In hopes of helping my students practice and deepen their understanding of math knowledge, I wanted to bring up the topic of a test correction analysis - I didn't find much on this topic when I searched for it here.
So here's a screenshot of a test correction analysis that I provide to my current Intermediate Algebra college students who didn't do well on an exam:
One reason for allowing students to do a test correction analysis and get points for doing it (half credit least) is to improve student retention. Another one is to reduce fear. Students can get a passing score if they complete an error analysis to an "F" exam grade. This college serves a low income community and the retention level of this Math class is very low because students lose hope of passing the course. Instructors start with 35 students and end up with 18 or 19 in the end. I have sort of remedied a cure for this by reducing the fear of failing for my students.
When I talk about fear, I mean that my goal as a teacher is to instill in my students that success in this life comes to those who are willing to persevere with a task even when they are not having fun, that instant gratification is not always possible, but that the long term benefits and rewards are well worth the investment of time and energy I am asking them to make. With this in mind, if they sacrifice some of their own time, then they deserve to be rewarded with the opportunity to improve their grade by doing this test correction. What is most important to me is that they learn the concepts and material so that they can apply them to problems, even if I have to wait an extra day or two. One reward for their sacrifice is a better grade in my class. The ultimate reward is knowledge.
Rules for test correction:
1) Must be completed within 1 week and at the Math Tutoring Center. Proof of math tutoring must be verified (I can check if they went to tutoring on my online portal). If no tutoring services were attended, I cannot accept the test correction (this is what I mean by them sacrificing their own time to attend Math center).
2) If you failed an exam, the highest possible score you can get is a passing grade (70%) after an error analysis.
3) If you did not fail an exam, only 1/4 credit will be added to your exam grade per wrong problem.
My main question is: would this forum consider this an effective tool? I would appreciate some feedback. I started with 35 students and still am at 35 students (which is a miracle). I am also providing one day out of the whole semester for any student to retake an exam (different version) for a better grade. I have been told that I'm lowering the standard. But my rebuttal to that is that I am making learning more accessible. Your thoughts?