Grading Comments to Students
Regarding the 2nd module on the sections of "Using Effective Communication," and the section "Scaffolding Student Learning" -- one of the areas I've had students continue to share appreciation for is giving meaningful feedback in grading comments for each assignment. I start the grading comments with a positive reflection to each student on her/his assignment for the weekly forum discussion and weekly paper, then follow up with suggestions for improvement. This helps promote the S2I and I2S communication and invites students to email me with problems or concerns and ways I can be of more help in their learning. It also promotes the scaffolding of their individual learning. It's been a method that has proven to reinforce the students' learning confidence levels; it's very common (about 90% of the time or better) that I can see a student's performance levels grow with each week of class work as I continue with meaningful grading comment support.
Kristina,
Any time we can open the dialog between the students and between the students and the instructor, it's a good thing. We have to "pull" this engagement out of the students sometimes, but it's worth the effort. Thanks for your input.
Hello Dian,
Your approach to student grading and feedback comments are similar to mine. The S2I and I22S communications are valuable tools. Starting with a positive comment is important in establishing a healthy respect between yourself and the student. This opens up a dialogue showing your willingness to accept their work even if it is not prefect. Even when I know I am going to give a failing grade I will start the feedback as follows:
"Student name, your assignment was almost successful in addressing almost all 6 questions (or concepts) asked in the assignment. etc"
For the most part students are students because they are not familiar with the material they are being taught. It is better to let them know their efforts are appreciated. Once you acknowledge their efforts it is much easier for them to continue reading the negative or constructive feedback. You must give them encouragement before you can help them create assignments that align with what is required they learn. As you mentioned, you can see "student's performance levels grow with each week of class work as I continue with meaningful grading comment support".
Kristina
Patricia,
The discussion forum is a good outlet for this type of discussion. It's good to help students understand that they need to expand many times on what they have posted. Thanks!
I will use the discussion forum to ask for additional information on any point of the student's answer. I will use this ask a secondary question to the information that is being discusssed or to ask the student to elaborate on any part of the assignment that has been answered.
Sharon,
And, it allows students the opportunities to put things in their own words. This helps with understanding as well. Thank you.
Asking students for clarifications is always good. It promotes additional thinking and understanding that may not have come about without thos follow up questions.
Jerry and Donald,
Thanks for continuing the conversation. Thanks!
Jerry,
Excellent. You are doing the right thing. Keep up the good work.
Donald,
I do the same thing also; I ask follow-up questions, or I ask for clarification of a point that the student made in his or her post.
Jerry.
I post the grading rubric for each unitin advance to give the students an opportunity to see the criteria for the unit. Whe I give my feedback, I use the same outline and let the student know if he or she met the criteria as outlined in the rubric.
Jerry
Donald,
Ah - I see what you are saying. That makes sense. Sounds like your discussion board are used a bit differently than others may use them. Thanks for your input.
In a discussion board, I do not like to give formative feedback because it tends stop the discussion cold. I become the prosecutor, the judge, the jury, and the executioner. I prefer to respond to discussion board essays by asking questions based on a student's essay. In my opinion, this methodology is more Socratic in nature and fosters continued discussion.
Ervin,
I use Jing to record my voice and track changes comment and then the students can review them over and over again. This seems to be helpful.
This seems to be a sore topic in some areas. I have many times left feedback in the students gradebooks and even in their assignments to only see the students make the same mistake next week. I would say that on an average I have 60% of my students not go in and check comments. They would rather email me or call me and ask why they got a certain grade. I always respond first with have you seen the comments in the gradebook and assignmet. Almost 95% of the time I get a "No" response.
Even if I cover it in class over and over they don;t look.
Now I'm not saying all students are like that but, I can tell from the assignments submitted if they are actually listening to what I have to say or just reading the assignment and tryinf to do the work on their own.
An example of this is just this week I did their assignment in classs and 50% of the students failed the assignment. When I asked why they said they didn't listen to the Live Chat and just tried it on their on.
So, in the last three courses I have taught I have added more and more comments to my gradebooks with the hope that the students will read and understand.
Melissa,
I like the sandwich approach too. We have to be constructive, but positive in our feedback.
I try to be positive when grading students comments/discussions. I try to "sandwich" approach. I start off with something postive, praise. Then in the middle, I give gentle constructive critisim and suggestions, and follow up on another positive approach. I have found this to be very effective.
Christopher,
I give students an opportunity to submit assignments on a wiki or discussion board for peer feedback. I also provide basic feedback in this format. I also tell students that if they submit something electronically, they should then open what they submitted and if they cannot open it and it is before the deadline then I will allow them to resubmit. But if they submit a blank document and do not check, they will receive a zero.
I try to be positive when grading students assignments. There are times however where this poses a challenge for me. Currently I have a no resubmission paper policy for students. I believe students must take some personal responsibility for their actions. Case in point a student submit his/her paper at the deadline for the course. The paper is empty because the student was careless in their submission. I struggle with trying to say something positive when all I can really say is that they did not submit the appropriate paper by the deadline.. I would lobe a suggestion on how to turn this negative into a positive experience.
Ginny,
Yes, helping the students improve should be our goal with individualized, constructive feedback. Sometimes we have to explain to students that the feedback is meant for that purpose. I agree that providing feedback and allowing them to re-submit is effective. Nice job.
