Learn at a Distance

In the world of online learning, assessment isn’t just about grading—it’s about growth. But what happens when a student falls short on an assignment? Without the chance to learn from their mistakes and improve, students may view their performance as final, missing an opportunity to deepen their understanding. Revision and resubmission policies bridge this gap, transforming assessments from a one-time judgment into a dynamic tool for learning. These policies promote mastery, encourage persistence, and show students that their efforts to improve matter as much as their initial performance.

At their core, revision and resubmission policies are designed to emphasize learning over perfection. They encourage students to engage with feedback, reflect on their mistakes, and refine their work. This iterative process mirrors real-world scenarios, where drafts and revisions are a normal part of producing quality outcomes. Whether it’s an essay, a project, or a presentation, the act of revising pushes students to think critically and to see their work not as static, but as something that can—and should—evolve.

Such policies also address equity in the classroom. Not all students start with the same resources or level of preparation, and the chance to revise their work gives everyone the opportunity to succeed. It recognizes that learning is a process and that the first attempt is rarely the best. By fostering this mindset, instructors create a more inclusive and supportive environment, one where effort and improvement are as valued as initial achievement.

However, for revision opportunities to be effective, they need clear structure. Students should understand exactly what is eligible for revision and how the process works. Not every assignment needs to be revisable; often, it’s most effective to focus on major projects, essays, or exams where feedback and reflection can lead to substantial improvements. Additionally, setting deadlines for resubmission helps maintain momentum and ensures students stay on track within the course schedule.

Feedback plays a pivotal role in this process. For revisions to be meaningful, students need clear, actionable comments from their instructor. This feedback should go beyond pointing out what was wrong—it should guide students on how to improve. Instead of simply noting that a paragraph is unclear, for instance, feedback might suggest, “Consider breaking this paragraph into two and using specific examples to support your argument.” The more specific the feedback, the more likely students are to engage with it thoughtfully.

Reflection is another key element of successful revision. Asking students to explain what changes they made and why encourages them to internalize the feedback and take ownership of their learning. It’s not just about fixing mistakes; it’s about understanding the underlying principles and applying them. This reflective process helps students connect their revisions to broader skills and concepts, reinforcing the learning objectives of the course.

While revision policies can be incredibly beneficial, they also require balance. Without clear boundaries, the process can become burdensome for both students and instructors. Limiting the number of revisions or the assignments eligible for resubmission helps manage this workload. Similarly, establishing grade adjustments—such as capping the revised score at a certain percentage—maintains fairness while still rewarding improvement. These boundaries ensure that students take the process seriously and use it as an opportunity for growth, rather than a fallback for procrastination.

Ultimately, revision and resubmission policies send a powerful message: learning is an ongoing journey, and mistakes are part of that process. They encourage students to see challenges as opportunities and to develop resilience in the face of setbacks. By thoughtfully designing these policies, instructors can foster a classroom culture where growth and effort are celebrated, and where assessments are as much about learning as they are about evaluation. In the end, it’s not just about producing better assignments—it’s about empowering students to become better learners.

Sample Revisions and Resubmission Policy

At the heart of this course is the belief that learning is a process, not a single event. Mistakes and setbacks are valuable opportunities for growth. To support your learning, this course allows for revisions and resubmissions on eligible assignments. The purpose of this policy is to provide you with the chance to engage deeply with feedback, refine your work, and demonstrate mastery of the material.

Eligibility

Revisions and resubmissions are allowed for the following types of assignments:

• Major Projects: Essays, research papers, and final presentations.
• Significant Assessments: Exams or take-home tests that include written responses or analysis.

Low-stakes assignments, such as quizzes, weekly discussion posts, or participation activities, are not eligible for revision unless explicitly stated.

Revision Requirements

To be eligible for revision:

1. The original submission must have been turned in on time. Late submissions are not eligible for resubmission.
2. The resubmitted work must address all feedback provided on the original assignment.
3. A revision reflection document (250–300 words) must accompany the resubmitted work, explaining:
   • What changes were made.
   • How the feedback was used to guide revisions.
   • What was learned through the revision process.

Failure to address feedback or submit the required reflection will result in the resubmission being returned without further review.

Deadlines

All revisions must be submitted within one week of receiving feedback on the original assignment. For assignments near the end of the course, a shorter timeframe may apply, which will be communicated in advance. Late resubmissions will not be accepted.

Impact on Grades

The revised grade will replace the original grade, with the following guidelines:

• For assignments graded on a rubric, improvements in specific criteria will result in a proportional grade increase.
• The maximum grade for a resubmission is capped at 90% to recognize the value of the initial effort while maintaining fairness.

For example:

• If the original submission received 70%, a well-revised resubmission could raise the grade to a maximum of 90%.
• Minor improvements may result in a smaller grade adjustment.

Limits

To ensure that revisions are used strategically and that both students and instructors can manage their workloads:

• Each student may revise up to two assignments during the course.
• Only one revision per eligible assignment is permitted.

Process

1. Review Feedback: Carefully read the feedback provided on your original assignment.
2. Plan Revisions: Identify specific areas to improve and align them with the feedback given.
3. Make Changes: Revise the assignment thoroughly, ensuring that all instructor comments are addressed.
4. Write a Reflection: Complete a revision reflection document outlining the changes made and the lessons learned.
5. Resubmit: Submit the revised assignment and reflection document via the course platform by the stated deadline.

Exceptions and Special Circumstances

If unforeseen circumstances prevent you from meeting the original deadline or revision deadline, please contact me as soon as possible. While exceptions may be made on a case-by-case basis, they are not guaranteed.

Why This Matters

This policy is designed to support your development as a learner. By engaging with feedback and refining your work, you have the opportunity to deepen your understanding and build skills that will serve you in future courses and professional contexts. Take this opportunity seriously—it’s not just about improving your grade, but about growing as a thinker and creator.

If you have any questions about this policy or need guidance on how to approach revisions, don’t hesitate to reach out. I’m here to support you throughout this process.