Scoring too strictly might be counter-productive if the students are too young?
Not sure if this is what you're looking for but in Karen Elizabeth Kebles's paper "What's in an A? A Quantitative Study on the Grading Perceptions of Middle School and High School Math Teachers" If you skip down to page 114 to see the results of "What are middle school and high ...
Encyclopedia of Mathematics Education.
Lerman, Stephen, ed. Dordrecht: Springer, 2014.
there is an article entitled
"Adults Learning Mathematics"
by Diana Coben and John O’Donoghue
"Adults learning mathematics is a young field of study and research, emerging towards the end of the twentieth century"
The article ...
My advice: Look at the test itself. If possible get some statistics on common errors. If not, ask other teachers or at least use your intuition. I.e. make an intelligent guess, "Bayesian estimate".
Then design something (lecture and practice together) to hit the common mistakes. Don't reteach theory, concepts, etc. in some sort of organic manner. You ...
You might engage them in billiards on an elliptical table
(1st ref below), or on a circular table but aiming to hit
a second ball (2nd ref below).
Nice analytic geometry coupled with intuitive situations.
See this Numberphile video.
Fig.1 (detail) in Reznick et al.
For a Calculus I class, I usually:
Don't teach limits first. Limits, as they are currently taught, lead to confusion. You don't do anything with them except prove the derivative. After that they are largely forgotten, basically leaving students feeling they wasted their time, and they are quickly forgotten. Instead, teach limits at the end to justify ...