Retesting for Equity: A Standards-Based Approach

The Traditional Testing Model: A Barrier to Equity

Traditional assessment models, often characterized by lengthy, multiple-choice tests, have dominated education for decades. These assessments typically cover a broad range of standards, with each test containing 25 or more questions. While this approach may seem comprehensive, it often masks underlying inequities.

Research indicates that standardized tests can perpetuate disparities based on socioeconomic status, race, and gender. For example, a study by the National Center for Fair and Open Testing (FairTest) found that standardized test scores correlate strongly with family income. This suggests that these tests may not accurately measure students’ innate abilities but rather reflect the resources and opportunities available to them outside of school.

Furthermore, the traditional model of testing often fails to provide timely feedback to students. The delay between test administration and the return of scores can hinder student learning and growth. This is particularly problematic for students who struggle academically, as they may not have the opportunity to address misconceptions before falling further behind.

The Need for Fewer, Better Questions

To create a more equitable and effective assessment system, challenge the notion that a large number of questions are necessary to accurately measure student learning. Research suggests that a smaller number of well-crafted questions can be equally effective, if not more so, in assessing student mastery of specific standards.

A study by Benjamin Bloom, a renowned educational psychologist, found that mastery of a topic can be demonstrated with as few as six well-constructed questions. This finding has significant implications for classroom assessment. By reducing the number of questions on a test, teachers can focus on creating more rigorous and meaningful items that truly assess students’ understanding of key concepts.

Building a Standards-Based Question Bank

To implement a standards-based assessment system, create a question bank aligned with specific learning objectives, I would shoot for 10 in you are a one man wolf pack but if you have a department and you each write 10 questions you can easily end up with a larger test bank that can be used year after year. This bank should include a variety of question types, such as multiple choice, short answer, and extended response, to accommodate different learning styles and assessment needs.

By developing a comprehensive question bank, you can easily generate assessments with varying numbers of questions based on the specific standards you want to assess. This flexibility allows for more targeted instruction and intervention, as teachers can identify specific areas of weakness for individual students or the entire class.

The Power of Three: Generating Efficient and Equitable Assessments

To ensure that assessments are both manageable for teachers and informative for students, consider creating tests with three questions per standard. This approach strikes a balance between breadth and depth, allowing teachers to assess student understanding of key concepts without overwhelming students with excessive questions. One is right shows passive understanding, two shows moderate understanding and three shows mastery.

By limiting the number of questions per test we end up with assessments between nine and 15 questions. This efficiency allows for more frequent assessment and feedback, which is essential for promoting student growth and achievement. If you notice that the questions failed in the initial assessment were focused on a single standard you can generate the retake with questions exclusively from that standard. Three more questions per standard and simply give them the points back. In the real world if we mess up we can fix it, that is the lesson we want to instill in students, NOT failure is forever. Give them the opportunity in a way that doesn’t add extra stress. Because it’s so short no need to pull them from electives, recess or lunch you can give it to them in lieu of a warm up.

Retesting: A Cornerstone of Equity

Retesting is a critical component of an equitable assessment system. It provides students with multiple opportunities to demonstrate their mastery of standards and to improve their performance. By allowing students to retake assessments, teachers can create a culture of learning and growth, where mistakes are seen as opportunities for improvement rather than failures. Well, what if they want a retake after the retake? Create a policy, and put it in the syllabus as well as a rubric for each.

“Students are allowed one retake after they create a one pager or three minute ted-talk demonstrating mastery of each of the sub-standards. Students may use their notes but may not copy notes; all work must be new and original.”

Retesting can also help mitigate the impact of test anxiety and other factors that may negatively affect student performance on a single assessment. By providing students with multiple chances to succeed, teachers can help to ensure that all students have the opportunity to demonstrate their knowledge and skills.

Rubrics

Ted Talk (Minimum 24 pts required for retest)

Criteria	Exemplary (4)	Proficient (3)	Developing (2)	Beginning (1)
Content Knowledge	Demonstrates deep understanding of the topic, providing accurate and relevant information.	Demonstrates solid understanding of the topic, with some minor inaccuracies or omissions.	Demonstrates basic understanding of the topic but lacks depth or detail.	Demonstrates limited understanding of the topic, with significant inaccuracies or irrelevancies.
Focus and Clarity	Presents a clear and focused message that is easy to understand.	Presents a clear message, but focus may wander slightly at times.	Message is somewhat unclear or difficult to follow.	Message is unclear or nonexistent.
Organization	Presents information in a logical and coherent manner with a clear introduction, body, and conclusion.	Presents information in a generally organized manner, but may lack clarity in some areas.	Organization is weak, with difficulty following the flow of ideas.	Lacks clear organization and structure.
Evidence and Support	Provides strong evidence and supporting details to support claims.	Provides some evidence and supporting details to support claims.	Evidence and support are limited or weak.	Lacks evidence and support for claims.
Communication	Speaks clearly and confidently with appropriate pacing and volume. Utilizing 90% of vocabulary in context.	Speaks clearly with generally appropriate pacing and volume, but may exhibit some hesitation. Utilizing 70% of vocabulary in context.	Speaks with difficulty, with inconsistent pacing and volume. Utilizing 50% of vocabulary in context.	Speaks unclearly or inaudible. Utilizing 50% of vocabulary out of context.
Visual Aids (if applicable)	Effectively uses visual aids to enhance understanding and engagement.	Uses visual aids appropriately, but they may not be as effective as possible.	Visual aids are limited or ineffective.	Does not use visual aids or uses them inappropriately.
Engagement	Captures and maintains audience interest throughout the presentation.	Maintains audience interest for most of the presentation.	Audience interest wanes at times.	Fails to engage the audience.

One Pager (Minimum 24 pts required for retest)

Criteria	Exemplary (4)	Proficient (3)	Developing (2)	Beginning (1)
Content Knowledge	Demonstrates a deep understanding of the topic, incorporating accurate and relevant information.	Demonstrates a solid understanding of the topic, with minor inaccuracies or omissions.	Demonstrates a basic understanding of the topic, but lacks depth or detail.	Demonstrates limited understanding of the topic, with significant inaccuracies or irrelevancies.
Focus and Clarity	Clearly communicates a central idea or theme, with supporting details that are easy to follow.	Communicates a central idea, but supporting details may be unclear or tangential.	Central idea is vague or unclear, with limited supporting details.	Lacks a clear central idea or focus.
Organization	Information is presented in a logical and visually appealing manner, with clear headings and subheadings.	Information is generally organized, but the layout may be inconsistent or difficult to follow.	Organization is weak, with information scattered or difficult to locate.	Lacks clear organization and visual appeal.
Visual Representation	Effectively uses visuals (images, graphs, charts, labels) to enhance understanding and engagement.	Uses visuals appropriately, but they may not be as effective as possible.	Visuals are limited or ineffective.	Lacks visual elements or uses them inappropriately.
Creativity and Originality	Demonstrates creativity and originality in the presentation of information.	Presents information in a creative way, but lacks originality.	Presentation is straightforward and lacks creativity.	Lacks creativity and originality.
Standards Alignment	Thoroughly addresses all required standards, demonstrating deep understanding.	Addresses most of the required standards, with minor omissions.	Addresses some of the required standards, but lacks depth in others.	Fails to address the required standards.
Presentation and Neatness	One Pager is well-presented, neat, and easy to read.	One Pager is generally neat and readable, with minor errors.	One Pager is somewhat messy or difficult to read.	One Pager is poorly presented and difficult to read.