What is my grade? This has to be the one of the most asked question of teachers by students. Followed only in popularity by when will this be graded? As a new journalism teacher, one of my grading and evaluate my students, not just for their writing, but, for other activities related to the production of a paper were a concern of mine. On yesterday, Alan Weintraut and other teachers at the Reynolds Institute shared their rubrics and grading methods for their journalism classes.
Weintraut said that he mostly allowed his students to grade work, which saved him a lot of extra time. He said he worked with his students at the beginning of the year to develop a checklist rubric. His editors then keep track of whether or a staff member met the requirements. This made his students the ones that held each other accountable. This did not mean that he did not grade anything, just much of the tedious things like, were they present at a meeting, did they meet a deadline, did they wear their t-shirt-these items were tracked by his editors.
I really like this idea, because it would allow more time for me to focus on other issues and take a more advisory position over the paper. More importantly, it would give my students more ownership over their paper.
Rebecca Gemmell shared her rubrics, which take a more holistic view of evaluating. She has different requirements listed for work to qualify for each grade. This is a good approach, because it gives students a visual for seeing if their work is worth a certain grade simply by seeing if they did everything that listed as a requirement for that grade.
It is these kinds of exchanges that make this experience so valuable. The ability to collaborate with your colleagues and exchange ideas is so important. I appreciate their willingness to share and look forward to learning so much more.
Alma A. McDonald
Hattiesburg High School
Hattiesburg, Miss.
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Alma, I really enjoyed Alan's discussion on assessments Friday afternoon. I found it very helpful to hears the ways in which other educators evaluate their students' work.
ReplyDeleteAs a first year teacher, I found accurately assessing the students in my four different preps to be a real challenge at the onset of the school year. Being required to have 18 grades each six week period definitely didn't make it any easier.
After Alan's presentation I'm definitely going to adapt some of his grading techniques. Thanks to everyone for sharing your great ideas.
Ariawna Talton
Molina High School
Dallas, TX
As someone who never thought he'd become a teacher (I had to look up "pedagogy" during my first Reynolds Institute), Alan's grading/assessment presentation and handouts are godsends. As Alma says, it's good to see everyone sharing ideas and tips so freely, and I'm benefiting from this as well.
ReplyDeleteSteve Elliott
Arizona State University
Phoenix
I must agree with everyone else's post. As an English teacher, I've used many rubrics for essays, projects, and the like. However, once I began envisioning the grading policy I will initiate in my J-I class, I hadn't the first idea where to begin. Thankfully, Reynolds to the rescue. Alan did an excellent job of providing examples of rubrics he uses and examples I can take with me to use back in the real world (aka Dallas).
ReplyDeleteMarc Garcia
Sunset High School
Dallas, TX