Professor or Editor?

Time-Saving Strategies for Effective Grading of Writing AssignmentsDR. DAVID S. HOGSETTE

Common Questions What is the purpose of grading? What do students learn, if anything, from our grading?How much time should we spend grading student writing?What should the content of our commenting be?Should we be editing student work when we grade? How much grammar should we mark?How do I make room and time for commenting on content?

Strategies to Address These QuestionsUsing gateway policies

Marking error patterns

Effective marginal commenting

Effective final commenting

Considering rubrics

Commenting on drafts

Gateway PolicyKnucklehead syndrome

Students submitting unacceptable workWastes our timeIncreases our frustration level

Establish minimum requirements for accepting papersFormattingCertain level of proofreadingProper citations and bibliography formattingLayout and design

Do not grade the workGive it an FReturn it to student for revision and

resubmissionGrade the resubmitted work with penalty

If a paper is particularly badStop grading itGive it an FDiscuss paper in office and offer a chance for

revision and resubmission with grade penalty

Marking Error PatternsHow to deal with grammar?

Grading is not the same as editing

Grading:Evaluates the quality of the workExplains/justifies the gradeProvides instruction

Editing:Heavy marking of the paperCorrects the work for the studentProvides little instructionWastes instructor’s time

Marking unique errors throughout paperMark only one or two instances of the same errorMark only new or different errors throughout the

paperSummarize the major error patterns at the end

Marking limited section of a paperMark all instances of grammar errors you find on

only 1-2 pages of the paperIndicate to student where you stopped marking

grammarSummarize the major error patterns at the end

Consider highlighting several different error patterns and encourage students to fix them for extra credit

Effective Marginal CommentsMarginal commenting for addressing:

Content issuesCritical thinkingArgumentationUse of evidence

Comment as a reader, not a writerDiscuss how you are reacting to the ideas instead of how

you would write about the ideas

Ask probing questions—helps students open up within the assumptions of their claims

Avoid overwhelming students with too many comments

Encourage students toward improvement

Comment on what is working (positive reinforcement) as well as what is problematic

Consider summative and formative comments

FormativeInstructional comments that help build skillsWell suited for commenting on drafts

SummativeJudgments of quality and justification of gradeWell suited for commenting on final drafts

Mix formative and summative if you do not comment on drafts

If you comment on drafts, no need to provide extensive marginal comments on final drafts

Effective Marginal CommentsWriting classes

Heavy on writing commentsLighter on content comments

Writing intensive coursesBalance of writing and content commenting Reinforce both writing skills and course content

Major courses and upper-level electivesHeavy on content comments (concepts, critical thinking, use of evidence, argumentationLight on writing comments

Effective Final CommentsProvides a summary overview of your views on the paper

Should cover variety of elements including content, skills, and grammar/mechanics

Can incorporate generalized formative and summative comments

Provide a mixture of both positive reinforcement and constructive criticism

Can be used in conjunction with marginal comments Lower-level students

May be used alone without marginal commentsUpper-level students

Consider using a rubric for final commenting

Considering RubricsExcellent for streamlining final comments

Don’t have to write a paragraph at the endFill in a rubric chart with numbers (1=Poor to 5=Excellent) or weighted pointsInclude BRIEF comments for each rubric item after the numerical score

Provide the rubric with your assignment description to clarify your expectations

Explains and clarifies their final grade

Reduces frequency of grade challenges

Consider mapping the grading rubric to course outcomesHelps with assessment efforts

Considering Rubrics Scale: 5=Excellent; 4=Good; 3=Average; 2=Poor; 1=Unsatisfactory

Purpose/Focus: [numerical rank and brief comments]

Organization:

Content and Development:

Analysis and Argumentation:

Avoidance of Fallacies:

Addressing the Opposition:

Language Use:

Grade:

Points weighting each item

Purpose/Focus (__/10):

Organization (__/10):

Content and Development (__/20):

Analysis and Argumentation (__20):

Avoidance of Fallacies (__10):

Addressing the Opposition (__10):

Language Use (__20):

Grade (__/100):

Commenting on DraftsSome professors collect and comment on drafts

Common in writing courses and writing intensive courses

Can greatly increase your grading burden

When commenting on drafts:Avoid commenting on too many sentence-level issuesConsider highlighting a few major error patterns—avoid editing!Why correct a sentence when the whole paragraph may be revised or deleted?Comment on larger items like intro, thesis, focus, paragraphing, content, logic, conclusion, etc.

When grading the final, you need only provide brief, summative comments at the endComment on effectiveness of the revisionsComment on general strengths and weaknesses of the paperConsider using a rubric for these final comments with minimal or no comments

ConclusionGrading papers stinks!

Most faculty find it onerous

Many students find the results overwhelming

Consider using the principles and strategies discussed in the presentation:Streamlines the grading processEmphasizes instruction over correctionCan reduce your time gradingMakes your grading more productive Provides students meaningful, instructive feedback