HIGHER ED TEACHING STRATEGIES FROM MAGNA PUBLICATIONS
assessing student writing
Effort and habit are instrumental to learning and writing, but they are often dimly lit in our grading systems. That light needs to brighten with the help of new research and popular literature that highlight how essential habit, effort, and perseverance are to learning. I’ve used an effort-aware grading system in my teaching for some time now, a B-grading contract that locks hardworking students into a minimum final grade of B. For grades rising above B, the quality of the writing is the focus (the product), but only for students who fulfill the contract (the process).
Last semester I was faced with a larger-than-usual senior composition class for English majors—which of course also meant a larger-than-usual feedback load. With a new
There is little argument that reflective writing is a good way to foster critical thinking, encourage self expression, and give students a sense of ownership of their work (Chretien et al. 2012, Kennison and Misselwitz, 2002). This generation of college students has been doing reflective writing since elementary school so they are familiar with the process, even if not all enjoy it. Almost every academic discipline includes content on which learner reflection is appropriate; so the problem, typically, is not in creating the assignment but rather in assessing the work. How do we place a fair and equitable grade on an assignment that has so many variables? What are we looking for in our students’ work that we can reward and encourage with a good grade?