How to Complete Test Corrections (Correctly)

(Reminder: We also have a post about Friday folders and corrections here.)

When students do not meet the standard on a test on the first try, we teachers ask them to fill out a form called “test corrections”. On the form, the students will fill in these fields:

• Original (incorrect) answer
• New (correct) answer
• Why the new answer is the correct one
• Where the student FOUND the correct answer (which book, video, notes, or source)
• Why the student got it wrong the first time (guessed, forgot, etc.)

Why revise a test?

The middle school’s second-chance policy is actually a reflection of many educational theories put into practice. In short, the purposes of test corrections include:

• Showing the teacher that the student DOES know the material after all
• Giving the student another chance to review concepts that he or she may have forgotten, misunderstood, or struggled with
• Ensuring that the student actually learns critical information before the next unit, next assessment, or the next school year, instead of ignoring learning gaps and moving on
• Allowing a student to have more time or help to learn if this is needed
• Preparing the student for the test retake (when applicable)

In high school and beyond, students will need to take assessments with little to no second chances, so middle school is the perfect time to build a strong foundation of knowledge and learn the importance of being prepared on the first try.

What’s the “right” way to do test corrections?

The easy part of the form is in the first few columns: recording the question number, the original (incorrect) answer, and the correct answer.

However, many students do not yet fill out the middle of the form correctly; they do not consistently show their learning by putting their explanations into actual sentences. When this happens, the teacher might return the corrections to the student and ask him or her to try again.

For example, an incomplete form might say, “Answer was C (found in notes)”.

Here’s an example of a strong answer on a social studies test correction form. Notice how this strong example contains the correct answer (bolded), the explanation of why that’s the correct one (underlined), and where the student found the answer (highlighted).

The correct answer is separation of powers because the question was asking about the 3 branches of government. My answer choice of limited government deals with the idea that no one is above the law. Found answer on 7 Principles of the Constitution Notes.

What happens next?

The routine may vary a little by class or the type of assignment, but the steps usually are:

1. Students should turn in test corrections ASAP, and not wait until the given deadline (which is usually one week or less from the date when the test went home in the Friday folder). It is the student’s responsibility to meet this deadline.
2. The teacher will alert the student if part or all of the corrections form needs to be redone.
3. The teacher may ask the student to do a “test retake”, either during class time, in an intervention period (INT), or during homework table.
4. After the retake, the teacher will communicate with the student about whether or not any additional steps are needed.

That seems like a lot of work!

Yes, it can be, but that is not a teacher’s goal or intent. We have to make sure that every student learns the content, whether that’s on the first, second, or third try.

Fortunately, most students understand that it is in their best interest to fully study for an assessment and to try to do their very best on the first attempt.

Thank you for reading!