I wrote and saved this a few weeks ago, and forgot to finish it up. So here it is: We're about a third of the way through the course, and I have to say that I've really enjoyed it thus far. Most of the students seem to feel comfortable with sharing their opinions and experiences, and for the majority of time I feel as if they're all attentive (with the exception of some texting going on - ahem!) and prepared. It is such a pleasure working with such engaged students . . .
I've been reading and commenting on the first set of papers that were submitted early last week. I'm trying something new this semester, and I'm a little nervous. Not because I lack confidence in the results, but rather because I'm not sure how it's going to be received by the class. I am going to refrain from giving the students a grade on such "high stakes" writing assignments, and at the end of the semester, I will ask the students to resubmit the originals (with my comments and feedback) along with significant revisions, and then I will assign a grade accordingly. In essence, the students will be asked to submit a portfolio, which will receive one grade.
Hopefully along with my narrative comments, the students should have some ideas about revising their essays. I am hoping that such an evaluation system will encourage students to focus more on revisiting and improving their pieces, rather than on their grades. Yes, there ultimately will be a grade - it's hard to escape that - but for now, I hope that some pressure is relieved and that this will positively benefit the students' writing by giving them more freedom to take risks . . .
On my end, this is actually quite a bit more work. It already takes me approximately 45 to 60 minutes to read and respond to one draft. Because I'm not giving a grade, I feel as if my narrative feedback has to be extensive . . . Maybe individual conferences will be more practical the next time around. We'll see.
I hope that some of the students comment on this post, for I'd like to get feedback on my proposed evaluation system.
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When you first told us that we were not going to be receiving grades on our papers, I was really turned off by the idea. I didn't understand how I would know where I was going to fall on the grading spectrum or how many revisions were going to be needed to make it that A paper that I strive for. I didn't think that I would be able to improve my paper without knowing where it fell on your grading spectrum, but after getting back my folder and reading over your response, your comments in the margins, and your revisions throughout the piece, I was no longer turned off. I actually ended up liking the new "grading" system. I felt that your response really let me know what parts of my piece you liked, that I had a central focus and a common thread, and what parts of my piece you felt needed work, or just didn't fit. While I still wonder what kind of grade I would have received on this first draft, our one-on-one conference made me feel more comfortable with the idea of not being graded. I am not sure how many other students you met with, but the conference was quick and let me really understand why you asked some questions - it was also a great opportunity to get some extra help with my comma usage.
ReplyDeleteThe only suggestion I have to improve this new system would be to assign a grade range that you think the piece falls into. For example if you thought I earned a 80-85, or even a larger range like 80-90. While I am still getting used to it, I have found that I can do without the grade, but if the other students have similar questions and wonder what their grade is as well, this may be one way to improve the new system.
Yes, I've thought of this, too - some kind of range or temporary range. I visualize a flashing B- to B on a student's paper (not necessarily yours). I would be concerned, though, that I would purposely grade "harder" so that students actually do the revisions. I would have to keep this in check . . .
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