In approaching my problem,
How can teachers grade writing skills in an efficient way that also engages the student?
one of my main questions was this: What is it like to receive feedback from a teacher and what would/should a student want to get out of the feedback?
I found that the study of empathy helped me come to some conclusions about this.
In order to understand things from a modern student perspective, I turned to my use of Google classroom and technology in my own classes. I went back through some of my classwork thus far this year and more specifically, I went to my major writing assignment turn ins that I facilitate through Google Classroom and looked at how students turned them in (what times, how many students were late, and how many edits they went through before submission). In all of this I found these trends:
1. Students will always use the time you give them up until the end. It doesn't matter what time. If I make the deadline 9 p.m. or 12 a.m. it doesn't matter. Some will wait until the end. However, many appreciate an extended deadline (after school) and the digital turn in has increased the amount of papers turned in altogether. The digital turn ins have also given me a way to see exactly what times students are working and exactly what times they are turned in. In looking at this, most work in class (when allowed) and after about 6-7 p.m. when I made a 9 p.m. deadline. If I make a 7 a.m. deadline (by the start of school), I found many students working as late as 2 a.m., etc.
2. More time doesn't always mean a better product. However, more time spent with the piece did mean a better product (more revision history). I can see exactly how many minutes a student spent on the piece by looking through the revision history ( a built in feature on G. Classroom).
3. Students aren't drafting much. They tend to be writing all at once, with little revision. They don't make many edits between rough drafts and final drafts, even when they are separate turn ins. Currently, I had expected the revisions to be completed on their time ( I do not read them in-between).
4. They spend a very brief time working though the piece, especially after grading. Re-writes generally consist of students "fixing" things that I specifically comment on or mark on the page. Little work or reflection goes beyond this.
5. Students are more responsive to a grade than they are to a "process" for their writing. They value work as "one and done" rather than a fluid writing piece that can evolve.
6. Thought provoking assignments ( related to current events, or their own opinions, etc.) tend to have more turn ins, more drafts, and generally more progress. It seems much more interest and motivation overall results.
As a graduate student myself I can empathize with these trends...
1. I too am aware of deadlines and often turn them in only on the day of and only right before it is due. I'm not exactly sure why but I know that partially it is because I always have "things" to do and I seem to take all the time, every time. Some surely is procrastination- but I wonder how much this is actually tied to motivation? I would love to explore this further. I too appreciate the extra flexibility digital landscapes provide and often need the extra time to work. It makes me feel less anxious as a student to know I have this time.
2. In my case I actually think that more time does mean a better product, generally . But I think this is mainly because I have been through so many assignments and classes and advanced work that I no longer value education for just grades. It also perhaps has to do with my motivation to learn in order to advance my own work. It is always more than a grade.
3 & 4. I draft a lot. I try to think how I learned to do this. Probably, I think the strict standards called for it throughout college especially. But I am not sure how I can transcend this to the students. I do realize though that this seems to be a learned process and students seem to perform to the level they are expected. They quickly and eagerly learn the "system" of how a teacher grades things and what value that assignment has in the class. For example, if I am expected to create something, and it's graded and we never use it again, then I am not going to put much value in the process. I too, can see the realistic "one and done" approach. It is efficient.
5. While the grade is important, college has transformed my tinkling beyond this. For example, it is more about getting a "passing" grade and getting credit toward my degree than the grade itself now. Don't get me wrong, I still worry abut grades , it is just more from internal motivation. I also don't have parent pressure anymore! I have done much more professional work and this creates an environment that all work essentially is fluid.
6. I too find though provoking assignments more motivating, even if they are challenging.
_________________________________________________________________________________________________________________
In all this I am better able to understand what students might want out of writing assignments:
In all, my next few entries will explore the complexities of these more. It does seem that "thinking" like a student and empathizing with student-minded needs , can be very helpful.
How can teachers grade writing skills in an efficient way that also engages the student?
one of my main questions was this: What is it like to receive feedback from a teacher and what would/should a student want to get out of the feedback?
I found that the study of empathy helped me come to some conclusions about this.
In order to understand things from a modern student perspective, I turned to my use of Google classroom and technology in my own classes. I went back through some of my classwork thus far this year and more specifically, I went to my major writing assignment turn ins that I facilitate through Google Classroom and looked at how students turned them in (what times, how many students were late, and how many edits they went through before submission). In all of this I found these trends:
1. Students will always use the time you give them up until the end. It doesn't matter what time. If I make the deadline 9 p.m. or 12 a.m. it doesn't matter. Some will wait until the end. However, many appreciate an extended deadline (after school) and the digital turn in has increased the amount of papers turned in altogether. The digital turn ins have also given me a way to see exactly what times students are working and exactly what times they are turned in. In looking at this, most work in class (when allowed) and after about 6-7 p.m. when I made a 9 p.m. deadline. If I make a 7 a.m. deadline (by the start of school), I found many students working as late as 2 a.m., etc.
2. More time doesn't always mean a better product. However, more time spent with the piece did mean a better product (more revision history). I can see exactly how many minutes a student spent on the piece by looking through the revision history ( a built in feature on G. Classroom).
3. Students aren't drafting much. They tend to be writing all at once, with little revision. They don't make many edits between rough drafts and final drafts, even when they are separate turn ins. Currently, I had expected the revisions to be completed on their time ( I do not read them in-between).
4. They spend a very brief time working though the piece, especially after grading. Re-writes generally consist of students "fixing" things that I specifically comment on or mark on the page. Little work or reflection goes beyond this.
5. Students are more responsive to a grade than they are to a "process" for their writing. They value work as "one and done" rather than a fluid writing piece that can evolve.
6. Thought provoking assignments ( related to current events, or their own opinions, etc.) tend to have more turn ins, more drafts, and generally more progress. It seems much more interest and motivation overall results.
As a graduate student myself I can empathize with these trends...
1. I too am aware of deadlines and often turn them in only on the day of and only right before it is due. I'm not exactly sure why but I know that partially it is because I always have "things" to do and I seem to take all the time, every time. Some surely is procrastination- but I wonder how much this is actually tied to motivation? I would love to explore this further. I too appreciate the extra flexibility digital landscapes provide and often need the extra time to work. It makes me feel less anxious as a student to know I have this time.
2. In my case I actually think that more time does mean a better product, generally . But I think this is mainly because I have been through so many assignments and classes and advanced work that I no longer value education for just grades. It also perhaps has to do with my motivation to learn in order to advance my own work. It is always more than a grade.
3 & 4. I draft a lot. I try to think how I learned to do this. Probably, I think the strict standards called for it throughout college especially. But I am not sure how I can transcend this to the students. I do realize though that this seems to be a learned process and students seem to perform to the level they are expected. They quickly and eagerly learn the "system" of how a teacher grades things and what value that assignment has in the class. For example, if I am expected to create something, and it's graded and we never use it again, then I am not going to put much value in the process. I too, can see the realistic "one and done" approach. It is efficient.
5. While the grade is important, college has transformed my tinkling beyond this. For example, it is more about getting a "passing" grade and getting credit toward my degree than the grade itself now. Don't get me wrong, I still worry abut grades , it is just more from internal motivation. I also don't have parent pressure anymore! I have done much more professional work and this creates an environment that all work essentially is fluid.
6. I too find though provoking assignments more motivating, even if they are challenging.
_________________________________________________________________________________________________________________
In all this I am better able to understand what students might want out of writing assignments:
- Something that is "doable"- that can be achieved reasonably and turned in.
- Something that will be thought provoking (that they see as valuable thinking/research, etc.)
- Anything that seems tied to what they might do professionally, is more valuable to students ( they want to advance skills for jobs/college/future). If the assignment is "professional" in nature than it's better overall.
- Feedback that is not "too long" , and that includes a grade. Also, students appreciate and crave an opportunity to "fix" mistakes and improve a piece for a better grade. Traditional feedback is boring and not very helpful.
In all, my next few entries will explore the complexities of these more. It does seem that "thinking" like a student and empathizing with student-minded needs , can be very helpful.