Grading Student Papers
How to avoid being “WAC’d”
Grading in Context
Assignment Prompt
Student work Grading grid
The Writing Prompt
A good prompt can:
. Help students get to the outcome more
effectively and efficiently
. Provide a framework that facilitates the
grading process
QU 101 Prompt for Essay #3
Examine the prompt and:
Step 1: Separate direction from description and
explanation.
Step 2: In collaboration with a partner, list the
features of a student essay that successfully
completes this assignment.
Types of Grading
– Substantive: ideas are well formulated
– Formal: few mechanical errors
– Holistic: ideas well formulated and well
expressed
Evaluation Remarks
• Corrective Remarks: Editorial comments
• “Writerly” Remarks: Responses to the student
from your role as fellow writer (e.g., “This
point could be stronger if….”)
• “Readerly” Remarks: Responses to the
student from your role as reader (e.g., “I don’t
quite understand your point here….”)
Response Styles: “Corrective”
“Corrective” Response: Does not
Facilitate Deep Revision or Rethinking of
Content.
• Circle all errors (lead writers to correcting
errors on their own)
• Look for patterns of error (note only 2-3 most
common patterns in the summary comments )
Response Styles: “Facilitative”
“Facilitative” Response:
Avoids telling writers what to do; raises
questions, inviting reconsideration of
ideas.
Examples:
What do you plan to argue about Bush's strengths and
weaknesses as president?
I'm not following your connection between presidential
mendacity and the downfall of the American political
system.
Response Style: Directive
“Directive” Response: DO AS I SAY!
Examples:
Your essay does not…. You need to
make…You must consider… Refute
the argument….. Reconsider your use
of…. Don’t rely on…. Go to the
Damned Learning Center!
Hybrid Response Style
• Why doesn’t your thesis about Bush’s “Truth
Serum” address “Executive Privilege” and
“National Security? ” Both are in your title.
You should consider both early and each in
fuller measure later. Where might each be
most useful to your argument?
Grading the Paper:
Response to QU 101 Essay #3
• Examine the sample essay (permissioned)
before you.
• Suppose you are charged with grading it,
based on the prompt we have just reviewed.
• Assign a grade and identify the criteria that
guided your response in assigning that grade.
• When you are done, discuss both convergent
and divergent outcomes with your partner.
The Grading Framework
(aka: grid, guide, rubric)
• Development of grading grid as a process
• Variety of forms (many in packet)
• Key features of rubrics:
. Rubrics list features of high quality responses
(e.g., organization, use of evidence, etc.)
. Rubrics provide guidelines for assessment
(e.g., an “A” paper will….)
. Rubrics often provide a weighting scheme that
demonstrates to students what is important
The Grading Framework (con’t)
• Creates bridge between demands of the
assignment (what you ‘privilege’ in student
work) and the feedback you provide students
to encourage the development of essential
disciplinary skills
• As teachers, we value different kinds of
writing, the writing grid describes criteria for
judging writing as clearly as possible
Conclusion: The Role of Grading in
Written Work
• Begin by developing prompt with clear
direction, and explicit
• Connect instructions in the prompt to explicit
standards for performance of “ideal”
outcomes; can be defined in a grading rubric
• Offer “writerly” and “readerly” comments on
student work that are oriented to revision
rather than correction