Not everyone is comfortable with re-do’s and re-takes, which are more appropriately recognized as re-learning (or learning properly) and re-assessing. Some of us experience pushback when suggesting these practices to colleagues, then succumb to those pressures thereby denying their use in our classes. As a result, our students don’t learn the required content and skills. This is something that needs to be addressed, but it is not our focus here. Instead, let’s cut directly to the practical side of re-learning and re-assessing.

Let’s remind ourselves of four operational tenets to create a common frame of reference and sense of “why” of re-learning and re-assessing:

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