Bridgewater State University has successfully been using a resubmission process for formative assessment quizzes and summative assessment tests in certain lecture sections of our algebra based physics course. Each section contains 32 students and there are no teaching assistants or recitation sections. Students can earn points back on formative assessment quizzes through the use of a ‘points recovery application’. Students can earn points back on summative assessments tests through a process that involves correcting the original test problem, teaching the material to the instructor or a Peer Learning Assistant, and then taking a new test under original testing conditions to replace the original grade. Through this process, students report increased satisfaction with the course, increased learning, and enhanced well-being.

National organizations such as AAPT and NGSS set goals of engaging students in experimentation and authentic scientific reasoning in the classroom. In ISLE approach classrooms, students participate in the practices of scientists on a daily basis. They design and carry out observational, testing, and application experiments and write up their findings both individually and collaboratively as laboratory reports. As educators, we are aware that developing these essential skills and practices takes time. Providing first-year high school physics students the opportunity to revise their laboratory reports to demonstrate improved understanding helps them cultivate the habits of mind of practicing scientists and enhances their well-being. This talk shares strategies for incorporating resubmissions of written lab reports into the classroom. Furthermore, it reports on findings from a three-year empirical study on the impact of revising lab reports on high school physics student scientific ability development in an ISLE approach classroom.

As educators, we know that remediation is a fundamental part of the learning process, but how do we actively motivate students to engage in self-reflection and develop epistemic knowledge?
During the last few years, I have focused on creating and implementing a remediation-based assessment model in my high school physics classes. This model sets out to eliminate fear of failure and encourage academic risk-taking through rewarding metacognition. Students were given standards-based feedback and the opportunity to participate in a universal reflection-and-retake policy to demonstrate their progress toward achieving targeting learning goals. Through this process, students were prompted to self-reflect and identify root conceptual difficulties, revise work and show evidence of understanding, and then take a reassessment. In this talk we will discuss the model specifics, strategies for implementation and modification for different classroom settings, as well as student outcomes and feedback regarding this learning process.