Wrong Answer Analysis

Over the past several years one of the phrases I have heard most often is "assessment for learning".  I admit to being a little baffled.  How can a test actually move the students' learning forward?  Of course tests give me as the teacher a snapshot of their progress, allow me to address weak spots, reteach where necessary, and helps me plan for moving forward.  I would even say the students benefit by seeing where they are, and hopefully feeling a sense of accomplishment at a job well done.  However, none of these things is truly assessment for learning in my opinion.  In partial answer to this conundrum I have created a document that has been very useful in my classroom.  It is called Wrong Answer Analysis.  The concept is very similar to test corrections, but takes it a step further.  With wrong answer analysis students use the test as a jumping-off point for reviewing the concepts they are weakest on.   They have to think about why they missed the question, find the correct answer, and explain the concept in their own words.  Here is the form I created, but you could easily make one to fit your own needs.

Wrong Answer Analysis

Besides the obvious benefit of students really thinking about the subject, there are several other good reasons to use this approach.

1. It cuts down on the time you need to spend reteaching, as the students have started the process themselves.

2. Students learn to no longer expect or ask for a curve on tests.  If they want points back, they have to earn them by analyzing what they did wrong.

3. It works for any subject and can be modified for any grade level.

4. It is high on Bloom's taxonomy.

5. Is fits in with Thoughtful Education, if your school is using that.

6. It gives students the opportunity to earn points back in a much more meaningful way than the standard test corrections.

7. It cuts down on students retaking the test (thus time spent after school for you), by giving them a viable alternative to improve their score.

Drawbacks

1. It is one more thing to grade, and the grading must be done carefully.  If not, students will learn that they don't have to do a good job with their explanation in order to receive credit.

2. You must explain carefully how you want the form completed the first several times the students use it.  They need to know what constitutes an acceptable explanation and what does not.  At first students will simply try to reword the question.  Insist on thoughtful answers in complete sentences.   If the students don't rethink the concept then there is no point in using this method.

Grading

Grading is very personal and depends on your teaching philosophy.  Wrong Answer Analysis can be used and graded in many ways.  You could grade it on its own merits or use it for points back on the test.  It could be required for all, optional, or required only for those who got less than a certain grade on the test. You could give partial credit or not.  Personally, I use it for points back on the test.  It is required for anyone who fell below an 80% on the test and optional for others.  Also, I insist the explanation part of each question be completed well or not even partial credit will be given.

I hope this form is useful to you.  I have used it for several years now and really like it.  Enjoy!