Unlike many other school systems, DCPS provides ample ways for students to retake and revise tests, which in turn boosts grades, morale, and learning opportunities. Despite the widespread appreciation among students for these second chances, not everyone sees them as beneficial.
These policies, designed to increase understanding of coursework, allow students to revisit assessments, correct mistakes, and strive for improvement. But there are still potential downsides such as unintended harm to work ethic and grade inflation.
A failed test suggests a failure to understand the material, which in a typical grading system a student would simply move on from, hopefully adopting an “I’ll do better next time” mindset. Although this reinforces accountability, the student gets no opportunity to properly learn the missed material and instead focuses on the next test. But, with an opportunity for a retake/revision, that student may spend extra time on the subject. In addition, students feel less pressured to do perfectly on a single attempt, improving mental health for students that have large workloads or other time commitments.
When asked, students shared similar opinions; Sophomore Caroline Reily emphasized that “It’s impossible to expect students to always perform exceptionally on their first try.” And from Sophomore, Daniel Raviv, “It fosters improvement while maintaining a tough but fair penalty (Maximum of 86%).”
Even with these potential positive impacts on students, success weighs heavily on the teacher’s implications of the policy in the curriculum. If viewed as just a way to inflate grades and “go easy” on students, teachers may simply offer a second shot at a test with a scorecap of 86%. Although this is technically a retake/revision opportunity, it still undermines the potential to learn more from a second attempt. One easy way to improve this is to require a more elaborate response in the redo, explaining why what they did was incorrect and showing understanding of the correct response. Even though it could elongate the process, this subtle change often results in more learning and a higher level of understanding.
Retakes are generally loved by students, but it’s a debated topic among educators. Spanish teacher Lady Arteaga ascertained that “a positive aspect about retakes is that it gives the chance to teachers to reflect on their teaching and recognize if there is a disconnect regarding the lessons and methods they are using.”
Although some teachers have good things to say about revision policies, the negative effects have not gone unnoticed. Social Studies teacher Margaret Pierce agreed that revisions can have positive effects regarding student learning, but also suggested a contrasting perspective. “Overall, the policy could be setting up students to struggle later in life if they internalize and become reliant on revising and redoing every assignment, presentation, and paper,” she said. The revision mentality could also cause a lack of accountability when grades and tests are only one attempt, such as AP tests, in addition to SAT/ACT testing having limited attempts. Arteaga elaborated on the importance of developing healthy habits and discipline to prepare you for success the first time instead of relying on a second chance.
The debate over DCPS’s retake and revision policies highlights the need to provide students with learning opportunities and maintain academic rigor. The perspectives of educators further emphasize the need for a balanced approach, where retakes are not just about boosting grades but fostering genuine learning. As the discussion continues, finding a middle ground that benefits both students and teachers will be crucial for the long-term success and effectiveness of these policies.
