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Grading as Pedagogical Act: Three Methods for Assessing Writing That Work – Texas Success Initiative PD: TX DEPCO. Lisa Hoeffner, Ph.D.

Grading as Pedagogical Act: Three Methods for Assessing Writing That Work – Texas Success Initiative PD: TX DEPCO

Lisa Hoeffner earned a Ph.D. in English with an emphasis in rhetoric from the University of Houston. She teaches English and Integrated Reading and Writing at McLennan Community College in Waco, Texas. She is the author of two developmental education textbooks, Common Places: Integrated Reading and Writing (McGraw-Hill, 2015) and Common Ground (McGraw-Hill, forthcoming) and speaks nationally on issues related to developmental education reform. Anyone who has taught writing knows the dread that attends grading a stack of essays. Research suggests that grading can be a pedagogical act—an act that teaches students how to improve their writing—if practitioners take care to use effective assessment methods. 1. 2. 3.

By using pedagogical grading methods, the time spent on assessment can become a valuable part of the teaching and learning process. References Defeyter, M. Frey, N., & Fisher, D. (2013). Li, J., & De Luca, R. (2014). Rust, C., O’Donovan, B., & Price, M. (2005). Rubric Directory Cal State Fullerton. URL for Cal State San Marcos Rubric page; won't go into web collection for some reason. 7 Good Screen Capture Tools for Teachers. Introducing new technology tools to your students or to your colleagues can become a frustrating exercise if you end up repeating the same step-by-step directions over and over again.

7 Good Screen Capture Tools for Teachers

Not only is it frustrating for you to repeat those directions, it can also be frustrating for the students who want to go ahead but can't because you're waiting until everyone is on the same page. One way to avoid that is to create annotated screen captures of the tools you're introducing. Another way to avoid repeating directions over and over again is to creating screencast videos in which you explain each step of the process. Here are seven tools that you can use to create annotated screen capture images and screencast videos. Recommendations for Writing Comments on Student Papers. .

Recommendations for Writing Comments on Student Papers

:VirtualSalt Robert Harris Version Date: April 29, 1997 Writing comments on student papers is something of an art: it requires a little thought and practice for the comments to be effective--that is, both read and attended to. The following recommendations about writing comments were developed for students in writing and literature classes; however, with a little adjustment, they can be applied to any writing assignment. 1.

Commenting on Student Writing. Instructors who require their students to write papers dedicate many hours each semester to reading, commenting on, and grading student writing, and they often wonder if the time they have spent translates into improvements in their students’ writing skills.

Commenting on Student Writing

For their part, students want constructive feedback on their writing and often express frustration when they find their instructors’ comments on their papers to be mysterious, confusing, or simply too brief. The following tips can help you improve the effectiveness and efficiency with which you respond to your students’ writing. These tips focus on the process of writing comments on students’ papers (whether on rough drafts or final drafts), rather than on the process of grading papers. Grading and commenting on papers are certainly interconnected processes. These tips are organized under four categories: Responding to Student Writing. Your comments on student writing should clearly reflect the hierarchy of your concerns about the paper.

Responding to Student Writing

Major issues should be treated more prominently and at greater length; minor issues should be treated briefly or not at all. If you comment extensively on grammatical or mechanical issues, you should expect students to infer that such issues are among your main concerns with the paper. Educational Leadership:Feedback for Learning:Good Feedback Is Targeted, Specific, Timely. Many parents have observed the irony that a child who shows little perseverance when practicing piano or doing homework will joyfully commit countless hours to mastering Guitar Hero or other video games.

Educational Leadership:Feedback for Learning:Good Feedback Is Targeted, Specific, Timely

In fact, by the time the average U.S. adolescent turns 21, he or she will have spent 10,000 hours playing video games (Prensky, 2001)—which is, as it turns out, about the same amount of time necessary to fully master a sport, musical instrument, or area of professional expertise (Ericsson, Krampe, & Tesch-Romer, 1993). According to Prensky (2007), the addictiveness of video games can be partly attributed to the constant stream of feedback they provide.

At each level of the game, players learn what works and what doesn't, and they can immediately use that knowledge to advance to more challenging levels. Feedback. ‘Speaking to Students’ with Audio Feedback in Online Courses. In this post I’ll share how to give meaningful and constructive feedback to students on assignments, presentations, and other works by using voice recorded files.

‘Speaking to Students’ with Audio Feedback in Online Courses

Research suggests that students want specific and detailed feedback from their instructors (Balaji & Chakrabarti, 2010 ). Who wouldn’t? It is disappointing to students to receive few or no comments from their instructor after investing hours researching and writing a paper. Even more disconcerting to some students, is receiving a below par grade with little explanation or constructive feedback—in online classes even more so given the lack of personal contact. Which is why in online classes voice feedback is much appreciated by students; most students welcome this type of response.

Rubrics_for_assessment.pdf. RubiStar Home. Using Rubrics. A rubric is a type of scoring guide that assesses and articulates specific components and expectations for an assignment.

Using Rubrics

Rubrics can be used for a variety of assignments: research papers, group projects, portfolios and presentations. Rubrics are most often used to grade written assignments, but they have many other uses. Boix Mansilla., V., Duraisingh, E., Wolfe, C. R., & Haynes, C. (2009). Targeted assessment rubric: An empirically grounded rubric for interdisciplinary writing. Gettysburg College - How to Develop a Rubric. 1.

Gettysburg College - How to Develop a Rubric

What is a rubric? 2. What are the benefits of using a scoring/grading rubric? 3. What are the major kinds of rubrics? 4. 5. 1. In the context of classroom assessment, a scoring/grading rubric is a quantitative tool that an instructor uses to differentiate one student from another by judging their academic achievement based on clearly articulated uniform criteria. GradingHandbook.pdf.

Sample End Comments. The following sample end comments correspond to the marginal comments listed in the previous section: You've done an excellent job combining all of what we've discussed in Unit 1 into a strong ARE.

Sample End Comments

Your revisions, in particular, demonstrate your awareness of academic writing conventions and ability to apply them to your own writing. The final draft of your ARE is well-structured and clearly connected to Anyon's text. Focusing your essay on Anyon's progression from observations to ideas, you state clear responses to those ideas and support your responses with relevant evidence. In regard to that evidence, keep one suggestion in mind as you continue to write for academic contexts. You provide more concrete evidence in your third and fourth paragraphs by identifying experienced educators as sources. Again, your efforts in revision and throughout this unit have culminated in a superb ARE.

View Sample Criteria Sheet. Index. Guide_for_academic_staff.pdf. Podcasts - Sounds Good: Quicker, better assessment using audio feedback. Using Tech Tools to Provide Timely Feedback. One of the most powerful moments in my teaching journey was the summer I immersed myself in feedback and checking for understanding. It forced me to ask myself what and if my students were actually learning. I learned the importance of the language I used. I also learned effective ways to track student progress toward learning goals that will inform the feedback I give students. While my effectiveness as a teacher has grown exponentially, I still have a lot to learn. Since I teach in a lab, I also have both the challenge and the perk of most student work being completed on the computer.

Rubric_004.pdf. Using%20Peer%20Review%20to%20Improve%20Student%20Writing.pdf. Peer Review. Grades K – 2 | Lesson Plan | Minilesson Collaborative Stories 2: Revising Using a collaborative story written by students, the teacher leads a shared-revising activity to help students consider content when revising, with students participating in the marking of text revisions. EJ1029131.pdf. De-grade your classroom with narrative feedback SmartBlogs. Years ago, I stopped grading my students. This is shocking to most educators who wonder how assessment can be done without numbers and letters. The answer is surprisingly simple: I replace grades with narrative feedback.

Renowned education professor and researcher Dylan Wiliam, who has studied feedback and grades for decades, recommends in his book “Embedded Formative Assessment” using narrative feedback in lieu of grades, rather than in addition to letters and numbers. Wiliam suggests that grades detract from the value of the feedback. The research in favor of feedback is undeniable, and it suggests that eliminating grades can revolutionize learning. In my class, students complete many activities and projects on blogs and other web-based tools.

Consider the following example of narrative feedback in place of grades, using the SE2R formula. In my classroom, students complete activities and projects willingly, without grades on their work. Grading, Assessment, or Feedback? Assign credentials by saying students passed a course, achieved a goal, or mastered content. Setting Objectives and Providing Feedback. By Ceri B. Dean, Elizabeth Ross Hubbell, Howard Pitler and Bj Stone Imagine that you had to go to a city you haven't visited before. You know that cities have a variety of services and attractions, but you don't know exactly what you are supposed to do in this particular city. Should you provide a service for someone, gather information about a particular person or place, or do something else? Without a specific objective, you could spend your time on something that isn't important or that makes it difficult to know whether your time in the city was worth the trip.

Being in a classroom without knowing the direction for learning is similar to taking a purposeless trip to an unfamiliar city. Setting objectives and providing feedback work in tandem. Why This Category Is Important Setting objectives is the process of establishing a direction to guide learning (Pintrich & Schunk, 2002). Classroom Practice for Setting Objectives. How Rubrics Provide Feedback. Using Rubrics. Teach Smart with Technology: Helping Students Engage with Feedback Using Audio/Video Tools in LMS. Educational Leadership:Early Intervention at Every Age:The Perils and Promises of Praise.

Using Technology To Provide Student Feedback. Feedback for Learning:Seven Keys to Effective Feedback. Getting feedback right Part 1 – Why do we give it. DIRTy Work. Using DIRT as a Learning Journey. Hattie & Timperley, The Power of feedback. Marking is an act of love. Have you ever flicked back through an exercise book and seen the same repeated comments followed with soul numbing certainty by the same repeated mistakes? There are few things more crushing to the spirit of hardworking teachers than this dramatically enacted evidence of the fact that, apparently, 70% of all feedback given by teachers to pupils falls on stony soil. I’ve seen my fair share of books like these. Marking Matters. Feedback for Learning:Seven Keys to Effective Feedback. Authentic Assessment Toolbox Home Page.

@Westylish's Blog: The Impact of Personalised Video Feedback on Sixth Form Hi... Instructor Feedback Writ Large 3. Beyond the Red Pen: Clarifying Our Role in the Response Process., English Journal, 2000. Effective Faculty Feedback: The Road Less Traveled, Assessing Writing, 2006. The Effects of Written Comments on the Quality of Student Compositions and the Learning of Content., Reading Psychology, 1987.

Bob Mayberry, Against Marking. Carol Dweck: The power of believing that you can improve. Rubric Gallery: List of public rubrics: RCampus. 5 Tips for a More Meaningful Rubric.