Grading Student Papers

1. Grading Student Papers How to avoid being “WAC’d”

2. Grading in Context Assignment Prompt Student work Grading grid

3. The Writing Prompt A good prompt can: . Help students get to the outcome more effectively and efficiently . Provide a framework that facilitates the grading process

4. QU 101 Prompt for Essay #3 Examine the prompt and: Step 1: Separate direction from description and explanation. Step 2: In collaboration with a partner, list the features of a student essay that successfully completes this assignment.

5. Types of Grading Substantive: ideas are well formulated Formal: few mechanical errors Holistic: ideas well formulated and well expressed

6. Evaluation Remarks Corrective Remarks: Editorial comments “Writerly” Remarks: Responses to the student from your role as fellow writer (e.g., “This point could be stronger if….”) “Readerly” Remarks: Responses to the student from your role as reader (e.g., “I don’t quite understand your point here….”)

7. Response Styles: “Corrective” “Corrective” Response: Does not Facilitate Deep Revision or Rethinking of Content. Circle all errors (lead writers to correcting errors on their own) Look for patterns of error (note only 2-3 most common patterns in the summary comments )

8. Response Styles: “Facilitative” “Facilitative” Response: Avoids telling writers what to do; raises questions, inviting reconsideration of ideas. Examples: What do you plan to argue about Bush's strengths and weaknesses as president? I'm not following your connection between presidential mendacity and the downfall of the American political system.

9. Response Style: Directive “Directive” Response: DO AS I SAY! Examples: Your essay does not…. You need to make…You must consider… Refute the argument….. Reconsider your use of…. Don’t rely on…. Go to the Damned Learning Center!

10. Hybrid Response Style Why doesn’t your thesis about Bush’s “Truth Serum” address “Executive Privilege” and “National Security? ” Both are in your title. You should consider both early and each in fuller measure later. Where might each be most useful to your argument?

11. Grading the Paper:Response to QU 101 Essay #3 Examine the sample essay (permissioned) before you. Suppose you are charged with grading it, based on the prompt we have just reviewed. Assign a grade and identify the criteria that guided your response in assigning that grade. When you are done, discuss both convergent and divergent outcomes with your partner.

12. The Grading Framework(aka: grid, guide, rubric) Development of grading grid as a process Variety of forms (many in packet) Key features of rubrics: . Rubrics list features of high quality responses (e.g., organization, use of evidence, etc.) . Rubrics provide guidelines for assessment (e.g., an “A” paper will….) . Rubrics often provide a weighting scheme that demonstrates to students what is important

13. The Grading Framework (con’t) Creates bridge between demands of the assignment (what you ‘privilege’ in student work) and the feedback you provide students to encourage the development of essential disciplinary skills As teachers, we value different kinds of writing, the writing grid describes criteria for judging writing as clearly as possible

14. Conclusion: The Role of Grading in Written Work Begin by developing prompt with clear direction, and explicit Connect instructions in the prompt to explicit standards for performance of “ideal” outcomes; can be defined in a grading rubric Offer “writerly” and “readerly” comments on student work that are oriented to revision rather than correction