In this full research paper, we examine various grading policies for second-chance testing. Second-chance testing refers to giving students the opportunity to take a second version of a test for some form of grade replacement. Second-chance testing as a pedagogical strategy bears some similarities to mastery learning, but second-chance testing is less expensive to implement. Previous work has shown that second-chance testing is associated with improved performance, but there is still a lack of clarity regarding the optimal grading policies for this testing strategy. We interviewed seven instructors who use second-chance testing in their courses to collect data on why they chose specific policies. We then conducted structured interviews with some students (N = 11) to capture more nuance about students’ decision making processes under the different grading policies.
Afterwards, we conducted a quasi-experimental study to compare two second-chance testing grading policies and determine how they influenced students across multiple dimensions. We varied the grading policies used in two similar sophomore-level engineering courses. We collected assessment data and administered a survey that queried students (N = 513) about their behavior and reactions to both grading policies. Surprisingly, we found that the students’ preference between these two policies were almost perfectly split. We conclude that there are likely many policies that perform well by being simple and encouraging serious attempts on both tests.
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Students' Perceptions and Behavior Related to Second-Chance Testing
This full research paper explores students’ attitudes toward second-chance testing and how second-chance testing influences students’ behavior. Second-chance testing refers to giving students the opportunity to take a second instance of each exam for some sort of grade replacement. Previous work has demonstrated that second-chance testing can lead to improved student outcomes in courses, but how to best structure second-chance testing to maximize its benefits remains an open question. We complement previous work by interviewing a diverse group of 23 students that have taken courses that use second-chance testing. From the interviews, we sought to gain insight into students’ views and use of second-chance testing. We found that second-chance testing was almost universally viewed positively by the students and was frequently cited as helping to reduce test takers’ anxiety and boost their confidence. Overall, we find that the majority of students prepare for second-chance exams in desirable ways, but we also note ways in which second-chance testing can potentially lead to undesirable behaviors including procrastination, over-reliance on memorization, and attempts to game the system. We identified emergent themes pertaining to various facets of second-chance test-taking, including: 1) concerns about the time commitment required for second-chance exams; 2) a belief that second-chance exams promoted fairness; and 3) how second-chance testing incentivized learning. This paper will provide instructors and other stakeholders with detailed insights into students’ behavior regarding second-chance testing, enabling instructors to develop better policies and avoid unintended consequences.
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- Award ID(s):
- 1915257
- NSF-PAR ID:
- 10317346
- Date Published:
- Journal Name:
- 2021 IEEE Frontiers in Education Conference (FIE)
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Conference Paper:
- https://doi.org/10.1109/FIE49875.2021.9637173
