Grading for EditorsHow to build structure and confidencein student using standards-based grading
Alyssa SellorsHarrison High School, Kennesaw, GAemail firstname.lastname@example.org: www.alyssasellors.com (go here for all of today’s handouts)Twitter: @alyssasellorsFacebook: Alyssa Carnley Sellors
Our Essential Question:AS AN EDITOR (OR STAFFMEMBER) WHO DO YOU THINKSHOULD “GRADE” YOURPERFORMANCE? WHY?
The Pros: Why let editors“grade” their peers?•Increased accountability•Builds leadership skills•Builds communication skills•Critical thinking•Real world experience (business evaluations, for ex.)•Time management and organization
The Cons: But what about….• Parent concerns (students grading students???)• Popularity contests and “friend” allegiances on staff• Accuracy and trust• Time• Accountability
On the syllabus….Listening, Speaking, Viewing (25%): Interviewing and research as those tasks apply to the contextof your position on staff.Planning (20%): Working collaboratively, remaining on task (NOT PLAYING ON COMPUTER),daily participation, being proactive as a team member, working on business development.Publication (25%): Writing, editing, designing layouts and advertisements (meeting ALLdeadlines)Professionalism (15%): Public persona and integrity, employability, participation in sales andmarketing effortsFinal Exam (15%): Reflection on the publication as a whole, including your specific role*Note: Not every assignment will pertain to each individual staff member. For example, withinPublication, business staff will not be assessed according to their ability to implement yearbookdesign rules; however, business staff will be assessed according to their ability to design andproduce advertisements promoting the sale of the book, including ads for Hoya Vision andFacebook.
Common Core Standards: JournalismReading:3. Analyze how and why individuals, events and ideas develop and interact over thecourse of a text.4. Interpret words and phrases as they are used in a text, including determiningtechnical, connotative, and figurative meanings, and analyze how specific word choicesshape meaning or tone.7. Integrate & evaluate content presented in diverse formats and media, includingvisually and quantitatively, as well as in words.8. Delineate and evaluate the argument and specific claims in a text, including thevalidity of the reasoning as well as the relevance and sufficiency of the evidence.9. Analyze how two or more texts address similar themes or topics in order to buildknowledge or to compare the approaches the author takes.Speaking & Listening1. Prepare for and participate effectively in a range of conversations and collaborationswith diverse partners, building on others ideas and expressing their own clearly andpersuasively.
Writing:1. d. Establish and maintain a formal style and objective tone while attending to the norms andconventions of the discipline in which they are writing.2. Write informative/explanatory texts to examine and convey complex ideas, concepts andinformation clearly and accurately through the effective selection, organization and analysis ofcontent.3. d. Use precise words and phrases, telling details, and sensory language to covey a vivid picture ofthe experiences, events, setting and/or characters.4. Produce clear and coherent writing in which the development, organization, and style areappropriate to task, purpose and audience.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying anew approach.6. Use technology, including the Internet, to produce, publish and update individual or sharedwriting products in response to ongoing feedback, including new arguments or information.Language1. Demonstrate command of the conventions of standard English grammar and usage when writingor speaking.2. Demonstrate command of the conventions of standard English capitalization, punctuation andspelling when writing.
How do you grade the editors?• Editors also write, design and take pictures (fewer)• TWO grades at 100 points each.(They also complete the self evaluation.)• Professionalism:• Timeliness, communication, adherenceto rubrics and point allotments• Publication and accuracy:• Using their own rubrics, I “grade” their work• When the staff rubrics come in, I make sure allcorrections are made on all pages.
Layout Teams• Section editors did not work for us• Teams of writers, designers, and photographers.• Layout groups (3 to a group); do change throughout theyear• Editor for each role and only one editor-in-chief• We do not have a co editor-in-chief but we have a“helper” or apprentice
How does it work?• Editors meet to assign pages and teams• Ladder done before the first deadline• Deadline sheets and layout group meetings• Layout plan and editor meetings
How does it work?• Deadlines on Mondays• Staff deadlines=Monday before the editor’s• Plant deadlines= Monday after editor’s• I have one week to check editors’ work while therest of the staff has already moved on to the nextdeadline!• Typical staff deadline is 4 weeks, with 5-6deadlines total• We have never missed a deadline. Why? …
First, my rationale for points…• Variety of tools to assess staff members• Variety of ways and means to earn those points.-All team points, is that fair?-All individual points, where is theaccountability?• “Hybrid” version allows staffers to earn points fromtheir group, themselves, their interactions with othersand their own work ethic.
Criteria/Categories• Accountability (group)- final layout deadline grade• Accountability (individual)- personal rubrics by role• Skill/performance• Team work (evaluations)• Reflection (evaluations)
The Points• There are 300 points total for every deadline:• 100 final layout team deadline (shared points - youmiss deadline because of ONE person’s mistakes,you all miss it)• 100 points final individual layout (rubrics filled outby the editors)• 20 points mini deadline (points allotted differentlybased on position)• 50 points peer evaluations• 30 points self evaluation and goal setting
Checklists and Rubrics• Checklists are for the staffers.• Rubrics are for editors.• I look at both and check pages as they are inEdesign. I assess the grade and put these values intoour grading system.
The pacing: How to set mini deadlinesSunday Monday Tuesday Wednesday Thursday Friday SaturdayJanuary 27 January 28PREVIOUS STAFFDEADLINE•January 29GET NEW LAYOUTGROUPS & PLANJanuary 30DEADLINEPARTYJanuary 31 February 1 February 2February 3 February 4ANGLES DUEFebruary 5GET NEW LAYOUTGROUPS & PLANFebruary 6 February 7 February 8INTERVIEWQUESTIONS DUEFebruary 9February 10 February 11 February 12GET NEW LAYOUTGROUPS & PLANFebruary 13 February 14 February 15 February 16February 17GET NEW LAYOUTGROUPS & PLANFebruary 18 February 19ROUGH DRAFTCOPIES DUeFebruary 20GIVE BACK COPIESFebruary 21COPIES SHOULDBE IN eDESIGNFebruary 22 February 23February 24 February 25CURRENT STAFFDEADLINECAPTIONS DUEGET NEW OUTGROUPS & PLAN
The Rationale: Why set mini-deadlines?t helps me stay organized.• Without a mini deadline, I would not know if a writer has finished with all his or her interviews or if writershave even thought of an angle.• Instead of all the interview questions, copies, and angle ideas being given to me at once, I can access eachindividual component of the writing process in depth without being overwhelmedt helps the writer to stay on task and not procrastinate.• Even if the writer misses a deadline, each mini deadline is a grade, so his or her work will reflect the finalgrade.• I think it is useful for the writers to know where they should be in the writing process.find the way I set the mini deadlines efficient for the staff because I feel like I give themadequate enough time to complete each mini deadline.• Usually our staff deadline days fall on Mondays (at least for 2012-2013).• I always allow the writers two to three days to find their angle and do research• Finding an angle is the hardest part (at least for me), so I allow them two to three days to make sure they havetalked to enough resources to find a quality angle.• Once they turn in their angles, I allow the writers two days to write their interview questions• Writing interview questions is the easiest part, so it should not take too long to write questions.• I give the writers a full week to allow them to pace themselves for doing the actual interviews.• Usually I set the rough draft deadline on Tuesdays because it allows the writers to write their copies overthe weekend or provides them an extra day to get one quote or to write their copies.• The night of the rough draft deadline, I look over the copies and edit them.• The next day I hand them back for the writers to fix any errors.• I expect their copies to be in eDesign the next day.• I always set the caption deadline on the actual day of the staff deadline.
Design Editor: Lindsey“My job as design editor is to oversee all of the designers and designsthat go into the yearbook. I also would create the reoccurring elementsthroughout the book along with the design editor from the firstsemester. At the end of every deadline, I print out all of the pages thatwe had assigned that deadline and highlight errors that the naked eyecan see just by looking at the page. I grade the pages along with achecklist and rubric. The rubric covers the guidelines that should bemet for every spread each deadline. Communication is key in designand staying in contact with the designers throughout every deadline.As far as mini deadlines go, I don’t set mini deadlines for my designerswith an exception of modules. When it is time for the ‘mug deadline,which consists mainly of modules, I will set a mini deadline to makesure the modules are interesting and would be appropriate for thetheme of our book.”
Photography Editor: Bailey“The photography grades are pretty simple. Last semester allphotographers had mini deadlines where they would have to have theirdominant and two other photos completed. If there was a module, themodule would have to be completed by this mini deadline.Between of the schedules of events, the schedule of photographers,and the weather, the photographers missed their mini deadlines! So Imade the decision to cancel the mini deadlines and do sporadic checkson the photographer’s spread. If there aren’t any pictures on thespread I ask them about the missing pictures and what are their plansare to get the photos.Changing this rule has really helped the photographers, giving themthe time to get quality photos and create a schedule individualized forthem! I grade the final pictures with a checklist that covers the basicrules of photography such as photo composition, DPI, brightness,focus, etc.”
Editor-in-Chiefonday- Staff Deadline. This day, before any staff member leaves, their group must come to me and Iwill check to make sure all their spreads are done. A team may not leave until all of their spreads aredone. Our design editor then prints out all the spreads right off of eDesign and begins to grade thatnight. By printing off the pages and not just graded on the computer, the staffers cannot go back andedit their pages.uesday- DE finishes grading the sheets and hands them over to our writing editor. Our photographyeditor begins grading today too but because photographers grades are based on the quality of apicture; she grades on the computer so she can judge the quality of the photos.ednesday- WE finishes grading the writers today. After grading their respective aspects, the design(Lindsey), photography (Bailey), and writing (Karen) editors go onto eDesign and change what needsto be changed by the end of today. Tonight, my editor-in-chief assistant uses my checklist and goesonto eDesign and looks at each spread to make sure everything is perfect. She fills out a checklist foreach spread and then gives it to me. If there is a mistake or something that should be changed, insteadof changing it herself, she writes down the issue on the checklist and also leaves a sticky note oneDesign.hursday- Assistant finishes her checklists and gives them to me. Today, I start looking over the spreads.I use the checklists she gives me and fixes any mistakes she found as well as change anything I thinkneeds changing, but at this stage, there is not much I find that needs changing because the spreadshave been through so many people.riday & Weekend- I am still looking over pages and usually finish editing the pages over the weekend.
Not the co-editor, but …“My role on staff is the editor-in-chief’s assistant. Every deadline, theED in Chief and I go into eDesign and check all the pages. I tend to go inbefore the editor-in-chief to make sure all pages are pretty muchperfect, and then she goes in and puts the pages in proof or changeslayouts if needed.When I go in I have a checklist the editor-in-chief has created for me,which is the style guide that is condensed and easy to read even for aphotographer. If there is anything wrong, such as a design error Icannot fix or the folio is incorrect, I write down the issue and tell herwhen I am done looking at all the pages. Being the editor-in-chief’sassistant, I feel as though that I have gained a new perspective. I knowmore as a staff member on yearbook and I can help others in design ifneeded. Also, it helps because if something were to happen to my owndesigner on my layout team, I have the knowledge of how to designand what looks right. In terms of grading, I do not grade at all.”