1.
What did you think of Belanoff advocating for
“grading by groups of teachers”? Do you think this is beneficial for student
writing, and would you want to participate in such an activity?
2.
Daiker mentions on page 156 that praise is
learned, and that teachers would benefit from following a praise criterion when
grading. What is your system for providing positive feedback? Do you think
using an established criterion would be helpful when dealing with more
challenging papers, or do/would you maintain an individualized approach for
each student?
Hey Sidney,
ReplyDeleteI actually love the idea of doing some grading in groups with other teachers. I really love co-teaching, and I think co-grading is a further extension of that activity. I feel like there are always things we can learn from the people we respect in our field, and often times even from those we don't. If we take the time to work together as a community of educators, then we better the odds of being well-rounded and truly effective instructors.
Hi Sidney,
ReplyDeleteLike Amanda, I dig the idea of group grading for projects that are subjective. I'm sure this can be difficult to set up logistically, but a second or third perspective offers students more comments, provides a stronger foundation for a final grade, and gives educators a chance to learn assessment strategies from one another.