Solutions for Testing and Grading

I used to feel pressed to write or prepare enough to generate a new test or graded assignment each week. I wanted most tests to be as objective as possible, so that conscientious students could succeed with effort, regardless of individual talents or abilities. Finally, I discovered that if I prioritized what I wanted students to really know, I could use tests more than once. Learning takes time and repeated exposure. For example, on a blank map of the world, students label the continents one week, the continents and oceans the next, the continents, oceans and major mountain ranges the third week, etc. This builds in review and holds students permanently accountable, as well as reduces the time I must spend preparing tests and assignments to be graded. If a student does poorly one week, he/she can study and do better the next week. Tests become less like final judgments and more a part of the process of learning.