Okay, so I had a math student come to me to help them understand a concept. The student showed me several examples of work they had done to try and understand it (which I require in order for them to be able to be re-assessed). While I was helping them with that concept, I became aware that there were some shortcomings on another concept that this student had scored well on over several previous quizzes. After the help, the student asked if they could be re-assessed on the concept they had come in for help on. I told the student that I would make a re-assessment for them the next day. I decided to add the secondary concept to the re-assessment as a separate question but had all the things we went over during the help session. The next day, the student was too busy to take the new assessment and it happened again the next day. So the third day, the student was able to take the assessment. I wasn’t able to score it at that time and graded it that night. The student scored well on the concept that was the primary concern but not well at all on the secondary one. The next day, I showed the student the quiz and where they had made mistakes. The student felt I was out of line to have quizzed them on the secondary concept and lowered their current score on it. I spent the next 25 minutes explaining to the student that if the concept was truly learned, as seemed evident by the high scores over the several previous quizzes, that the concept shouldn’t have given them trouble. And, I explained that I had told them they all concepts would be re-assessed at various times throughout the marking period. I didn’t feel I was wrong to have asked a question on something we had discussed and pointed out to them during the help session that was a shortcoming. So, my question to any of you who happen to read this, was I wrong to have added that secondary concept without telling them I was going to do so?