Last week we recalled some wise words from Candace on the subject of grading on our Facebook page. As we near the close of the semester, grading is likely to be one of the first things on your mind (somewhere amongst your own assignments, shoveling snow, and planning your winter vacation). Using a rubric can alleviate stress by keeping the grading process consistent. So too, it’s important to communicate with your supervisor to make sure your expectations align, and it’s equally important to then communicate those expectations to your students.
If you’re still looking for some guidance when it comes to grading, you might want to take a look at the treasure trove of links and resources Beth Koontz put together for Vanderbilt University’s Center for Teaching last fall. Koontz’s list has tips on everything from how to grade fairly to the differences between grading tests and lab reports. Here are a few of our favourites from Stanford University’s “Tips For Grading Essays”, one of the many resources Koontz identifies:
Survival Skill Tip: if you have a big stack of papers to grade (more than 30), pace yourself! Try to read no more than five papers a day so that you stay fresh and positive while grading.
…
Grade when you’re in a good mood with energy and in a supportive environment. Even in Spring quarter when grades have to be turned around faster than usual due to graduation deadlines! If necessary, when in a rush, sacrifice detailed comments rather than overall quality of grading.
…
Make comments on both papers and exams in the margin that:
are encouraging and affirming of good ideas
are constructively critical of problem areas
are in the form of questions so that you are in dialogue with the student’s ideas:ex: “How does this quote support your claim?” instead of, “Irrelevant example”
ex: “How does this connect to the theme of______?” instead of, “Unclear”
…
Make comments in pencil.
Even though we aren’t sure what “Spring quarter” is, we can say from experience that there is some useful advice in the comments above. There is more of where that came from, too. So check out Koontz’s list at http://cft.vanderbilt.edu/2012/09/grading-workshop/.
If you’ve seen the latest iRobot Roomba commercials, you might think that all those sci-fi movies you’ve watched are coming true and the end of the world is nigh. In the commercial, all kinds of people demonstrate how robots play a role in their day-to-day lives: in the home, in the pool, in the lab, and even in the classroom.
But could robots ever replace teachers?
More and more scholarship is emerging on how robots can be used in the instruction process. Educators and scientists are always working to determine what motivates learners of all levels, and there is evidence to suggest that robots could be strong motivators.
In a recent issue of Interactive Learning Environments, however, one group of researchers argue that robots are only effective instructors when guided by “suitable instructional strategies” – just like all of us warm-blooded instructors. Hung, Chao, Lee, and Chen (2013) suggest that, in order to insure that the motivation robots provide is sustainable, robotic instruction needs to be based in the same organizational models that all educators use. For their own purposes, Hung et al. (2013) present the ARCS model:
- Attention: While novelty can draw learners in, fostering an environment safe for inquiry and varying methods can establish and maintain a connection with learners.
- Relevance: Provide a context to the learning process by connecting to learners’ goals, motives, and previous experiences.
- Confidence: Building efficient instructional models with clear purposes, offering learners a degree of autonomy in their learning, and identifying realistic goals all help to build confidence in learners.
- Satisfaction: Demonstrate the use-value of what has been learned. Learners are more likely to be motivated to learn when they can see that there is a real application or positive result for what they are learning. Satisfaction comes from equitable learning where learners’ needs and interests are integrated into the instructional strategies.
Even though you aren’t a robot, you can apply the same instructional model in your classroom. For more information about learning motivation theories and the ARCS model, read Hung et al.
References
Hung, I.C., Chao, K.J., Lee, L., & Chen, N.S. (2013). Designing a robot teaching assistant for enhancing and sustaining learning motivation. Interactive Learning Environments, 21(2), 156-171. doi: 10.1080/10494820.2012.705855
For those of you keeping count, we’re only four Fridays away from the end of classes. While that might seem like the longest wait ever, November happens to be one of the busiest times of the year for the Windsor cultural scene, which might make the wait a little easier.
BookFest is one of the best parts of November. BookFest Windsor is an annual event celebrating all kinds of literature with readings, workshops, panel discussions, and much more. Over the years, it’s drawn hundreds of award winning authors from all over Canada and the world. This year BookFest just happens to feature Margaret Atwood, one of Canada’s most famous authors. Which is kind of awesome. Here’s an interview Atwood and George Stroumboulopoulos from the CBC:
Sure, you’ve probably had just about enough of reading and books right about now. Once upon a time, we were all eager readers, like this fuzz ball, but reading textbooks, compiling research, and grading papers have a tendency to suck all the fun out of reading. Most academics will tell you that you need to find time for enjoyable reading in between all the reading you do for your studies. So if you’re looking to take your mind off of your work and put the fun back into reading, BookFest Windsor is where you’ll want to be this weekend.
Check out BookFest’s exciting schedule of events at http://www.bookfestwindsor.com/.
Recent Comments