Weblink: www.youtube.com/watch?v=RNeNZD_IQcM

**Reflect on your answer to the poll in the comment section below. Read through a sampling of your colleagues’ responses to learn about other peoples’ experiences with students correcting tests.**

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Weblink: www.youtube.com/watch?v=RNeNZD_IQcM

**Reflect on your answer to the poll in the comment section below. Read through a sampling of your colleagues’ responses to learn about other peoples’ experiences with students correcting tests.**

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Most students are accustomed to looking at how many questions they got right/wrong and their score on any given assessment. However, it is my practice to provide students with an “error analysis” sheet and review tests with them. I have been doing this for three years now and find that students are much more interested in WHY they missed given questions than simply their score. This process has allowed them to pay more attention to the details of the assessment than simply completing it. Some students find the time and energy needed to complete an error analysis to be daunting. This “learned helplessness” is difficult to reverse if not all stakeholders are on the same page (including parents.) Increased value in this process comes from teachers, parents, and students sharing in this experience and ideology of having a growth mindset.

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I found this article very interesting, in my experience most students want a know if they the questions right on a test but they are not interested on feed back from the teacher. If you try to explain to them why they missed it or got it wrong they are not interested in knowing, we need to change the way they think or the way we have our mind set to learn by our mistakes and to correct them by knowing why is wrong.

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Most students only want to know whether they got a question right or wrong.

Yes, I agree. The “smart” students want affirmation on the questions they got right, and the “average/below average” students get confirmation that they know nothing. How does that change their understanding of a growth mindset? Their attitude is based on a fixed mindset. Students need to be re-taught why corrections are important and how they can do a better job next time. They do not have this attitude yet, they must be taught how to view testing and grading.

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Students tend to want to only know whether the answer is right or wrong because it’s what they’re used to and how most classrooms operate. When they repeatedly have learning experiences where they receive points or percentages, they are often not receiving feedback. Additionally, if students receive feedback but never engage in conversations about it, either with the teacher or with each other, they don’t have a chance to develop the reflection and perseverance skills that a growth mindset fosters. If we want students to value learning and growth, we have to make it a part of the classroom culture on an everyday basis.

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Unfortunately, many of my high school students only care about if the answer is right or wrong. They are stuck in a fixed mindset. When my students get less than a C grade on a test I allow them to correct their mistakes and then retake the test for a higher grade. Less than 10% of the students who are given this opportunity take advantage of it. What can we do to get our students to enbrace the growth mindset?

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My students really enjoy getting feedback. They know I spend a lot of time writing back to them. It’s essentially the main way I give them one-on-one attention. They often tell me, “Thank you for the feedback!” They usually get something every week, usually an Exit Slip administered on a Friday and returned to them on a Monday. After they get it back most of them immediately get to correcting it, or helping someone in their team to correct theirs. I hope to continue fostering this love of learning even more.

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Most of my students are concerned with how many points they got on an assessment, they don’t seem to care if they demonstrated an understanding and what their needs are. Students, parents, and teachers are usually engaged in conversations about the number of points that were earned and how can more points be earned. I typically get parents who ask me, “how can my student get more points?” “What extra credit assignments can my student complete?” When I explain to parents that the student does not need more points, but rather they have skills that they need to improve, they seem to get upset and point out to me that their student typically gets A’s in other classes. It is really hard to advocate mastery learning when other teachers are continuing to grade based on points and averages.

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When grading a test, it is very common for myself to have students ask more about their scores than why they scored it that way. Students are often more concerned with their grade on a test than the actual learning itself. One of the strategies that I have tried implementing is that instead of providing them an immediate score, I to pause and point out what they did wrong on a question, provide constructive feedback. Then I give them an actual score. After I point out their score, I try to provide them more feedback so that they know what to do for next time. My goal in this strategy is for students to see the connection between their learning and their grades. As a teacher, I have to take this approach because sadly students are becoming more grade “obtainers” than learners.

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I believe there is a parallel between myself and my students in regards to this poll. If I put in effort to provide all of my students with specific feedback, most students will take it into consideration and try harder next time. If I put no meaning behind a letter grade or a score, most students will take a quick glance at it and move on.

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I find that it is a fairly even split with students who want to know what they got wrong and improve upon it and students who are only concerned with their grade. Many students will be most concerned about the errors and correction of a an assignment if they are interested in the subjects, where as others are simply concerned with moving on in the school process. Overall we as teachers need to emphasize to students that the process is just as or more important than there progress.

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We need to get kids to care more about their learning. Hence, turn them into Growth mindset thinkers.

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I voted that most students are only interested in knowing whether they got the answer right or wrong. I believe this is true because they think that this is all that matters due to what they’ve been taught by former teachers or their family members. When I go over a test with my students, I always try to ask students why they think they got a particular answer wrong. I don’t always tell them the correct answer right away, we go over the questions so that they can catch their own mistakes even before I tell them the correct answer. I always encourage my students to think critically about what mistakes they made so that they can learn the correct skill and improve for their next attempt at the same type of problem. Understanding why we make mistakes and putting effort into fixing mistakes and improving shows learning.

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The poll results seems to accurately show how most students just care about whether they get the correct answer or not. And I agree that students that truly do care about learning and improving, will take the time to find out what they got wrong and how they can learn from it.

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It seems that most of my students are more concerned with their score, or if they got an answer correct or not. They are quick to disregard assignments or quizzes/tests when their score is low, often throwing them away. When I give my students the opportunity to do test corrections, many of them never take the opportunity. I have a student who tries to get my attention during his math tests after he answers each question to know if he got the answer correct. He has it set in his mind that he “is terrible at math,” and I find him doubting himself at every turn. The irony is that he’s one of my top-performing students in math right now! In the video, it closes with the quote, “When students adopt a growth mindset, they do better in school.” This is a powerful statement, and the data they show in the video shows just how true this is, such as the percentage of students with growth mindset versus fixed mindset. For as long as I can remember, I’ve understood how one’s attitude and beliefs can shape a person. Putting it into these terms, growth mindset and fixed mindset, has clarified and solidified this idea even more for me.

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Yes, I think that most students are more interested in their scores (what they got correct) and would like to bury what they missed. However, in a growth mindset classroom, if students are give the opportunity to show growth and improvement from their mistakes on a retake or applying those skills on future assessments I think that can be changed. I have tried this with some fifth graders to whom I am teaching grammar and have seen a change in their attitudes.

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I believe that majority of the students are interested to know how well they did in their test scores! They want to find out what or how they scored. There are a few students who would ask who got the highest marks, and interested to learn how they did that. These few students are the ones who want to know where they are wrong, where they can improve or what more is there for them to learn.

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When I work with my students I can see that almost all of them are looking to see if it’s correct. Only a handful of them care that they are understanding or growing from their mistakes. It takes a lot more work to get students to care more about their learning than the correct answer.

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After looking at the poll I was not very surprised. I think many students always worry about how many questions they got right or how many questions they got wrong. I believe that students usually look at their grades rather than how are they going to improve because as teachers we have emphasized so much on the grades. After a test as teacher usually do not go over it. Therefore students learn to just look at the grades because that is what counts, the points.

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After giving a test, most of my students want to know how long it will take for me to score their tests. They just care more about the scores if they got it right or wrong than learning about the mistakes they made and learning from them. However in my performing students, they are more interested in finding out why an answer is like.

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Most students just want to know if they got it correct or incorrect. The higher achieving students are the ones that would normally ask the why or how questions to fully understand why they got it wrong and learn from it .

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I believe most students want to see if they got question correct.

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I am not surprised by the results of the poll. Most of my students ask me if I have finished correcting “the test” usually by the end of the school day. They are highly interested in their scores. They want to know how many correct responses they achieved, but I try to encourage focusing on examining mistakes and learning from them rather than on the number of correct responses. Attached to most of my exams is an error analysis page where students have to analyze their incorrect responses and explain their mistakes along with new evidence for the correct responses.

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I think students’ response to wrong answers is ENTIRELY dependent on their learning environment. Kids do what we teach them to do. In an environment where genuine learning is the focus, the majority of students will embrace that philosophy. If they become too focused on scores, it’s because we made them think that’s what they should be doing.

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I understand that most students only want to know whether they got a question right or wrong, even though it’s the feedback that will help the student grow. I feel there’s a discongruence between feedback and grades, and am uncertain how to balance it out. This is new to me, but I wonder how things would work if students only received feedback, and then received grades for report cards. Although students would feel that they have additional things to learn to master the content, they may not realize what that translates to as far as grades are concerned, and how much more they may need to learn to receive a “good” grade. I’m a little confused about how to merge feedback and grades in a positive way, for both students and their parents.

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Developing a growth mindset happens over time. I might take more than one school year to truly develop. I think performance feedback is an important element. Continuing to encourage the “yet” effect, will encourage our students to be interested in better analyzing why an answer is incorrect and how to improve instead of “I did not do well” and that is the end of it.

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My response is not to say that all students are the same yet, to note that in my experience more students than not, would rather know if they got the answer right or wrong rather than explore why or how they came up with that answer. However, I believe that if all educators and parents both supported students in exploring their thought processes, students may be more apt to want to know the “why?” Another factor fostering this thought of, “I just want to know if my answer is right or wrong”, comes from wanting “instant gratification” that we all fall “victim” to at times, students more so though. Lastly, I believe that we can support students while allowing them to “struggling” a little to help them understand how to answer a question they previous got wrong. We have to play our part in not just providing students the answers in effort to move our instruction along.

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Again, it’s the process of learning that students don’t appreciate. This is normal for young people because they want and need instant gratification with all they do.

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Students with growth mind set are students are willing to do well, they accept feedback, they study before tests while students who fails most likely students with low motivation, they do not care about their academic achievements thus students with fixed mindset (they think they can’t ) will receive low scores on the assessment.

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Unfortunately, it is true that most students (and adults) do not want to know why and how to improve after taking an exam, but rather just want to know whether they passed or not. They are fixed on a score and whether its right or not. This shows that most of our students and adults are of a fixed mind set when it comes to taking a test.

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Many students prefer to know what they got right or wrong on a test, only a few care about why they got something wrong, and how they can improve on what they have learned. I do allow all of my students to correct their test and improve their score, in hope that they learn something while they re-take, or correct their incorrect answers. They are welcome/encouraged to ask me, other students for help for the corrections. Unfortunately only a few take advantage of this opportunity, I have seen those few grow skill-wise in my class, so I find it a worthwhile assessment. I just wish more would take advantage of this opportunity, maybe one day my classes could have a 100% passing rate, it’s just a dream, but it can happen if they all adopt a growth mindset.

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I would have to agree with my other colleagues who feel that most students are more interested in knowing if they got an answer right or wrong. Students can be so competitive that it doesn’t matter HOW they obtained the answer, but rather if it was right. I have had students that clearly cheated on their tests just because they want to get their answers right and a good grade. I believe that learning about the process is more important than the end result.

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My students are more interested in knowing if they got their answers right. And, this insight shows me they are still operating in a fixed mindset. And, they are not learning or willing to learn from their mistakes…yet. It is also true that assessments may not provide good information on what students are learning but they do motivate students (if negatively) to put some effort into learning.

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I must concur with my other Teachers and admit they for the most part just want to know what they got on their quiz and move on from there. It would seem that our students already used to instant results via their internet/phone connections want only the feedback that typifies a fixed mindset. The growth mindset evident from wanting to know why they missed a question and what the answer is will come up occasionally and be expressed in maybe 10% of the students in the room. I also note that they do want to know who has the top score in class, and where they find themselves in relation to that alpha student, but this prolly comes from being set in a capitalist society to begin with……………

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Humor is good! Now we have to see how to support the other 90% in developing the growth mindset.

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In my experience I would say that a majority of my students want to quickly find out their scores on test or assignments to see how they did. On the contrary, I do have a large number of students who actually want to know what they got wrong and find out the correct answer to hopefully learn from their mistakes. I found the portion of the video very interesting where the students with a growth mindset wanted to see a test of another student that performed better than they did on an exam and the students with a fixed mindset wanted to see the exams of students who performed worse than they did on an exam when given the choice. Thankfully a growth mindset can always be adopted!

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It’s unfortunate but true that most of our students only want to see “what they got” as if they were passive in the process. I want my students to see mistakes as a chance to improve.

In my Math class, when students are turning in an assignment, I will point out answers that are not correct. I ask them to look through their work and find the actual mistake so they can fix it. Some students love this. Most students will give it a quick try, then quit.

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Most of my students are more interested in their exact grade than knowing the content. Grading policies have taught students that they don’t necessarily have to know the content in order to get a good grade, so they focus on getting the points rather than the skills or information. I try to work on this by having students complete a test re-do form to go over their wrong answers and figure out the correct answer and why they got it wrong.

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I would say that my students are pretty much divided in half on whether they want to just know their score or if they want to know why they got the answer wrong. That said, wanting to know why they got the answer wrong is not the same thing as wanting to learn from their mistakes. That is one problem with multiple choice or short answer assessments. This changes when the students have a final writing task. I spend a great deal more time grading these and giving feedback so students can learn from their mistakes. Roughly half of my students currently will go back and take the feedback I have given them and try and improve. Those students willing to do this have improved their writing a great deal this year.

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Most students just want to know their grade. Did I do well? Sometimes if they do poorly they ask if they can retake the test, not how can I improve my learning, just my score. Some students definitely want to know what they got wrong so they can improve in the future. Most just accept the grade and move on, it is what it is. If they were given the opportunity to retake the test many would do so. They feel like they can do better. A growth mindset. The ones that do not want to retake the test are the ones who consistently have poor performance. Maybe they think what they have done is the best they can do. That is the fixed mindset.

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Most students are only concerned if they got a question right or wrong. In fact, as long as their test received a high grade, they would not look at the parts that were wrong to check whether or not it was corrected properly. I’m happily surprised with the few students who will peruse their entire midterm, having already gotten an A, and ask me to clarify why the one or two answers they have are wrong. Furthermore, if given an indefinite amount of time to answer a question, students become restless and frustrated. They would ask for me to give them the answer already rather than asking for more time to figure out the problem themselves.

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As stated in this poll, I believe that ‘most students only want to know whether they got a question right or wrong’ and then whether or not they passed the exam. They seem oblivious to the constant suggestion that they review the problems they got wrong to expand their learning. I do however have a few students that look for my feedback and request further feedback on how to solve the problems they missed. Our current method of assigning grade has lead to many years of competition or failure for many of my students.

Since I started promoting and modeling the growth-mindset in my classroom a few months ago, I have seen an increase in the number of students that take challenges. I began with the ClassDojo app’s mindset videos and discussion questions. There was also a component to have the student interact with their parents on these videos. I have witnessed students self-correct when replying orally during math discussion and many have increased their time to stay on task during writing and math problem solving.

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I have found that most of my students are more interested in the grade and score than understanding their mistakes. This may be because of 12 years of living in the traditional system that assigns a number to a student and does not really look at the growth and learning in a full and holistic way….

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In my experience, most students only want to know whether they got a test question right or wrong. Students with a growth mindset tend to want to know how to get the correct answer. Effective feedback on student work is essential to helping students learn from their mistakes, Traditional grading policies create a sense of competition for high grades that discourages a growth mindset.

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I have found that students at the primary and secondary level are only interested in what they scored—and not going back to look at what they missed or attempting to understand why they responded to a question/prompt the way they did. I believe one variable to this attitude is that society focuses on a score to judge and evaluate you as a person. If you score high, you’re okay. If you score low, you’re not okay and everyone knows it. Students personalize this erroneous belief and link it to their core.

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