Test Correction Reflection

Students were able to see exactly where they needed help when coming in for reteach or during 'mastery rotations'. It also helped build student confidence as they could see their strength and were willing to help others who might have struggled in that area. It also allowed them for self-evaluation, the question about guessing/missing a question allowed them to work through their process (what testing strategy did they use, what information did they miss or overlook, etc.)

Based on this info I would use it to select my 'Genius Bar', these students would be the master of their topic during the mastery rotations. By doing this, students were more engaged as they were honored in being the 'Genius' at the table and showed more willingness to show their 'Genius' off, students would also strive to be named the 'Genius'.

I would look at changing some of the questions to be more specific depending on the content being assessed. I would also look at using this or some form of this for formative assessments so students can monitor their progress leading up to the summative assessment.

With this specific I did not. I would however like to add the formative assessment throughout the unit, so students are able to see the progress and set short term and long-term goals based on the feedback they receive on this.

Embrace Challenges - reflect and build on struggles, failures, and successes

Collaborate - Students would ask each other for help on the corrections and would work together to better understand/learn the topic.

Communicate - clearly articulate ideas in a variety of ways

Students can move beyond just recognizing a numeric assessment grade to see patterns. They can see if they are missing multiple questions tied to a standard and think about what might be getting in their way. Are they not understanding the question? Are they forgetting to go back into the story to check for text evidence? Are they choosing the second best answer, i.e. the distractor? By figuring these key elements to their learning out, they can help themselves.

Students take more responsibility for their learning when they do this. They stop thinking "the teacher gave me this grade on this test" and start thinking "I didn't do this on the test". It puts more of the responsibility on them and how the choices they are making are impacting their results.

I have used multiple iterations of this over the years. You adjust per assessment, obviously, but it works really well for reading passages.

There is differentiation that happens as a result of the reflection. Based on the information they gather and analyze, students can do additional activities based on the skills they individually are struggling with, determine if they need to attend tutorials, or figure out if they just need to remind themselves to go back into the text before answering. It helps them understand what they individually need so they can ask for help where they need it most.

Embrace Challenges - develop growth mindset to learn from mistakes, persevere by applying new strategies, and reflect and build on struggles, failures, and successes

Respond - balance demands with free time and seek help when needed