Test...Redo or Not? That is the question

UNLIMITED TEST?

As a new school year is about to begin (for some, it has already started), I reflect on my classroom expectations and rules.

One of these that bothers some people it how I allow students unlimited attempts to retake tests. Yes, you read that correct, UNLIMITED attempts.

First, full disclosure; I give my tests on a computer. Most questions are multiple-choice with a few short answer questions. (A later blog the differences between good and great multiple-choice questions). The short answers I manually grade. But even with these short answer questions, the students have a good idea if they passed the test or not.

Also, when students retake a test, I use the same questions, but the questions are randomized the second time around.

THE FUN TAX

So, when a student wishes to retake a test, they must do the following:

• 1) Students will handwrite all the incorrect questions and answers; this means in the entirety. This means ALL the distractors and the answer to each question. Not just the question with the correct answer.
• 2) Then they indicate the correct answer with a check or star.
• 3) Students can not retake test during class. They must take it before or after school.
• 4) If, after retaking the test, the student is not happy with the grade, they can retake it. Even if they passed the test, but they want a better grade.

This is the reason I call it the "Fun Tax"? So for students to retake the test, it happens on their time. For many students, they would rather hang out with their friends, play videos, or just about anything "fun," instead of retaking a test in my classroom before or after school. So, the students pay with their time to retake the test.

Finally, I have encountered those who feel giving students unlimited attempts to retake a test in some way is disingenuous. But as a former driver education instructor, people have unlimited opportunities to retake a drivers test. So, why not allow students unlimited opportunities to retake a history test?

How about you? Do you allow students to retake tests? Only once, twice, or unlimited?

$*$*$ - Looking for excellent social studies lessons or activities, please visit the SOCIAL STUDIES SUPER STORE for all your needs!

The Gift of Failure - Chapter Two

Chapter 2 reflections from the Gift of Failure.

In a nut shell, this chapter centers upon intrinsic motivation.  Layeh calls this the "The holy grail of parenting."  I would add to that it is the holy grail in teaching also.

Lahey points out to many different students and examples of how bribing students to change their behavior has negative outcomes.  No matter what the case or circumstance.  In fact, when it comes to paying your son or daughter for completing their homework, Layeh emphatically states, "..if you want your child to stop doing his homework, pay him got good grades."

Why?  Lahey states that rewards are perceived as being attempts to control behavior.  And, nobody likes to be controlled, especially teenagers.

But, when students have goals, the reverse it true.  But, setting goals MUST be taught.  When I coached soccer at the high school level, we spent two days in the classroom writing goals.  Yes, these were days we did not practice, but spent refining the art of writing goals.

There is so much more to setting goals which Layeh doesn't cover in chapter two, but it must be pointed out achievable, realistic, and measurable goals must be established by the students.

This leads to a changing mind set and how important HOW we give praise is SO important.  We want to praise things like hard work, and not being smart.  Layeh states "Praise them for their resilience and the effort they make to recover from their mistakes."

What do you think?  Any ideas?  Looking forward to your ideas...

And, there is more to come in Chapter Three.

PS.  Looking for SUPER social studies resources, activities, movie guides?  Check it out at

2016 Dr. King Celebration Video

As promised, our 2016 Dr. King celebration video.  Please take a minute to view it.
Happy Dr. King day!

Multiple Intellgence and Authentic Assessment

This past week or so, I've been thinking about Multiple Intelligence (MI) and it occurred to me that so many of the actives dealing with MI fall under the authentic assessment.

Authentic assessment refers to assessment tasks that resemble reading and writing in the real world and in school (Hiebert, Valencia & Afflerbach, 1994; Wiggins, 1993). Its goal is to make a connection to actual situations to apply their knowledge.  Also, when students are given an authentic assessment, they are more engaged as they deal with a real world problem.  Examples of these activities might be creating a book, a journal, or even a campaign poster.

AN EXAMPLE:
One example of this included video productions.  Video production belongs to the Body Kinesthetic intelligence of the Multiple Intelligence.

This week, my students completed a video demonstrating their knowledge about women's' suffrage.  For this authentic assessment, the students are creating a video for Steven Spielberg.  Here are two examples of the students' work.  I hope it is clear they learned something, at the same time, had some fun too. :)

ASSESSMENT: 
How do I grade this assignment?  I created this handy grading rubric.  If interesting in learning more about this rubric, you can review it at the Social Studies Super Store.

A Justification For More History in American Schools

A Justification For More History in American Schools

The small high school where I teach cut one year of American History from the district curriculum to make way for another math class.  Before the change students were required to successfully pass two years of American History.   American History A was completed by students in their sophomore year, and American History B was completed by students in their junior year.

Before the change it was perfect in so many ways.  With two years for American history, I had time to explore and teach in-depth of those important American documents such as the Declaration of Independence, and teach all the way to the conflicts in Iraq and Afghanistan.  I had two weeks to teach World War II, with time remaining for teaching the roots of the Vietnam War.  I had time for field trips to area museums and interview local veterans about their time in the service and historic conflicts.  Then, we had time to complete a research paper for the end of the semester, which students then presented to their peers. 

But with the short presentation by the superintendent and a quick vote by the school board, this changed.

Now, I have only one year to cover the same information.  So students do not have field trips, the veteran interviews have been deleted, and no term papers (yes, this broke my students’ hearts).  Now, the opportunity to deeply and richly explore issues and concepts are gone since students’ time has been hacked in half.

When I spoke with the powers that be, it was explained to me how important it was for our students take more math classes.  This, it was hoped, would raise our math scores. Yes, I agree, math is important, but isn’t history also important? 

I was told the school district had to raise the achievement levels in the area of math, and one possible solution to my dilemma might be for me to be more selective in what I teach in history.  In other words, skip entire subjects and teach only the most important subjects or concepts of American History.  This is easier said than done as History, and many other social studies classes have a unique situation; the curriculum continues to grow.

Here’s what I mean.  I started teaching in 1998.  Just think about all that has changed since 1998.  Bill Clinton was President, George Bush was just making sounds about running for president, the idea of having American troops in the Iraq and Afghanistan would sound crazy in 1998, the government was running a surplus in revenue, cell phones were just that, phones without cameras and other computing devices, people still bought their music at stores on CDs, and I kept my grades in a book, not on the computer.  In short, so much has changed in government, civics, society, and history.  But every year more is added to my subject of history.  So, what kind of education might my students receive if I stopped in the year 1998?

So if I had to skip some subject, then I would have to pick.  But there will be some losers and some winners.  And what is important for one year, might be kicked out since something more current and pressing emerges.  For example, during the late 90s, the balance budget amendment was huge news.  The amendment nearly passed the Senate and failed by one vote.  The one senator who did not support it was Senator Hatfield from Oregon – A Republican.  Today, who remember this?  Would this win out compared to the issue of homeland security today?  Also, what I believe is important, another history teacher may not deem as important.  Even with standards, there will be many holes.

Although I am not a math and English teacher, I do not see much changing in these curriculums every four or eights years.  Math intergrades are not voted out of office and the negative number take over.  And students do not need to understand the ramifications of the negative numbers upon the government.  These subjects do not grow exponentially as it does in History or other social studies area.

In short, social studies is unique for many reasons.  But one specific area that it is different is how it changes and more is added to the curriculum every year.  And, to pick and choose will create “holes” in students’ knowledge in the subject.   This is why more time is need in American schools for History and other social studies subject.

Japan's Formal Surrender - Primary Source

In honor of the ending of World War II I have included a link an an audio clip and transcript of Japan surrendering on the deck of the USS Missouri.  Today marks the anniversary of Japan's formal surrender.

Although World War II started in 1939 with Nazi Germany invading Poland, the United States did not join the war until December 7th as Japan attack Pearl Harbor, and other American installations in the Pacific.

After four long years of conflict, World War II ended on the USS Missiouri with General Douglas MacArthur presiding.

The Miller Link is an excellent opportunity for you share primary source material with your students. The Miller Center

Happy  Teaching!