Belhaven University Education system Responses

just respond to three people using a 100 words. 

Kayla Nixon

Student revision and re-testing of non-mastered concepts has become expected practice, but it is still a controversial topic. Teachers wonder how they can find the time to do it all, feel it encourages students to avoid studying in the first place, and it places all responsibility for learning on the teach. How do you address these complaints?

I think that re-testing is a good thing to do however, I think that if the students do re-test that the materials that the teachers provided be totally different materials but still the same as the materials that the students had to study. I think that it is real important that the teachers encourage we the students that they should always study their materials not only just for re-taking of a test but the students should study so that they can learn the materials that is being taught to be able to take that knowledge apply it and use it everyday. Teachers should also try to find a day where they do set up re-testing for those of the students that needs to re-test on thing that they did not understand or the things that they did really poor on and even for the students that may have ben absent on the day that they class had a test on. We as teachers do have busy schedules and do not know where we would find the time to do re test but we should practice more on having a select day for that.Reply

Renita Lacy

Student revision and re-testing of non-mastered concepts has become expected practice, but it is still a controversial topic. Teachers wonder how they can find the time to do it all, feel it encourages students to avoid studying in the first place, and it places all responsibility for learning on the teach. How do you address these complaints?

As teachers, we should always want our students to master the concepts that we teach or cover in class. However, I feel that there is a lot of controversy when it comes to this practice in the classroom. As an educator, I think we can all agree that sometimes retesting our students is necessary. This is done in hopes of students mastering the concept so that we can move on to a new lesson or learning standard. On the other hand, though, I think it is also very important to set clear limits around this particular practice. The reason why I say this is because we are all aware of how mischievous and sneaky some students can be. When we give them the option of making up tests or quizzes, some have already conjured in their minds to fail on purpose. This way, they can get an idea of what the test looks like, or at least what to expect on it, and then simply regurgitating the right answers later on. Under these circumstances, nobody wins. The students are not mastering the subject, nor is personal responsibility achieved.

A way that I address these complaints is by not giving students that many opportunities for retests (aside from my exceptional needs students). This way, they know that they should try their best the first time around, because a second one may not always be lurking. Being a high school teacher, I often teach my students the importance of accountability and taking responsibilities for their actions or lack thereof. If you don’t take the time to actually study and prepare for a test, you probably won’t do well. However, if you actually study and use your time wisely, you will more than likely be successful. This encourages students to be attentive and try their best, because they know that whatever their grade is — sticks. What you see is what you get!

Tomeka Stewart

When it comes to revision and re-testing of non-mastered concepts, as a teacher, on a scale of 1 to 10 with one representing being completely against it and a ten being completely a fan of the practice, I will give the practice a 5. I fall in the middle of the rating scale for a negative reason followed by a positive reason. My negative reason stems from students’ actions. I have experienced the students who will purposely bomb formative assessments just to prolong introducing a new skill. I have experienced the students who purposely fail an assignment just to get extended study time followed by another assignment that can replace the first to a certain extent. However, on the positive side of the scale, I have experienced the students who are confident in what they know, yet when they apply it independently, they miss a key component of mastering the standard or objective and truly need that revisiting of the skill followed by a retesting. I fall in the middle because it is not right to want to avoid reteaching retesting altogether due to the bad apples. How I address the problem with this practice is by informing letting students know on the front end that the retest will not be the exact same assignment. It might even be more complex due to the extra instructional time given. This announcement for the most part encourages the ones who think they are beating the system to put for a true effort from jump due to not having a teacher that will just call giving the exact same assignment again for a retest. At that point, it becomes a little more assuring that those who do not show mastery are truly the students who are struggling with the objective.Reply