1 / 14

Narrative Grading

Narrative Grading. Assessment for Learning. Giving Feedback. Many ways to give feedback: Written Face to face Voice/chat. Considerations.

jaron
Download Presentation

Narrative Grading

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Narrative Grading Assessment for Learning

  2. Giving Feedback • Many ways to give feedback: • Written • Face to face • Voice/chat

  3. Considerations • Students often have deep psychological investments in their written work even when we perceive them to have put little effort into producing it (e.g., some can’t even write because they feel so self-conscious). • Providing clear feedback is actually an extremely demanding writing task: students often find it difficult to understand what comments mean, even when those comments seem straightforward to you. (Hodges, 1997)

  4. Formative v. Summative • Formative comments are intended to help students revise their work (e.g, drafts). • These comments usually include recommendations for revision and questions that might help students rethink weaker elements in their papers, along with comments about things that are working well that a student can build on.

  5. Formative v. Summative • Summative comments evaluate the quality of a ‘finished’ product. • These comments should also address strengths and weaknesses in a paper, but they typically explain the connection between those strengths and weaknesses and the final evaluation they will receive. • They might include advice on how students might improve her/his work in the future.

  6. Tone • Students like to feel that their evaluators are interested in what they say and how they say it. • Cultivating a conversational tone and showing that you understand and appreciate what the student attempted to accomplish - whether or not she/he actually did – can go a long way toward helping that student accept your feedback instead of responding defensively.

  7. What Students Want • Students “wanted” their teachers to: • Not use red pen • Write legibly • Write statements that made sense (Black et al, 2003)

  8. Types of Written Feedback • Advisory – you could elaborate on this example here • Descriptive Observation – you haven’t used enough references from the readings • Rhetorical questions – How does this relate to X’s ideas? • Direct Criticism – you should dig deeper into your own experiences • Praise – your introduction is clearly written and sets the tone well • Correctness – you have misunderstood the key ideas here Assessor’s believe we need to increase our use of #5 and #2 and take greater care with #4 if we want positive results.

  9. Assessment FOR Learning • If we want to give feedback that serves the purpose of facilitating learning, then we should consider structuring it. • Don’t just give students all the bad points – this can be demotivating. • It’s important to tell students exactly what is wrong in a way that lets them feel secure and see opportunities for improvement.

  10. Assessment FOR Learning • Consider the Feedback Sandwich • First, strengths are identified (praise) • Weaknesses are identified • Options for improvement are explored. End on a positive note. People seem to cope better with the Good News first, then the Bad News and finally ending with more Good News.

  11. Consider… • Legibility – can your students read and understand your written feedback? • Importance – are you giving feedback on the highest priority aspects of the work (e.g., content & depth as opposed to grammar & spelling?) • Quality – the format, tone and mode • Quantity – a manageable amount for students to take in (no more than 3 criticisms?) – try using the sandwich • Style – types of comments that promote learning

  12. Practice & Application Purpose: • To be conscientious of the written feedback that you will give your students in order to improve their learning • To normalize the kinds of feedback we tend to give as APALI mentors What we need: • Colleagues with whom you can cross-check each other’s written feedback • Copies of various student writing samples • Colored pens (not red)

  13. Practice & Application Step 1: • Read 1-2 student writing samples and give written feedback Step 2: • PASS your copy to the person on your right. • Analyze your colleague’s work and note the comments that you found useful toward improving student learning • Discuss the comments beginning with the good ones and then the ones that might need improvement Step 3: • Share out with the group

  14. Bottom Line What’s your take away? 

More Related