What Happens Before the Reassessment?

Jeff_EricksonBy Jeffrey Erickson

The topic of reassessment has spurred many “lively” conversations and debates in schools. Some argue that it isn’t fair that some get a second chance for learning and believe that it doesn’t reflect the real world to have second chances (forgetting the fact that many would not be able to drive to work if there weren’t redos.) Others contend that reassessments provide students an important opportunity to improve their learning and show proficiency. However, what I’ve learned over time, as a building principal, is that we need to shift the conversation away from reassessment and towards what happens before the first summative assessment is even given.

My school, Minnetonka High School, is an International Baccalaureate (IB) school. As teachers of IB courses complete course assessments, they are required to review all of the assessments, compare them against the rubric, and predict students’ final IB scores (from a 0-7 point scale). In turn, IB moderates the teacher’s predicted score. The process of predicting individual students’ scores is intriguing because of the amount of evidence of learning required to predict them.

A teacher who starts with the end in mind should be able to go around the classroom as he or she passes out the summative assessment to the class and accurately predict each student’s performance. The outcome on the test should not be a surprise to either the teacher or student. Sounds simple? In reality, no—to do this, the teacher must have a preponderance of evidence about each student’s performance gathered over the unit of study. There has to have been a series of formative assessments that provide the teacher with accurate feedback about the student’s learning. Each of the formative assessments helps drive and shape the instruction of the teacher so that mid-course corrections can be made. Rather than being reactive after the summative, the goal is to be proactive during the learning process and intervene long before the first test is given. If the evidence of learning shows that students are not ready, why would a student take the assessment the first time?

In the end, the testing results should never be a surprise. The criteria for success should be clear to all parties. Students should receive timely, specific, and targeted feedback throughout the learning process. With this information, proactive interventions can happen just in time for remediation—not the day after the summative assessment.


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