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Speed-marking Case study

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A case study of speed-marking. Result: a popular method of providing written corrective feedback for both teacher and students. More research needed to evaluate effectiveness.

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Speed-marking Case study

  1. 1. John Blake University of Aizu Speed-marking: A case study
  2. 2. Introduction 1. Background: – Situation, Problem, Cause & Proposal 2. Speed-marking – Procedure 3. Case study – Participants, Data collection 4. Results – Student evaluation, Teacher evaluation 5. Conclusion
  3. 3. Background Situation Problem Cause Proposal Students expect feedback on their writing
  4. 4. Background Situation Problem Cause Proposal Students expect feedback on their writing Teachers spend long time responding to writing
  5. 5. Background Situation Problem Cause Proposal Students expect feedback on their writing Teachers spend long time responding to writing Students need to wait for feedback
  6. 6. Background Situation Problem Cause Proposal Students expect feedback on their writing Teachers spend long time responding to writing Students need to wait for feedback One teacher to respond to writing of all students
  7. 7. Background Situation Problem Cause Proposal Students expect feedback on their writing Teachers spend long time responding to writing Students need to wait for feedback Respond to writing during class time while students work on different task One teacher to respond to writing of all students
  8. 8. Speed-marking Why do lifts have mirrors? Mirrorsareusedtodistractpassengers.People lookinginthemirrordonotnoticethespeed ofthelift.
  9. 9. Speed-marking Speed-marking can be achieved using the same distraction technique, but rather than a psychological distraction like a mirror, a concrete learning activity is used. While students are discussing errors in pairs or small groups, the teacher has chance to rapidly respond to student writing.
  10. 10. Speed-marking: Preparation Create directed writing task e.g. Write an email inviting your teacher to an event. Provide details about the date, time and place. Anticipate errors
  11. 11. Speed-marking: Procedure Write • Read instructions • Complete written task Hand-in • Hand texts to teacher Discuss • Discuss how to correct displayed errors Check • Share ideas on displayed errors Lists • Unobtrusively collects and lists student errors Shows • Displays error list Corrects • Responds to student texts • Adds errors to displayed list to buy extra time Checks • Corrects and explains displayed errors • Returns student texts mins 15 1 15+ 5+ Students Teacher
  12. 12. List of errors This is an extract of the list of 30+ errors collected from a persuasive essay on online gaming. The errors listed will depend on the correction policy. 1. There is two reason 2. I think there are 2 reason 3. First, Gaming is… 4. And another reason is… 5. Children are difficult to… 6. I don't think… 7. There are good point. 8. Because gaming is XXX. 9. There are several researches. 10. They decrease your ability of eyes.
  13. 13. Major: Computer Science Participants: Second-year undergraduates Participants: 3 classes, total = 82 students Level: approximately B1 (mean TOEIC = 381) Motivation: Low This case study was conducted at the University of Aizu, Japan. Case study
  14. 14. Seven speed-marking activities were completed. Student and teacher views were collected. Case study: Data collection Students Formative questionnaire (one class) Summative questionnaire (three classes) Teacher Reflective log Comments on each activity
  15. 15. Case study: Data collection Two questionnaires were used with students. Formative questionnaire Should I continue to use speed-marking? Is it useful for you for? Please share any ideas you have in English if possible. Summative questionnaire This four-question survey is reproduced below:
  16. 16. All the comments received from one class are grouped below Results: Formative questionnaire I think it is useful Useful but I don`t like [sic] Useful Useful!! Useful Useful Useful!! I think it is useful. It is useful for me. I think very useful. Useful Honesty troublesome, useful! [sic] I think it is nice. I think very good thing [sic] It is great idea. [sic] Very good. Great idea. So good!! I think good. [sic] I think it is good way. [sic] I think the class is good. I think such style is good but, I want to know the correct answer of my mistake point [sic] I think the class is interesting. Because. This is good. [sic] I could notice my wrong. I did not know. [sic] I think it is prepare way. [sic] Students can know their dependency and correct answer. [sic] Because I want to teach grammar. [sic] I want you to continue with this. No problem. I agree to continue the current style. I could get some tips to increase my English skills 他の人の問題から学ぶことができた。[I was able to learn from the problems of others] 参考になる。[It provided me with useful information] 今までの英語の授業ではあまり教えてもらえなかっ た部分について学ぶので良いと思う。 I think it was good as I could learn aspects that I had not been taught in English class until now
  17. 17. Results: Summative questionnaire
  18. 18. Strongly agree Agree No opinion Disagree Strongly disagree Results: Summative questionnaire Note: 69 individual responses (2 students submitted twice)
  19. 19. Results: Summative questionnaire
  20. 20. The first batch of student views are reproduced below. The general sentiment was very positive. Results: Student views Student opinions (first 22) • Even English words that everyone knows will not appear if you panic. • I have no complaint. • Great • Not bad • One of easy to study way. • I think that it is fascinating for me. • It seems that some people do not listen to the comment seriously. • I agree speed-marking because I am improved writing skill by that. • I can write faster • This can discover my English mistakes. • It is better to immediately notice English mistakes. • I think that it is an efficient learning method. • It is suitable as formal of the test. • I have not my idea. • I learn my mistake many times. • I don't create English sentences in daily life. Then, It becomes good stimulation for me. • I would like to think carefully, if I had to choice. • I can improve my English ability. • It a useful to learn. • It is fun, but it was difficult for me. • No view • I was fun. I learned. I improved my skill.
  21. 21. “I will use speed-marking with all my writing classes. Students enjoyed the experience. I could see the progress that students made over just activities. Best of all, there was no pile of homework to take home! ” Results: Teacher opinions • challenging – due to the pressure to complete marking while students are discussing • time passed quickly – due to the challenge • able to provide prompt feedback • no out-of-class marking
  22. 22. Conclusion Speed-marking was popular with both students and teacher. Students receive prompt feedback. Teacher completes marking during class time. The teacher and the majority of students believed speed-marking helped them improve their writing. Beliefs, however, are not proof. The efficacy of speed-marking should now be evaluated using a large-scale experimental study.
  23. 23. Any questions, suggestions or comments? John Blake jblake@u-aizu.ac.jp Feel free to email me, especially if you want to try out speed-marking.

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