Retakes can be a sticky subject for teachers. I've heard many reasons as to why retakes should be given and why they shouldn't. I've even addressed some of these in previous posts (see above). What I want to consider today is how retakes can harm students and particularly neurodivergent and disabled students and, more importantly I think, how we can use this vital tool to support them instead. 

I'd like to take a look at a few scenarios. Some are things I've heard about in general classrooms and some are things I've done in the past. I want to be clear that I am, in no way, trying to target any particular teacher and, more importantly, that none of us are perfect (I am far from it). Rather, I'd like to bring a different perspective to these practices that are often considered "standard" or even "best" in certain cases. 

Format
General Topic. Scenario. My thoughts. 

These kinds of retakes really only serve a specific type of student:

• neurotypical
• affluent
• lots of free time
• ability to get things right quickly

In other words... it really serves the student who likely already did well on the first assessment. 
​So... what can we do?

There is no one answer. I know that isn't the ideal response, especially as teachers who are responsible for multiple students (I have an average of 150-180). But, hear me out. The simple answer is: flexibility and adaptation... on the teacher's part. I was afraid when I realised this because I wondered how much extra work it would put on me. After a few years of working this way I realise... it doesn't. It isn't something I can put in a single blog post or provide a template for, however. But... let me address each of the students we talked about in our scenarios:

1. The student who works a job outside of school/takes care of siblings. One of the easiest ways I've found to work with these students is using standards based grading and incorporating retakes into our every day work. When I do this, I ensure that the students receive (a) remediation and (b) there is no undue pressure to get things done when they have other responsibilities. Importantly: this is how I largely do retakes now -- I will remediate with the entire class and use creative assignments to get the information I need without putting extra work on any one student or myself.​ This also works really well for: students who have missed a lot, students with processing disorders or who need more time to comprehend topics, students with executive functioning concerns, etc.
2. Student A. I am not going to ask my students to see me outside of class to discuss grades. I am, of course, going to leave it as an option, but I am not going to require it. Having said that, I also don't allow interruptions to discuss grades. Instead I take a note that a student needed me and I wait until we are are doing group/individual work or I ask to see the student after class. I will make a plan with them or I will incorporate it into class.
3. Student B. If student B wants my specific help, I will invite them to my duty station and we'll work together there. Another option would be to switch duties for a week with another teacher. This allows me to be in the room to help that student. If I know that many students have similar struggles I will incorporate small group instruction in class as well. 
4. Student C. Unless asked specifically I do not pass out grade reports any more. For many students it is helpful, but it shames students who do not have the grades wanted/needed and still puts the labor on the student to follow up. If I have noticed student C's pattern of working (or not), I will ask to speak with them and find out the core issue. If it is simple peer pressure, I will make a plan with them specifically to get work made up privately. If it is executive functioning concerns doubled with peer pressure, I will make a daily plan that includes subtle reminders about work (a hand sign, a shoulder tap, etc.). If the student is truly struggling with the material, I will incorporate their specific concerns into class and the entire class will benefit. 
   
5. Student D. Whenever this happens, I try to take as much pressure as possible off the student. I check in with them every few days and ask them to focus on class during class and, if they really want to do something at home, to work on vocabulary only. I will use every opportunity to take a grade (yay SBG). Examples: I will take a speaking grade whenever the student asks a question in the TL or responds to a question. I will take a comic strip from a story for standards about comprehension of a story, comprehension of details of a story, etc. I will take a dictation grade for the dictation and ability to listen to spoken language. 
   
6. Student E. (1) I will sit this student right next to my desk. This allows me to keep an eye on their progress AND their anxiety levels. I will never call them out specifically, but proximity also allows me to check in regularly and quietly. I will also, whenever this student gets frustrated, go back to something I know the student knows and use it as a starting place. (2) I will expand my understanding of how students show progress. I often employ unconventional ways of showing understanding in order to meet the student where they are and allow them to show progress in a way that is meaningful to them. Some ways I've done this are:
   
   1. using highlighters to highlight answers in a story from oral questions instead of answering multiple choice questions or writing sentences out
   2. giving exams orally and marking their answers myself
   3. using Wikki Sticks, legos, play doh, etc. to let the student manipulate something to show me a picture of a story. 
   4. Allowing a student to take a multiple choice test via Gimkit because:
      1. it doesn't require filling in little circles or writing
      2. it is colour blocked allowing an easier time of seeing and processing answers
      3. it allows students to reconsider questions and gives me question specific data. 
      4. it breaks up the standard testing procedure which can disrupt testing anxiety

I wish there were a simple answer, but there isn't because we don't teach computers, we teach human beings. Education and testing, in particular, have largely and historically favoured the neurotypical, affluent, and gifted student when they are the students who often succeed without any help or intervention. As educators we should be working to ensure progress for all types of learners. 

I must give credit to Education Scotland for the original lesson plan called "Clipboard Quiz". I have used this for years, but I call it Round Table Discussion. It is one of my favourite ways to review and prepare for an assessment, project, discussion, or final exam. Most often I use it to review and discuss a story at a variety of levels of thinking. Some questions may be vocabulary questions, some are comprehension questions, others are culture or deeper thinking questions. The key to each question, however, is that it is open ended and has the potential for a variety of answers. You can also ask for quotes from the story to show students' abilities to work with the story directly. 

Today, however, I want to mention a variation one can do with this to target various small groups or help students who need things like:

• individual instruction
• small group work
• extended processing time
• reassurance
• frequent check ins

Essentially this works the exact same as described in the original plan, but you create 1 or more small specific groups. For example, you might create groups like:

• a group of students who missed the original reading of the text or who need more individualised instruction with the text. A mix can also be good. Students can benefit from each others' experience and questions. 
• a group of students who process a little more slowly that you can check in with each time to answer questions and suggest ways to quicken their process. 
• a group of students who might need frequent check ins to ensure they are all on the same page. 

As each group looks at their questions, you can focus your time on the main small group of students who need individualised instruction and, as they become more comfortable with the material, give them more and more independence through the period while you check in with others. This worked very well in a class of Latin I students and ~30 kids. I was able to work directly with one group, keep an eye on another, and do quick check ins to make sure everyone else was on the same page.