Evaluator not a Grader
It's important to look at assessment as evaluation and not simply assigning a grade. This is why grade feedback is so important. I get comments from students all the time that thank me for the feedback on their assignments as this is how they learn. I've also found that when there is good feedback students are less likely to complain about their grade. Has anyone else had this experience?
Aundrea,
You are right, many times the assignments are not well defined either and that causes miscommunications. Have you tried audio feedback. I will sometimes record my grading using auditory cues. My students really like it.
Dr. Kelly Wilkinson
I experience this every semester. I think some instructors do not give enough grade feedback based on comments from my students as well. I believe this is a mark of an effective instructor. This gives us the opportunity to engage the students, and provide something unique that they cannot necessary gain by reading the textbook. I also agree, and have found that students are less likely to complain once you take the opportunity to explain an answer, whether the student correctly or incorrectly answered the question. Many students have stated that the detailed responses helps bring the material full circle, which adds to the depth of their understanding. It is vital that we take the time to give detailed and relevant feedback.
Matthew,
Great point. I have actually recorded my voice while I grade. When I asked students their thought about that type of grading they LOVED it. They were the ones that said I was much more apt to tell them what they did well. They also said I not told them what was wrong but why it was wrong. I try to take those comments and incorporate them into my evaluating now.
Dr. Kelly Wilkinson
Matthew,
Great point. I have actually recorded my voice while I grade. When I asked students their thought about that type of grading they LOVED it. They were the ones that said I was much more apt to tell them what they did well. They also said I not told them what was wrong but why it was wrong. I try to take those comments and incorporate them into my evaluating now.
Dr. Kelly Wilkinson
Yes, I've had similar experiences. I can remember getting papers back during my freshman composition courses that were dripping from all that red ink. It's easy to simply point out student mistakes. While this is important, perhaps there is not a need to mark every single misplaced comma, every dangling participle. I try to be instructive, yet helpful and supportive, in my comments. This is not always an easy thing to do; however, when a student finds out - "hey...I'm doing a great job on "x" or "y," then he/she (generally) takes more ownership and is motivated in his/her work.
Linda,
Great post! We are such a testing culture and you can see it in our students as is grades. I understand the role of grades but I find students are just looking at the grade and not taking the feedback and they need to be able to do that in the real world. (This is such an issue with me!)
Dr. Kelly Wilkinson
Course
Very true. The whole point of education is to learn. Tests don't always paint an accurate picture of a students true knowledge. By evaluating an area of weakness, an instructor can provide input and direction a student can better understand to successfully learn the material.
Jacob,
Don't you think students have to learn that? I don't see them coming to college with that mentality. It is up to the higher education institutions to foster that type of mindset.
Dr. Kelly Wilkinson
Many of my best students ask at the beginning of the course how they will be evaluated. They see the value in evaluation and formative feedback as opposed to grades.
Garry,
I love your post! You are so right. This does pose a problem when they go into the workforce. Evaluation can be a tough experience.
Dr. Kelly Wilkinson
I find that to be absolutely true. I teach in graphic design (print and web) and there is an expectation that "Beauty is in the eye of the beholder." This, of course, has a grain of truth to it... but it's hardly the whole truth. And it's largely poppycock. Thus students run into critique in which critical theory, fundamental elements and and principles of design are employed and they are simply STUNNED. "How could it be that my drawing isn't beautiful?!! My mother has told me how wonderful I am since I was born! So has my girlfriend!Everything I make has been Excellent until this point! You, dear professor, are an imbicile!"- Or something to that effect is what I used to hear regularly.
But over the years, I've found that full, robust feedback along with a thorough explanation of the formal principles that I'm using to give critique (as well as the aesthetic theory to which I'm subscribing)garners a sense of appreciation rather than outrage by most students.
Lois,
Great strategies. I am finding that I also have to educate students on how to use the feedback. They haven't really be held accountable for that. In my writing class, I have students use the journal function in the lms and they have to read the feedback and tell me what they are going to work on in their next paper. I then use their comments to check the next paper.
Dr. Kelly Wilkinson
Robin ,
Great point and you are right, they don't complain because they are given information that explains to them what and why it is either wrong or right. I hadn't thought about the complaining but it is true. Between the rubric and constructive feedback the student has tools for improvement.
Dr. Kelly Wilkinson
I also get feedback from students who say they appreciate the detailed feedback that I give on their essays--in the margins and summary at the end.
However, I try to avoid snowing weaker students under with too much feedback and to reassure them with positive feedback as much as possible.
