Reaching the Reluctant Learner

by Empowering Them:
Student Self-Assessment
DI Asia Summit 2020 (K-12)

Presentation By: LeAnn Nickelsen, M.Ed.

Maximize Learning Inc.
leann@maximizelearninginc.com
www.maximizelearninginc.com
Twitter: @lnickelsen1

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LeAnn Nickelsen, M.Ed. brings powerful, evidence-based
tools and strategies that boost student achievement with lasting
results. In fact, LeAnn is a national expert at:
✓ Closing Learning Gaps in Struggling
Students
getting high-poverty students to grade level
✓ Differentiating Instruction & Growing Literacy
to meet every students’ needs in all content areas
✓ Follow-up Coaching for Confidence and
Collective Efficacy from relationships to lesson-
planning, feedback and better student learning

BACKGROUND: She’s a former teacher of the year, a Jensen-

certified, brain-research trainer for over 20 years and has authored over 13 practical books
including Deeper Learning: 7 Powerful Strategies for In-Depth and Longer-Lasting Learning
(co-authored with Eric Jensen). Her unique customized options will ensure the new learning
gets implemented because of extraordinary follow-up coaching skillsets. She’s worked with
over 450 schools in 40 states and gets rave reviews from both teachers and leadership alike.

APPROACH: LeAnn Nickelsen gives you the “whole package” as a trainer. She always
listens first, then works to customize and personalize your event based on exactly what you
and your staff/students need. She role models every skill for your staff to show HOW it’s
done. She shares real stories and examples from real schools to drive strong, get to grade-
level achievement. This approach means you get a passionate, engaging and highly practical
training that your staff can implement immediately to raise student learning.

THE BUZZ: Read what just one of her raving fans said about her recent work:
“LeAnn has been an amazing support for Westlawn Elementary over the last two years. She immediately understood
our struggle and instantly began working on ways to transform our campus. LeAnn’s guidance helped us focus on
opportunities for student and teacher growth. What LeAnn does is amazing…it is really a talent. She has tremendous
resources and loads of energy. She contributed tremendously in changing our campus culture to having a growth
mindset, and most importantly, helping us believe we as a campus could be successful. We have many rewards from
collaborating with her, and she continues to help motivate and focus our campus. We believe the possibilities are
endless! LeAnn’s ability to communicate with teachers and assess the educational and emotional needs of a student is
outstanding. LeAnn truly loves working with teachers, giving it her all, listening to their needs and providing guidance.

Nichole S. & Kiandra W., Texarkana, TX (2018)

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 Student Agency: The BOSS of Learning
• Beliefs: Cultivate self-efficacy and growth mindset. Since mindsets drive our
behaviors all day long, this is where we start. It’s not so much a specific step,
however, as it is an on-going, constantly changing effort based on interactions
with others, our subjects, our knowledge of students’ developmental processes
and how they find meaning, and our and students’ attitudes about the subject.
Beliefs and mindsets drive the rest of the student agency elements.

• Ownership: Co-design goals that are challenging and needed, including criteria
for Success, and plans for achieving those goals through coaching. There is
maximum emphasis here on the student’s voice and choice. The more that
students co-design their lessons, learning tasks, and criteria for success, the more
they take interest and engage in learning. We invite their ideas, interests, cultures,
and ultimately, their voice and plans for accomplishing mediated goals, which
becomes a partnership for helping students monitor progress, solve problems,
and move their work forward.

• Self, Peer and Teacher Feedback & Reflection: Provide co-designed clear criteria
with students, modeling how to self-reflect and peer assess using that criteria.
Provide time and techniques to guide students toward more reliable self-
feedback and reflection that invokes thoughtful analysis of progress thus far,
which then leads to helpful next steps in learning and growth, not comparison,
status, or defensiveness.
• Success Celebrations and/or Next Steps Action Plan: With dopamine’s help,
success breeds success. So, let’s model how to reflect on success, even celebrate
it, and find meaning in every step, both large and small, towards achieving our
goals. We can also model how to respond when any one step or more was not
successful. Here we promote the oft-shared interpretation of F.A.I.L. as, “First
Attempt in Learning,” and see it as a stepping stone to success, not an
inescapable pit. While we positively affirm student progress and encourage them
to do so as well, they hear what they are doing correctly and accurately (versus a
focus on all the mistakes) to see themselves as capable problem-solvers and goal
attainers.

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 Steps Toward More Powerful Student Self-Assessment
1. Place standards and outcomes into units. Thematic teaching improves memory and
connections drastically. Design daily Learning Targets based on these BIG standards.
2. Pre-assess students’ knowledge in relation to the unit standards.
Show and explain to the students what is expected of them during this unit. Give each
student a Student Standard Tracker so monitoring of their progress can occur with the
daily learning targets. There is a goal (Daily Learning Target, Behavior Goal, Criteria for
Success to achieve the goal) that the students understand, see, hear and can explain in
their own words.

3. Give students the opportunity to predict their performance with it before the learning,
during the learning and after the learning (tests, learning target, formative, etc.).
4. Provide self-assessment tools in line with your Criteria for Success (rubrics, checklists,
exemplars, etc.). Provide opportunities for student reflection and self-assessment on
the expectations.
5. Provide the time, tools and support to help them close any gaps in their learning.
Ensure they receive feedback from you, peers, and self. Give them time to take that
feedback, self-assessment, and reflection and change their learning, change their
thinking, change their work. Facilitate them monitoring their progress.

When Using Student Self-Assessment, Remember to…

➢ Promote the belief that ability is incremental rather than fixed (when students think
they can’t get smarter, they are likely to devote their energy to avoiding failure).
➢ Make it possible for students to measure their progress against themselves rather than
against others in terms of achievement.
➢ Provide feedback that contains a recipe for future action.
➢ Use every opportunity to transfer executive control of the learning from the teacher to
the students to support their development as autonomous learners.
➢ Be patient – it takes a while for students to learn HOW to self-assess. Young children
tend to over-estimate their level of achievement on targets “because of their lack of
cognitive skills to integrate information about their abilities and are more vulnerable to
wishful thinking” (Ross, 2006, p. 3). To help students become more accurate in their
assessment of where they are, try the following tips:
o Allow students to help create the rubrics and criteria for assignments
o Ensure students know what each criterion looks like and sounds like
within their assignment context
o Allow students feedback from peers and then compare their self-
assessments with teacher, peers and others
o Check the self-assessments periodically and ask questions if you disagree

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 Teachers Self-Assessment Questions

Increasing Amount of Student Self-Assessment

1.) Where am I now?
Teachers make sure you:

 Write, stated and clarified the daily target

 List criteria for the assignment or provide rubric, checklist, student-led

conferencing template, etc.

 Gradually release your responsibility and place on students at the

appropriate time

 Give students opportunities and time to reflect and discuss with other
peers

2.) Where am I trying to go?

Teachers make sure you:

 Provide exemplars so students know what each section of rubric or

checklist look and sound like

 Include students in defining what is “exemplar”

 Model goal setting

 Model how to respond to feedback

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3.) What do I need to get there?
Teachers make sure you:

 Provide detailed feedback so students can think about what their next steps
might be

 Provide a variety of tools, graphic organizers, articles, technological tools, etc.

to get there. Potential Tools: Checklists, exemplars, rubrics, audio/video

recordings, portfolios, journals, logs, surveys and conferences.

 Allow students time to receive peer feedback

 Invite much feedback from several sources before student makes decisions on
how what must be done to get there

 Monitor students’ progress as they implement their ideas, strategies, plan

and/or goals

4.) How will I know I have accomplished what I set out to do?
Teachers make sure you:

 Facilitate the revisiting of long-term goals, checkpoint criteria, portfolio

requirements, etc.

 Conference with students about their progress of their goals

 Give more feedback about their decisions from the above question/step

 Encourage students to reflect in writing – it’s amazing. They should document

their assessment of the learning and what they did to get closer to the goal.
They should evaluate if it worked and what they still might do to improve their
next moves

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 SMART Goal for Anne Marie
Goal & Action: I want to use more lively verbs and adjectives in my narratives. I will do this by using my
personal thesaurus, eliminate taboo words by replacing with describing words, and getting more feedback
from peers and teachers along the writing journey of what could be stronger.

Measurable: I will track it by having a peer count the describing words in each narrative but also rate
how much they could visualize my story.

Time: I will evaluate my progress at the end of each month.

SMART Goal for _____________________________ (name)

Starting Date: _________ - __________ Ending Date

Goal & Reason: I want to ____________________________________________________________

Because __________________________________________________________________________

Action: I will do this by: _____________________________________________________________

_________________________________________________________________________________

Time: I will evaluate my progress on ________________ by doing ___________________________

_________________________________________________________________________________
I did it! Explain: I sort of did it! Explain: I need to work on this goal
more because:

SMART Goal for _____________________________ (name)

Starting Date: _________ - __________ Ending Date

Goal & Reason: I want to ____________________________________________________________

Because __________________________________________________________________________

Action: I will do this by: _____________________________________________________________

_________________________________________________________________________________

Time: I will evaluate my progress on ________________ by doing ___________________________

_________________________________________________________________________________
I did it! Explain: I sort of did it! Explain: I need to work on this goal
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more because:
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Author of Plan: ______________________ Dates: ________ to ___________
Goal Setting Plan for the Topic of __________________

Goal: Benefits of Accomplishing this Goal:

STRATEGY ACTION PLAN RESULT

*What I will do this week to make my
strategy successful. Write this section in
your planner.
1.

2.

3.

4.

The Next Steps After Evaluation:

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Name: ___________________________________________________________________

Target or Standard: __________________________________________________________

__________________________________________________________________________________

TARGET PRACTICE
Directions: Place the date to represent your progress. List the assignment or task you did on that
date in the box below.

BULL'S EYE!
• I've got it.

CLOSE
• Need more
practice
IMPROVING
• Figuring it out.

STARTING
• Not quite sure.

Date – Assignment or Target Listed

Adapted from: Brookhart, Susan. (2010). Formative Assessment

Strategies for Every Classroom. Alexandria, VA: ASCD.
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 TELL: A Reflection Tool (Grades 1-3)
Name: ___________________________________
Explanation Your Response
Thankful for…
*Describe all of the things that you were
thankful for during the lesson or
throughout the day.
*Who was helpful?
*Did you learn an amazing fact today?

Evaluate…
*How well do you understand the
information?
*How well did you do on
________________?
*What questions do you still have?

Learned…
*What did you learn?
*Did you learn a new social skill?
*New words?
*New connections?

List your plan of action

now…
*New goals based on the day?
*Any apologies need to be made?
*How can you deal with that student or teacher
differently tomorrow?
*What further learning do you want to explore
now?

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 TELL: A Reflection Tool (Grades 4-12)
Name: ___________________________________
Explanation Your Response
Thankful for…
*Describe all of the things that you were
thankful for during the lesson or
throughout the day.
*Who was helpful?
*Was there a good book involved?
*Did an author touch you somehow?
*Did another students or teacher give your
feedback?
*Did you learn an amazing fact today?

Evaluate…
*How well do you understand the information?
*How well did you do on ________________?
*What questions do you still have?
*What do you need more help with?

Learned…
*What did you learn?
*Did you learn a new social skill?
*New words?
*New connections?
*Any aha moments?
*List facts or list sequence of skill learned.

List your plan of action

now…
*New goals based on the day?
*Any apologies need to be made?
*How can you deal with that student or teacher
differently tomorrow?
*What further learning do you want to explore
now?

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 Bookmark for Teaching Point

My Reading Goal

Strategy #1:

Strategy #2:

Strategy #3

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Check One of the Following: 3 = Went Above and Beyond
 Project 2 = Did Above Average
 Assignment 1 = Did What I Needed To
 End of Week Work 0 = Didn’t do
 Other: __________ N/A = Not applicable

Evaluation Statements My Comment/Explain

Rating Rating
How to Grow
1. I worked as hard as I could possibly work.
2. I set high standards for myself and checked
to ensure I did them.
3. I spent enough time to do the quality work
that I need to do.
4. I regulated my procrastination, distractions,
and temptations in order to complete my
work (including Social Network).
5. I used a variety of resources and ensured
they were credible and reliable.
6. I asked questions when I was unclear about
directions or content.
7. I reviewed my work often to ensure the
least amount of errors.
8. I asked for examples of what was needed in
order to do my best.
9. I am proud of the work I did and would
share it with others.

Student Personal Accountability and Reflection Guide: Growth Mindsets

Comments: (If you rated yourself a 0 or 1 on the above criteria, please explain). See
ideas below.
1. Was it a lack of energy (sleep, water, nutritious food, exercise)? Were you stuck?
(use metacognitive Fix-Up Strategies)
2. Was it a lack of vision, not understanding the expectations, or not enough good
examples? Did you have a bad attitude about the assignment?

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3. Did you perceive the wrong amount of time this assignment would take? Was there
a lack of efficiency?
4. Did you create a schedule and prioritize the things that needed to get
accomplished? Did you take brain breaks? Did you keep social media away?
5. Did you know what was available? Possible Resources: information on internet,
apps, people, equipment, books, etc. Did you ask questions to find resources? Was
the resource confusing?
6. Why did you not ask questions? Fear? Felt question was stupid? Not relentless
enough? Took too much time?
7. Did you run out of time to review it again? Were you just tired of working on the
assignment? Could you not find someone who could give feedback?
8. Were examples available? Were they of high quality?
9. Did you run out of time? Did it not turn out the way you wanted it?

Student Effort Checklist

1. I put a sufficient amount of time to do my best work on Yes/No Comment:

this assignment.
2. I got rid of distractions around me so that I could focus on Yes/No
this assignment.
3. I corrected and improved my work after feedback from at Yes/No
least 2 others.
4. I reached out for help if I needed it. Yes/No

5. I used many resources to complete this assignment. Yes/No

6. I stuck with this assignment even when I was struggling. Yes/No

Other: Yes/No

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 Weekly Target Practice
Student Self-Assessment (K-3)
Name: ______________________________Subject: __________________________________ Unit: ___________________
Target Comments
Monday Target: Why did you place the “X” in that
_________________________________ particular location?
_________________________________
Got It!
Need More Practice

Not Yet Demonstrate:

Tuesday Target: Why did you place the “X” in that

_________________________________ particular location?
_________________________________
Got It!
Need More Practice
Demonstrate:
Not Yet

Wednesday Target: Why did you place the “X” in that

_________________________________ particular location?
_________________________________
Got It!
Need More Practice
Demonstrate:
Not Yet

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Thursday Target: Why did you place the “X” in that
_________________________________ particular location?
_________________________________
Got It!
Need More Practice
Demonstrate:
Not Yet

Friday Target: Why did you place the “X” in that

_________________________________ particular location?
_________________________________
Got It!
Need More Practice
Demonstrate:
Not Yet

Conference with teacher notes (goals for weekend

review/next week):

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 ________________’s Learning Target Tracker (Grades 4-12)
Unit: __________________________ Dates: ________________
“I Can” Target Not Still Got It! Comments
There Practicing
Yet
1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Potential Comments - I need more practice or Not There Yet Stems:

I don’t understand how to…
I don’t understand the word…
I don’t understand how ____________ is related to _________________.
I don’t understand how ____________ caused __________________________________.
My question is…
I need you to show me…
I need more practice with…

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 My Progress Learning Graph
My name: ____________________________________
Subject Area: ____________________________
Got It!
More Practice
Approaching
Not Yet

Outcomes & Date

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 My Progress Learning Graph
My name: ____________________________________
Subject Area: ____________________________

100
95
90
85
80
75
Grades from Quizzes, Tests, Products, etc.

70
65
60
55
50
45
40
35
30
25
20
15
10
5

Assignment Titles and Dates

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 Exit Slip If students check the boxes: Did Not Get It Yet
Date: _______________ or Need More Practice, they need to explain
why in the lines below it. Here are some great
Name: phrases to guide their response:
Learning Target:
• I don’t understand how to…
______________________________ • I don’t understand the word…
______________________________ • I don’t understand how ____________ is related to
_________________.
______________________________ • I don’t understand how ____________ caused
__________________________________.
• My question is…
• I need you to show me…
• I need more practice with…
Did Not Need More Got It!
Get It Yet Practice
Why? _____________________
__________________________
__________________________

Demonstrate:

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 Possible Feedback from Teacher to Students

When Student Answers/Work Need When You Want Students to Dig Deeper:
Redirecting:
Can you give some examples?
The learning target is ________. I noticed that
you accomplished ________ with this learning Tell me more.
target. What would it take to master this
Can you explain the steps you took to solve that
learning target – what else do you need to do,
problem?
learn, or include?
What would you compare that with? How does
Rephrase the question so the students
that connect with…?
understand better.
What if ________ happened, how would that
Ask student to explain his/her reasoning. Keep
change…?
asking questions to get to the root of the error
in thinking What are the characteristics of…? What details
could you add to…?
Use symbols, visuals, words, letters to help
students recall the information (starts with.. How could you prove…? What evidence would
sounds like…) need to be present?

Pose the same question to a different student if How might this be viewed from the perspective
the student wants to pass (but check back and of…?
hold that student accountable)

Ask student: Do you want to phone a friend?

Do you want to ask a question to clarify your

thinking?

Invite the class to ask this student a question.

Paraphrase what you heard the student saying.

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When You Want Students To Justify Their
Thinking:
So I think I heard you say…Is that what you
meant?
What did you mean when you said…?
I’m confused by… Can you explain?
Why do you think that? Have you thought
about…?
When You Want Students to Show Evidence:
Where did you find that information? What
page? What article?
How do you know that is a credible resource?
What paragraph did you read that in?
What website had that information? What
other websites could you use?
How do you know that?
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Universal Prompts to Promote Thinking (student or teacher):
(Bambrick-Santoyo, Settles, Worrell, 2013)

Prompt When to Use

“Tell me more.” Student gives a limited response
“What in the story/text makes you Teacher wants a student to go back into the text to a place
think that?” that shows the thinking
Student uses too much personal experience in response
“Why do you think that?” Student gives factual response; teacher wants to understand
why student has made that conclusion
“Why is that important?” Student gives a fact but doesn’t make an inference.
Repeat original question (different Student does not know how to get started on answer
words if needed)

Habits of Discussion: Learning to Build (Bambrick-Santoyo, Settles, Worrell,

2013)

Learning to Build Ideal Student Actions

Elaborate on your Answer
Build off Others’ Answers
Evaluate Others’ Responses
Praise your Peers
Prompt Peers with Universal
Prompts
Hint, Don’t Tell
No Hands
Lead
Come Prepared in Writing
When prompted, add relevant details to answer
Build off what the previous student said; comments
are not in isolation.
Use thumbs up, to the side, or down; agree/disagree
because; I somewhat agree/disagree because
Praise each other’s work or thinking
See above table
Give a hint to another student to find the answer
without telling him/her
Understand wait time, and know when to prompt a
peer in the conversation
Stay focused on the core question. Identify when
the sharing strays and redirect conversation
Use written responses to guide discussion

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 Dynamic Duo Feedback
Directions: Use the teacher-provided rubric to determine the score you believe you deserve on this
work (project, writing, lab, etc.). List the evidence to support your score. Have a partner do the same
for your paper on the right-hand side.

My Work Deserves the Score of:
______
Name of Author of Work:
Evidence to Support my Score (Use words from
Rubric and share which where it is in your work)
This work deserves the Score of
_____
Name of Assessor:
Evidence to Support this Score (Use words from
Rubric and share which where it is in your work)

Strengths of the Work: Strengths of the Work:

How I will improve it after this analysis:

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 Feedback FOR Learning
Name: _______________________________________ Date: _________________
Assignment Title: ______________________________________________________
The Criteria for this Assignment (describe with a list):

My Opinion:
1. My strengths within this assignment are:
•
•
•
2. What I need to continue to work on is:
•
•
•

Feedback from a Peer:

1. The strengths that I see in this assignment are:
•
•
•
2. The growth opportunities are:
•
•
•
Feedback from the teacher:
1. The strengths that I see in this assignment are:
•
•
•
2. The growth opportunities are:
•
•
Adapted from Chappuis, Jan. (2009) Seven Strategies of Assessment for Learning

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 Feedback FOR Learning EXAMPLE
Name: Alec Boxer Date: 11/5
Assignment Title: Mindmapping Your Country
The Criteria for this Assignment (describe with a list):
• Identify the most important information about my country’s work (industry), shared ideas, religions,
customs, education, tools and government.
• Graphically display information in similar chunks around my country’s flag (mindmap)
• Use colors, printed words or short phrases and graphics to represent the ideas
• Created 3 higher level questions about my country for the class to answer after the presentation
• Defined at least 5 vocabulary terms within mindmap.
• Purpose: This mindmap will help me present the ideas in an organized manner.
My Opinion:
1. My strengths within this assignment are:
• I have the best and most current facts because of the cool websites I found
• My drawings are very details
• My questions were written at the highest level.
2. What I need to continue to work on is:
• I think I misspelled words
• I’m wondering if the graphics I Googled are the most accurate – better double check
• I need to rehearse this information better so I can present it
Feedback from a Peer:
1. The strengths that I see in this assignment are:
• Cool pictures Alec!
• You have tons of facts – where did you find them for “tools”
• Your flag is very detailed.
2. The growth opportunities are:
• You have 5 misspelled words – that I noticed!
• Hey dude – you need more facts for education!
• I don’t understand question #2

Feedback from the teacher:

1. The strengths that I see in this assignment are:
• Your phrases on the mindmap are succinct and clear – good job!
• Your questions will really challenge the group – esp. #2
• You are an amazing artist that can share facts through a picture – super job!
2. The growth opportunities are:
• I would like to see more specific information for government and education
• Practice your presentation – this mindmap will guide your thoughts well!

Adapted from Chappuis, Jan. (2009) Seven Strategies of Assessment for Learning.

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 PQP+ Feedback Form

Author of the Writing: ___________________________

Author of THIS Feedback: _________________________

Date: __________

PRAISE 1.
• I like the way…
2.
• I like the part…
• I noticed that…
• This reminds me of…

QUESTION 1.
• Ask questions about things you
2.
want to know more about or
don’t quite understand:
• Why did you…
• How could you have…
• Did you think about…
• What if you did…

POLISH 1.
• Give suggestions to improve the
writing. Writer can accept or
reject any suggestions. 2.
• Explain why and how the
suggestion could improve the
writing.

+ Plan to Change By Author:

What pieces of feedback will you

incorporate into your writing. What is
your plan for improving your writing
after this process?

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 Predicting My Quiz/Test Score

Name: ______________________
The following Learning Targets will be represented on the test/quiz that is on __________ (date). Rate your potential mastery level of this Learning Target and explain
why. Determine which actions you need to take in order to improve your results on your test/quiz.
Learning Targets Self-Rating Why did you give yourself the rating of 0-2? What’s your Plan to close that gap?
0 = I don’t know it yet Potential Comments
Criteria for Success towards  Use the following resources to help me
1 = I know some of it • I don’t understand how to…
the LT understand it better (be very specific):
2 = I know the majority of it • I don’t understand the word…
•
___________________________________
Resources We Used 3 = I know how to do it with I don’t understand how ____________ is
related to _________________.  Attend the after-school tutoring
mastery, consistently. • I don’t understand how ____________ caused  Ask a peer for help
__________________________________.  Ask the teacher during the class time for help
• My question is…  Other: ____________________________
• I need you to show me… Explain plan using dates and times:
• I need more practice with…

1.

2.

3.

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Student: ________________________________ Date: _________________

Exam Error Breakdown

(By: Rick Wormeli – Fair Isn’t Always Equal, 2018)
Missed Due Missed Due
Question Standard / Outcome Answered Answered
to to Lack of
Number Addressed Correctly Incorrectly
Carelessness Knowledge

Analysis of My Error Breakdown

Student: ________________________________ Date: _________________

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 Exam Error Breakdown
Missed Due Missed Due
Question Standard / Outcome Answered Answered
to to Lack of
Number Addressed Correctly Incorrectly
Carelessness Knowledge
1. Multiplying fractions ✓
2. Multiplying fractions ✓ ✓
3. Reducing fractions ✓
4. Reducing fractions ✓
5. Dividing fractions ✓ ✓
6. Dividing fractions ✓ ✓
7. Reducing fractions ✓
8. Reducing fractions ✓ ✓
9. Multiplying fractions ✓
10. Multiplying fractions ✓
11.
Problem-Solving with ✓
Multiplying fractions
12.
Problem-Solving with ✓
Multiplying fractions
13.
Problem-Solving with ✓ ✓
Multiplying fractions
14.
Problem-Solving with ✓
Multiplying fractions
15.
Problem-Solving with ✓ ✓
Multiplying fractions
16.
Problem-Solving with ✓
Multiplying fractions

Analysis of My Error Breakdown

I understand how to multiply and reduce fractions in basic computation and problem-solving. The
mistakes I made were with the numbers 7 & 8. I do NOT understand how to divide fractions.

My Plan:

☺ Listen carefully and ask questions about dividing fractions in class.

☺ Meet with Sam to double check our homework on dividing fractions.
☺ Use flashcards to work on the multiplication tables of 7 & 8.
☺ Slow down and check my answers on problems multiplication of numbers 7 & 8.

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 Test Tracking Sheet
Name: ________________________________ Test Title: ______________

Topic Value Score % Retest?

Total points _________ out of ______. Overall score _______ %

Preparation Self-Assessment
1. Explain how you prepared for this test? Was it effective – why or why not?

2. What could you have done better?

Goals & Strategies

I plan to make the following adjustments to increase my grade:
 I will study vocabulary words better for the following sections:
 I will ask questions about:
 I will get one-on-one help with the teacher or with another student to understand the following
sections:
 I will study longer the following sections:
 Other:
 Other:
**Idea from: Dueck, Myron. Educational Leadership: Effective Grading Practices. “How I Broke My Own Rules and Learned to Give Retests. Nov 2011;
Vol 69, No. 3.

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 An Opportunity to Relearn!
Date Sent Home: ___________

Date Returned to Teacher: _________

Dear Parent,

This is to inform you that your child is experiencing difficulties in the following
concept(s): ________________________________________________________.
Please see the attached test and the scores for each section or concept. You will also
see attached your child’s self-evaluation of how he/she did on the test – this might
help us understand the difficulty with the concept.

To help your child acquire and improve his/her knowledge and/or skills, your child is
invited to retake or redo this assignment on ____________________. In order to be
eligible for a redo/retake, he/she must do the following:

 Complete the following homework assignments that were not previously done and
assist with “practicing” the concepts: ______________________________
 Come in during lunch or after school to relearn this information, ask me questions,
and/or practice the skills or concepts. Date: ______ Time: _______
 Get a parent signature on the test and on this form
 Other: __________________________________________________________
The retake/redo date and time will be on: ________________________________.

The results from this assessment will replace the previous one – make it count! These
requirements are not intended to be punishment, but rather an opportunity to learn
the information – that is what school is all about.

Please email me at ____________________________ if you have questions or

concerns. Thank you for partnering in the great adventure of learning with your child!

(Teacher Name)

Parent Signature: ________________________________

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 RETAKE or REDO FORM
Name: _________________________________ Date: _____________ Subject: ___________________

Name of assignment/test that you want to redo/retake:

_______________________________________________

What was your score on this assignment?

Have you done a retake on this assignment/test already? Yes No

REFLECT:

Please check why you did not meet the standards on this assignment?

 I didn’t study appropriately. Explain: _______________________

 I didn’t understand: ______________________________________
 I made careless mistakes on: ______________________________
 Other: ________________________________________________
What could you have done better on your last attempt at this
assignment/test?
__________________________________________________________________________________________
__________________________________________________________________________________________
___________________________________________________________________________

ACTION:

In order to retake/redo this test/assignment, you must complete the following steps:

1. Complete this retake/redo ticket and share with me

2. Complete all incomplete assignment prior to retake/redo
3. Share with me how you studied for the test; show me notes
4. Review each missed question on the test. Correct and explain why you missed each one.
5. Explain to me new way you will study for this test.
6. Retake/Redo date: _______________________

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