Melissa, very well stated. We as educators can find other ways to show them they are missing a concept other than issuing them an assessment tool to prove to them they know nothing about the subject matter. Focus on what concepts they may be missing on the tests but provide the information in such a way that you never present it as a negative. If half the class missed a specific topic on a quiz, us that material as a specific emphasis on your review. Is it really that critical that students even know what they got wrong as long as they are receiving reinforcement of what they need to know? A bit abstract and this in on purpose as I want you to think outside the box a bit here. For anyone reading this post, what are some ways we can review materials students missed on a quiz or major test without using a negative focus on what was missed? How about talking first about where everyone is doing well and the concepts everyone seems to get, then discuss the topics we can see improvement. This still delivers the message there were things wrong on the assessment but this format does it in such a way that you are not putting a negative focus on the missed materials. There are always things that we can improve as no one is perfect so this is less threatening to students and they feel more comfortable talking about the subject matter since no one really knows who in the room missed what concepts. I hope this is making sense, this was a long one so sorry if it got confusing. Let me hear back from anyone reading this post, I am very interested in your ideas. James Jackson