In having a recent look at a 2010 online article called "Tackling the Grading Dilemma" by Rebecca Alber, a contributor for Edutopia, I've gained an interesting behind-the-scenes look at the reality of the daily take-home work load most teachers add to their concerns, but also some insight as to possible solutions for greater success in time saving, efficiency, and overall teaching strategy. In her article, Alber highlights four specific solutions or strategies: peer assessment, the one in four rule, the stamping method, and student journals. Here then are my thoughts about each...
Peer Assessment
Just as the author suggests, I believe that peer and self assessment "allow students to learn from each other and practice being fair and impartial - get to know their assignments and expectations inside and out." (Alber, 2010) In particular, with grades four and higher, I feel like students are more mature and critical regarding their own work, and could certainly benefit from participating in the grading process. - It is immediate, constructive feedback too! Further, I couldn't agree more with the author, that having students help to create the grading scales or rubrics used as a class, gives students strong incentive for engagement, while reinforcing independence and responsibility. Taking some of the grading burden off of the teacher seems like a nice but small "side benefit" when weighed against the others.
One In Four Rule
Essentially the author explains in this article, that for every four assignments a student turns in, a teacher might only grade or thoroughly comment on one, and the remaining three, are treated as purely credit or no credit. She asserts that implementing this time-saving, work-load reducing solution (or rule) "allows you to keep up the rigor and keep your sanity at the same time." (Alber, 2010) While I have no doubt this is true, I wonder as a novice, what conditions might apply to this rule and how much time and energy should be spent on weighing out the right balance of differentiated assignments in which, to extract grades from, because clearly, not all can be considered equally representative and interchangeable. Not all can accurately demonstrate the ability and knowledge of each individual student, each having unique learning styles, abilities, preferences, and needs. A concern of mine would be that If poorly weighting these one in four assignments, students could easily be negatively affected by a less than wholistic picture of their overall progress and capability.
Stamping Method
As I understand it from the reading of this article, stamps (whether store bought or custom, can be used as a method of quick, spot-grading for lesser-weighted assignments. I'm confused however, by how the four specific stamps the author suggests using, may be converted into a point system, but they do make sense to me, as a replacement for a grade, as a one-word overall impression - more descriptive and constructive than a simple smiley face, but not overly detailed and time-consuming either. As a side note, I don't care for the use of the word "measly" to describe these lesser-weighted assignments by the author, as I see every assignment, no matter how weighted, as an effort on the part of a student who has done the work to get it to her. I'm sure she feels that way too, but being overwhelmed can color perception and point of view at times... I wonder what the overall efficacy is of this one in four and stamping together?
Student Journals
The final strategy or solution the author of this article proposes, is to create student journals in lieu of individual writing assignments, that students would become solely responsible for, and maintain (for either singular/comprehensive grade or one in four grade) approximately every two weeks. She recommends offsetting the collection days for each classroom, for teachers that do multiple periods throughout the day, so they are not grading all 100-150 binders at once. She also suggests that student journals maintain a structure whereby the front portion holds all current/ongoing work and checklist of what has been done, and the back portion holds homework. I feel like a journal/portfolio such as this, is a terrific idea for showcasing and archiving the learning of individual students for your and their periodic review. However at the same time, I am always concerned that such heftily weighted comprehensive assessments, may or may not fairly represent a students' full knowledge and ability. And then too, what happens if for unforeseen reasons beyond the students control,male thing happens to said binder? The author even admits, teacher often loose student work....Are we as understanding when the other party is to blame? From a parent perspective, this is a real fear. I believe this type of assessment only works for everyone, if it's on a one to four or less ratio of scoring, with maybe overall binder incentives, rather then the other way around.
To know for sure, exactly what I'd do in any of these scenarios, I'd really have to experiment using the strategies listed, in some form, to get a feel for what works in my own classroom community. I imagine that getting to know my individual learners,mother needs, and styles of learning would be a helpful guide too. While I cafe very much about combating the lack of time, and giving myself enough to plan dynamic and engaging lesson plans, I also want to be sure that my students know that I'm matching their efforts and care about the work they've taken the time and energy to turn in to me, so that's it can be met with the appropriate amount enthusiasm, encouragement, constructive, and timely feedback, to keep them motivated, and feel invested. I agree with the author, that increasing more opportunities for self assessment, peer assessment, and personal accountability, does invest students further, and set a rigorous, consistently high standard, however, I feel that we must consciously strive towards modeling these tasks ourselves, as often as possible, striking whatever balance we can as we go along.
Source
Tackling The Grading Dilemma. (2010) Edutopia. By Rebecca Alber. Retrieved October 24, 2914, from http://www.edutopia.org/grading-dilemma-strategies-tactics
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