Loyola Support Documentation

How do I allow a student to retake a test or quiz?

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If a student has completed all of their available submissions to an assessment, you can allow them to retake it.

Go to Tests & Quizzes.

Image of the Tests and Quizzes button.

Select Tests & Quizzes from the site Tool Menu.

Select the Active (Published) view..

Image of the view options.

Select the Active (Published) option in the View dropdown to view the assessments that have been released to students and closed from accepting further submissions.

Go to the assessment submissions.

Select the Scores option from the dropdown menu for the assessment to grade.

Alternately, select the numeral representing the number of student submissions in the Submitted column to view the submissions.

Select Submission Status.

Image of the submission status button.

Under the student's name, select Allow retake.

Image of the allow retake button.

The list of students will appear. Underneath the name of the student who needs to retake the test or quiz, select Allow retake.

Notes:

  • An assessment must be Active (i.e., the due or latest acceptance date must be in the future), for a student to be able to access it. For instructions to edit assessment dates, see What are the Availability and Submissions options for an assessment?
  • If the assessment allows multiple submissions, and the student has an incomplete submission with time available on it, the student can complete their available submission. The instructor will not have the option to Allow retake for that student.
  • Allowing a retake gives the student a new, blank copy of the assessment to take.

Select Retake to confirm.

Image of the retake confirmation page.

Confirm to allow the selected student to retake the assessment by selecting Retake.

View Submission Status.

Image of the student withnew submission.

You'll be returned to the Submission Status page, where the student will no longer have the option Allow retake underneath their name. The student can now retake the quiz.

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