Abstract

School exam retake policies are an ongoing debate in education, with proponents arguing for and against them. This study examines the long-term benefits of retake policies in high schools, which can have a direct impact on student anxiety levels, academic achievement, and graduation rates. When well-designed retake options are in place, students tend to learn more deeply, as these policies encourage improvement in unresolved understanding through multiple attempts. The analysis demonstrates how this policy system reduces test-worrying symptoms by developing capabilities in students to overcome setbacks and enhances their interest in educational activities by redirecting their attention from rote memory work toward a deeper understanding. The article describes how students who have retake opportunities develop better critical thinking abilities and retain knowledge longer, as it readies them for academic and professional settings. The research evaluates optimal implementation methods for eligibility requirements, grading systems, and accountability procedures, which help create retake policies that provide maximum benefits without compromising academic standards. The article demonstrates that implementing a fair retake exam process not only contributes to educational achievement but also fosters the development of a growth mindset and persistent success capabilities, offering a promising outlook for the future.

Keywords

  • digital transformation
  • university teachers
  • digital literacy
  • formation mechanisms

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