It is different with university courses. If I pass an exam with a low, but passing grade, then this grade sticks for the rest of my life and I can do nothing about it. It can ruin my prospects of an academic career.

If universities allow infinite resits for all students for free, it creates infinite workload for staff, which is unsustainable. Even if funding were not an issue, preparing and marking the re-examinations is a tedious task which would lead to staff burnout if not managed properly.

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Asking students to pay for their re-examinations allows financial inequality to penetrate further into the system of academic success, and ultimately leads to furthering systemic inequality. This goes against the mission of many universities, which aim to provide fair opportunities to all students.

The effects of allowing improving grades may somewhat depend on the academic system, in particular how much these grades are valued and what failure rates are considered acceptable (see, e.g., this question). However let me give you some perspective from a system that does allow it (Germany, STEM fields):

For most written exams, our university gives students one attempt to re-take a passed exam when they have taken the course for the first time. In that event, the better of the two grades counts. I consider it good that this opportunity exists since it can cover some edge cases, where the exam was broken or the student had a bad day, but still passed. The main positive effect however is that students do not intentionally fail the exam in hope to get a better grade at the next attempt, causing more work and possibly regretting it later.

Now, back to your question: While I do think that allowing grade improvements is good, the reasons for this are not immediately apparent. Look at it from the perspective of another university evaluating our experience to make a decision: The statistics you would navely look at (students who substantially improve their grades) suggests that this rule does not make a relevant difference, while the main benefit (students not intentionally failing) may not be obvious and is not easily quantifiable. Add to that the fear that students overuse this (even though our data suggests otherwise). You might thus decide that you may as well spare yourself the administrative effort of establishing it.

Your premise contradicts the last part. Life is tough, deadlines are strict. This immediately implies that in many cases you will not have a chance for a re-do. Clients impose project deadlines, products need to be rolled out to market, and collaborations often depend on you completing your tasks on time.

An academic career will fill your life with many strict deadlines. Papers have to be submitted by a certain time, grant proposals have deadlines, your grad students will need to propose/graduate by a certain deadline, your tenure case will be evaluated at a certain time and so on.

Again, not necessarily true twice: first of all, there is almost always something you can do about it. You can often talk to the instructor to see if there's an option for extra credit, a lot of universities offer retakes (as others mention), and you can also simply retake the class (or even request for it to be potentially dropped from your transcript).

Secondly, a single bad grade usually won't preclude you from graduate school, especially if you show excellence in other aspects: doing a research project, excelling in extracurriculars, or community outreach activities are all looked at.

One could question whether final exams are an effective method of assessment altogether. This is an excellent question in itself with lots of different answers. I personally try to avoid them, but that is only because I usually teach small classes. In large classes, final exams are one of the few methods of impartial large-scale assessment with less potential for cheating. We do see some movement towards more continuous assessment methods, but these are also problematic, e.g. they can be biased based on how much an instructor likes/dislikes a student, they're time consuming and (at least from my limited observations) tend to disadvantage first-gen college students.

In addition to the other answers, I'd like to highlight another reason for not allowing retaking exams to improve low grades: when you know you have only one chance, you approach the exam more seriously and responsibly. In many life situations, there's only one opportunity, and the university is, in a way, preparing you for that. If you anticipate the option to retake the exam for a better grade, there's a likelihood that you might treat your first attempt as a trial and invest more deeply in learning the material only if the initial attempt falls short.

There are different rules in different places. In some places, even at different universities in the same country, the rules will leave you with a grade on your official transcript that can't be changed. In other places it is possible to take the course again and in some of those (not all) the new grade will replace the old grade. But that might not be in a student's best interest. It takes time that might be better spent on other things.

If you get a bad grade in one or two courses (US focus) it might not affect your future career at all. It would depend on the courses. Advanced courses in the major have more impact than early courses or general education courses.

But, if you had options along the way that you didn't take, then it isn't the fault of the system that holds you back. And your career is most likely determined by things other than just the grades you get. In many places letters recommending you have at least as much weight as grades, though poor grades in advanced courses can be an issue.

As to the question of why isn't a more permissive policy common is that universities consider the judgements of professors to be valid at the end of a course. In rare instances those judgements, usually and hopefully based on data, can be questioned. But for most situations the grade is the grade. Full Stop.

Those students scoring highly in the repeat exam would usually have a sound reason for this like being sick/absent for much of the course when first taught - or maybe overcoming by themselves (or with assistance from personal tuition) the handicap of a mental block on a foundation element caused by poor original teaching.

By and large, students fail due to the subject - even when competently taught - being "difficult" for them. That is to say it's not aligned with their natural aptitudes - so it's "hard" - or with their ultimate goals - so they don't work hard to get at least a decent competence in it. Hence those who score a C in the first exam and want to retake it will struggle to get it up to a B, let alone an A.

Others have alluded to how certain students, whose ambitiousness may be out of proportion to their merit, making full use of strictly unnecessary exam resits while students of naturally better ability who do not do so would be ultimately leaving with a seemingly inferior degree class. This has to be guarded against by all standards-conscious universities: resits are for those who truly need them - not for those who just want to use them.

Your main concern seems to be how low grades affect your prospects of an academic career. If you gather enough low grades at an early stage of a 4 year undergrad course then yes it will be arithmetically impossible to pick up the first-class or upper second-class degree demanded for "straight through" admission to graduate school, although a strong final year project could overturn this for 2.2 candidates. There are also sometimes more MSc or PhD studentships in a particular research area than normally qualified candidates and thus the entry level may be dropped to 2.2 so as to fill the positions.

But be aware too that some years of post-university experience , e.g in industry, government, consultancy, etc, may make graduate school admission easier - as well as broadening the outlook and minset of these applicants. It's a longer drive but it may be more negotiable for some would-be academics.

Overall I feel that you have to be realistic about your academic ambitions. In that way, while you work towards them, you remain clear that it is a highly competitive arena and one where many excellent students, many committed teachers and many very sincere people do not gain a permanent appointment due to the strong competition for positions and many universities' emphasis on quality research on trendy topics.

One of the problems with retaking an exam is that there is a bias. People who take two exams on a subject tend to do better on the second exam, even when they didn't do much work improving their knowledge of the material.

Some of this bias comes from just being exposed to the exam. If the second exam isn't heavily rewritten, then a student with a decent memory who did poorly can remember the questions they struggled on and select a different answer. This is especially true for multiple choice questions, where you are effectively cancelling one of the possible answers.

Should you be an enterprising professor that completely rewrites the second exam, then you get into arguments on whether the second exam is the equivalent of the first exam. It is possible to design the second exam to be the equivalent of the first, but generally such efforts must be undertaken at the beginning of the exam design (for example, selecting at random 100 questions out of a pool of 500 equally difficult questions). Trying to post-design an equivalent exam is very difficult.

Finally, it is important to remember that Professors are not really paid or retained due to their teaching. It is a task assigned to them in addition to their primary duties, which typically is to obtain research funding and advance the university's status.

Most Universities take about half of all research funding from the grant awards as overhead for running the schools. A successful professor can earn far more in grants than they can in their three or four hours of tuition. Putting an even greater burden on the professors in ways that don't advance their career or the university's continued existence is frowned upon by everyone (except the student). 152ee80cbc

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