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exams should fairly represent the level of knowledge of the students, therefore a punishment does not make sense
It might make sense to show a different metric (like # of retries, or score of each try) to give scores from different retries more meaning and also display the learning rate as well as the level of knowledge.
Without punishment, students will be encouraged to take the retake exams only to score higher but not necessarily have more knowledge in the subject. They just want to know the type of the questions and how to answer them according to the answer keys.
that is another issue which should be solved by the university (having different exams)
it helps maintain fairness to students who put effort into reviewing for the exams and pass on the first try (official exam date)
that should be solved in different ways rather than punishing students for taking longer to understand a subject and arrive at the same level of knowledge
The test is an indication of how well the students do after having the same learning environment and time to prepare. Having more time to prepare means a disadvantage to people who don't do the retake exams.
Instead showing this data as a different dimension gives more rich data and still allows to discriminate between the students in the fairest way possible. Showing learning rate and level of knowledge seperately gives everyone the opportunity to do well while highlighting fast learners.
students who pass the first exam will not learn less from allowing the other people to take the exams multiple times
It will influence the ranking of the student. Students who score higher in the retake exams might stand on a higher rank than the students who already pass the first exams, which is unfair to them.
there should be some adjustment for smaller sample sizes when calculating the ranking for the semester abroad. But this adjustment doesn't have to permanently damage their transcript
The prospect of a resit exam was found to promote lower investments of study time for a first exam and this effect was stronger for participants scoring higher on the cognitive reflection test.
It doesnt matter if students take longer to achieve the level of knowledge as exams simply measure the level of knowledge at the time of measurement
Then the retake exams should not even be offered because the teachers and the students already know how "well" they are doing on the first exam.
the students will learn more in the meantime. For some topics (especialy for programming) there is a "tipping point" at which you just start to "get" the concepts.
A lot of people just study to get high score, then forget about it after the exams.