once in a while you expected a break as a student, it’s only fair to dish out the same as well. The idea of telling parent is iffy to me. I mean, have a parent sign a paper. Some parents will care, some won’t, and some students are just having the parents do it as an assignment and they don’t care what it says on the paper. The good probably outweighs the bad, and nothing is wrong with doing it either. It doesn’t hurt anyone. “Ask students to staple or attach the original task or assessment to the redone version” (135). I’m quite surprised this isn’t already common knowledge and it needs to be mentioned. It is always important to be able to cross work and see what a student changed to what they improved. It’s more beneficial to give them feedback through the entire process not just the final product.

Karina Sprague
Chapter 10: Conditions for Redoing Work for Full Credit

This chapter talked about the practices and protocol that should be taking when allowing students to remake work. This chapter seems to contradict itself, and I disagreed with most of it. First of all, if you allow a student to make up an assignment for full credit, they might abuse this privilege by not doing the assignment or only doing it halfway and not worry about it because they can make it up later. This chapter also says you can choose to not allow make up work on a specific assignment. These two suggestions seemed to contradict one another. If you are allowing students to make up work for full credit, and not allowing them to make up work on another assignment, then why not give partial credit for make-up work that you are allowing? If you are going to restrict make up work on a specific assignment, that is equally as unfair as giving a zero. I think that students should receive partial credit for make-up work anyway (average the original and the make-up). I don’t think it is fair to go one extreme to the other, there needs to be a happy medium. Also, this will keep students from only putting half, or none, their effort into the original assignment.

I also find it unfair that teacher can deny one student the right to make up work, and allow other students the right. It seems like segregation to me. However, I do think that all make up work should be given in a different format to avoid cheating, repetitiveness, and to get a clearer idea of what the students know.

Spencer Hodge
Chapter 10 of Fair Isn’t Always Equal talks is about when it is alright to allow students to redo work that they didn’t do well on. I believe that students should be allowed to redo any poor work that they turn in. However, if it gets to be a habit, like Wormeli says, then I might have to reconsider my policy on second attempt work. Summative assessments are a big thing for me here. I was already thinking before reading this chapter that I wouldn’t allow any of my students to redo a summative assessment, whether it is a project or test, if they got a bad grade on it beforehand. My reason behind this was because I know that a lot of in class time will be given to work on the final product if that is the case, or in class time to review if I give a test. However, after reading this chapter I have come to the conclusion that I will allow my students to retake tests to get a certain percentage back, and make changes to their project for more credit. My job as a teacher is to make sure that my students demonstrate mastery for what I’m teaching to them. If I don’t allow for them to show me that they know something, then I’m not doing my job. Although, as the teacher I will reserve the right to not allow some assignments to be redone if I feel that the students can count on a redo on most assignments.