Let's say a student does poorly on the "Unit 3" test. If you as a teacher are unwilling to allow them some way to reassess after they upgrade their level of knowledge, I don't see how that promotes a growth mindset. What that says to the student is that even if they are willing to put in work to improve their level of knowledge, you as a teacher do not value that effort. I think that send the wrong message.
Here's what I tell students that they must do in order to reassess a learning goal:
New information showing additional learning will replace old information. You may reassess provided that you have:
- fully completed ALL assignments related to that standard (standard codes are listed at the top of every assignment)
- checked your answers for all assignments related to that standard using the key in Mr. Weiger's notebook
- documented an effort to engage in additional learning (e.g. tutoring, additional practice, test corrections, studying, etc.)
I post my before/after school availability on a google calendar on my class website.
Here's what the reassessment form look like. Some good meta-cognitive questions are included - click the link to check it out.
The new score is entered over the old score in the gradebook after the student reassesses - even if if goes down. This ensures students take reassessment seriously.
I put a comment in the gradebook that says for example, "original score:1, reassess:4"
A nice aspect of this system is that it puts most of the responsibility for the reassessing process on the student.