Professor or Editor? Time-Saving Strategies for Effective Grading of Writing Assignments DR. DAVID...
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Transcript of Professor or Editor? Time-Saving Strategies for Effective Grading of Writing Assignments DR. DAVID...
Professor or Editor?
Time-Saving Strategies for Effective Grading of Writing AssignmentsDR. DAVID S. HOGSETTE
Common Questions What is the purpose of grading? What do students learn, if anything, from our grading?How much time should we spend grading student writing?What should the content of our commenting be?Should we be editing student work when we grade? How much grammar should we mark?How do I make room and time for commenting on content?
Strategies to Address These QuestionsUsing gateway policies
Marking error patterns
Effective marginal commenting
Effective final commenting
Considering rubrics
Commenting on drafts
Gateway PolicyKnucklehead syndrome
Students submitting unacceptable workWastes our timeIncreases our frustration level
Establish minimum requirements for accepting papersFormattingCertain level of proofreadingProper citations and bibliography formattingLayout and design
Do not grade the workGive it an FReturn it to student for revision and
resubmissionGrade the resubmitted work with penalty
If a paper is particularly badStop grading itGive it an FDiscuss paper in office and offer a chance for
revision and resubmission with grade penalty
Marking Error PatternsHow to deal with grammar?
Grading is not the same as editing
Grading:Evaluates the quality of the workExplains/justifies the gradeProvides instruction
Editing:Heavy marking of the paperCorrects the work for the studentProvides little instructionWastes instructor’s time
Marking unique errors throughout paperMark only one or two instances of the same errorMark only new or different errors throughout the
paperSummarize the major error patterns at the end
Marking limited section of a paperMark all instances of grammar errors you find on
only 1-2 pages of the paperIndicate to student where you stopped marking
grammarSummarize the major error patterns at the end
Consider highlighting several different error patterns and encourage students to fix them for extra credit
Effective Marginal CommentsMarginal commenting for addressing:
Content issuesCritical thinkingArgumentationUse of evidence
Comment as a reader, not a writerDiscuss how you are reacting to the ideas instead of how
you would write about the ideas
Ask probing questions—helps students open up within the assumptions of their claims
Avoid overwhelming students with too many comments
Encourage students toward improvement
Comment on what is working (positive reinforcement) as well as what is problematic
Consider summative and formative comments
FormativeInstructional comments that help build skillsWell suited for commenting on drafts
SummativeJudgments of quality and justification of gradeWell suited for commenting on final drafts
Mix formative and summative if you do not comment on drafts
If you comment on drafts, no need to provide extensive marginal comments on final drafts
Effective Marginal CommentsWriting classes
Heavy on writing commentsLighter on content comments
Writing intensive coursesBalance of writing and content commenting Reinforce both writing skills and course content
Major courses and upper-level electivesHeavy on content comments (concepts, critical thinking, use of evidence, argumentationLight on writing comments
Effective Final CommentsProvides a summary overview of your views on the paper
Should cover variety of elements including content, skills, and grammar/mechanics
Can incorporate generalized formative and summative comments
Provide a mixture of both positive reinforcement and constructive criticism
Can be used in conjunction with marginal comments Lower-level students
May be used alone without marginal commentsUpper-level students
Consider using a rubric for final commenting
Considering RubricsExcellent for streamlining final comments
Don’t have to write a paragraph at the endFill in a rubric chart with numbers (1=Poor to 5=Excellent) or weighted pointsInclude BRIEF comments for each rubric item after the numerical score
Provide the rubric with your assignment description to clarify your expectations
Explains and clarifies their final grade
Reduces frequency of grade challenges
Consider mapping the grading rubric to course outcomesHelps with assessment efforts
Considering Rubrics Scale: 5=Excellent; 4=Good; 3=Average; 2=Poor; 1=Unsatisfactory
Purpose/Focus: [numerical rank and brief comments]
Organization:
Content and Development:
Analysis and Argumentation:
Avoidance of Fallacies:
Addressing the Opposition:
Language Use:
Grade:
Points weighting each item
Purpose/Focus (__/10):
Organization (__/10):
Content and Development (__/20):
Analysis and Argumentation (__20):
Avoidance of Fallacies (__10):
Addressing the Opposition (__10):
Language Use (__20):
Grade (__/100):
Commenting on DraftsSome professors collect and comment on drafts
Common in writing courses and writing intensive courses
Can greatly increase your grading burden
When commenting on drafts:Avoid commenting on too many sentence-level issuesConsider highlighting a few major error patterns—avoid editing!Why correct a sentence when the whole paragraph may be revised or deleted?Comment on larger items like intro, thesis, focus, paragraphing, content, logic, conclusion, etc.
When grading the final, you need only provide brief, summative comments at the endComment on effectiveness of the revisionsComment on general strengths and weaknesses of the paperConsider using a rubric for these final comments with minimal or no comments
ConclusionGrading papers stinks!
Most faculty find it onerous
Many students find the results overwhelming
Consider using the principles and strategies discussed in the presentation:Streamlines the grading processEmphasizes instruction over correctionCan reduce your time gradingMakes your grading more productive Provides students meaningful, instructive feedback