Grading Asynchronous Student Class Work – P2
Part 2: Writing Comments
- Use a comment bank. Often I see several students completing the same errors or misconceptions. I keep comments on a comment bank that I can turn into a lesson. I just use Word. I sometimes will copy and paste sections. I may attach an entire bank for that assignment with instructions to read and take what applies to them.
- Use the software: In Moodle, I can leave a comment in the comment section in the drop box. The advantage is that I can create a personalized “to do next time” list. Sometimes the comments highlight a pattern where more intervention is needed.
- Print: I print because cursive is awful on a Wacom board and many students may not be able to read cursive.
- Marking Binder: I keep a marking key in a binder that may be easier to locate than files on my computer. No, there is no Digital Diety to offend should you use some analog methods. This helps Teacher on Call or when I need to break from staring at that screen.
- Teach students about the editing and proofreading features in Word. Many students do not know how to turn on the grammar and spell check. Some software allows a person to see the reading level and word count. In one of my courses, the Word document templates for the answers were designed to prevent spell check and grammar check. Why???
- Automate the marking efficiently: There is a case to automate some of the marking but for survival reasons. The multiple choice test appeals to efficient grade reporting for large classes. Without class size limits, automated marking becomes a means of keeping up but I don’t believe they are the best tools for students to demonstrate learning. I don’t use them as assessment as much as part of a study guide. Without the time to rewrite an entire course, I have changed a few assignments to open book multiple choice “quiz”.
( Sometimes the course designer really needs to take into account the type of assignment a teacher will be grading during intense times of the year). Automate if it will still meet the PLO’s. Ideally, allow students a variety of ways to demonstrate KNOWLDEGE (not the ability to cram for a quiz). Supports: 1) software that is efficient 2) time to build the quiz with the integrated feedback and interventions. 3) rubrics that are accessible to students