This chapter talked about redoing assignment for credit. It gave teachers various methods of preparing for and actually having redos. The first and most important thing discussed was the fact that the redone assignments need to be done at the teacher's discretion. By doing this, the teacher has placed her or himself in a position of "full coverage," when it comes to parents and students. Another idea mentioned was to have students get their original work signed by parents in order to keep them informed of their progress and of the fact that they needed to do a retake.
Another concept discussed that we as a group felt was necessary was to change the formatting of any redone work. This ensures that all students are genuinely learning as opposed to memorizing material, as well as engaging in higher order thinking (for example, if you gave an experiment for the retake instead of a second written test).
Our group felt that this chapter was extremely necessary because it is a topic that is very controversial and was discussed at length during our classroom portion of practicum, both in seminar with Beth and in our actual schools. We also felt like parents being included in the process was a fairly good idea, along with having some sort of sign-and-return contract at the beginning of the year for parents and students to sign regarding retake policies.
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