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11.25.07
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Evaluating Texts & Assessing Students
Purpose
For better
or for worse, all teachers are put in the position where they have to
assign an evaluation to students' work. As English instructors, this task
becomes particularly tricky because the evaluations that we develop for
student writing gets labeled as "subjective." In other words,
the grade you assign a piece of writing may be different from the grade
another teacher with the same qualifications will assign the same piece
of writing. Therefore, each teacher has to be able to justify the grades
they assign.
But evaluating
student writing does not have to be just about the final high stakes grade.
If done well, the teaching of writing can be designed to give students
multiple opportunities to submit works (i.e., various types of prewriting)
for review before they receive a final evaluation. These type of strategies
also use the students' writing as an opportunity for individual writing
instruction. In today's class, we will talk about the best strategies
for reviewing and evaluating student work.
Before Class
Activity–Evaluating
a Paper
You will
be assigned one of three roles:
- teacher
looking at a rough draft to be revised for a final draft
- teacher
looking at the final draft of an early paper (a rough draft preceded)
- teacher
looking at the final draft of the final paper (a rough draft preceded)
Based
upon the role that you have been assigned, write marginal and end comments
on the papers. You will have the first fifteen minutes of class. I may
collect this for a process evaluation.
Be prepared
to explain and justify your response while we discuss the different
ways teachers read a paper.
DiscussionSoven,
Alsup & Bush, and Dornan et al.
- We will
discuss the following terms from Dornan et al. (p. 183-4):
-
Responding: writing, commenting on papers at any
stage of the writing process; focus is mostly on communication with
the writer; responders unavoidably makes subjective decisions about
the way the text should be. (I also call this reviewing)
-
Assessing: collecting data with the purpose of
describing what is going on; assessor will often use predetermined
criteria to collect data; should be descriptive, but is often judgmental
(e.g., SOLs)
- Evaluating:
judgments based upon on explicit or implicit criteria; comparing
a piece to standards (e.g., a rubric).
-
Grading: judgmental and summative; usually confined
to A-F marks
- What
questions do you have about the readings?
- What
is the difference between formative and summative evaluation? When is
each most appropriate to practice? What is the most effective way of
practicing each?
- What
are some effective strategies for peer review? How will you teach it?
How will students practice it? In other words, how will they be asked
to respond to their peer's work?
- What
are some strategies for incorporating conferences into the writing process?
When will they occur? Who will they be with? Why?
- In the
state of Virginia, the SOLs are a fact of teaching. How do you prepare
students for high stakes tests and prepare them to be writers for other
situations beyond your classroom?
PresentationsGroup
4
We will
be the audience for teaching demonstrations from Group 4 (Felicia,
Steve, Tia, Tiffany).
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