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OTLA Workshop on Grading and Responding Fall 2008


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OTLA Workshop on Grading and Responding Fall 2008

  1. 1. by Jackie Grutsch McKinney, Department of English Grading & Responding to Student Writing: OTLA Faculty Workshop 1. Build 2. Teach 3. Respond the student view 4. Grade resource page
  2. 2. the student perspective Likes: > Specific feedback on how to improve the paper for a revision or future assignment > Both encouragement and constructive criticism > Suggestions over dictates > A human response to the argument/ideas in the paper Dislikes: > Cryptic marking systems (e.g. what does a circled word mean?) > Receiving no marks (or few marks) besides letter grade > Unclear grading criteria/standards; unclear terms on rubric > Not knowing what marginal comments refer to > Not being able to read handwriting
  3. 3. building an assignment <ul><li>Determine objectives : Is a writing assignment best way to meet objectives? </li></ul><ul><li>Consider time and best practices : How much time do you have for this? Which best practices (multiple drafts, peer review groups, conferences, reflection) can you incorporate? </li></ul><ul><li>Determine grading criteria </li></ul><ul><li>Compose writing prompt: Be thorough but do not shape the whole paper for the students. </li></ul>
  4. 4. teaching writing for your field Good writing is not good writing is not good writing > Provide models of student writing (A, B and C papers are helpful) > Point out writing conventions/rhetorical strategies in course readings (format, citation style, organizational strategies, conventions) > Build up to the assignment by modeling steps, beginning work in class
  5. 5. responding: one approach <ul><li>Read entire draft. Pay attention to your grading criteria and objectives. </li></ul><ul><li>Start your end comments with a summary of what you think the student has communicated. Include legitimate praise. Use first person. </li></ul><ul><li>Identify two or three main issues that the student can improve in the next draft or the next assignment. Explain, when appropriate how the shortcomings affected your reading of the paper. </li></ul><ul><li>Make marginal comments that reflect your overall concerns. Be specific. Questions are better than dictates. </li></ul><ul><li>In general, avoid correcting, editing, or rewriting for the student. Mark errors instead by underlining or circling and labeling clearly. </li></ul>
  6. 6. grading student writing > Return to grading criteria or rubric > Assess where student fits on scale and assign letter grade > Consider if you’ll permit revisions
  7. 7. resources > Workshop site: Handouts: > Writing Center brochure (for you) & stickers (for your students). Contact me if you need more of either. > White, Ed. “Chapter 4: Issues in Grading Writing and Using Scoring Guides.” Assigning, Responding, Evaluating . 4 th ed. Boston, MA: Bedford/St. Martin, 2007. Very helpful in creating your own evaluation criteria for grading students. > Gottschalk, Katherine and Keith Hjortshoj. “Chapter 3: What Can You Do with Student Writing” The Elements of Teaching Writing . Boston, MA: Bedford/St. Martin, 2004. 47-61. Brief, excellent guide about emphasizing response over grades.