By: Amanda Murphy
If you’re wondering how time-keeping devices, astronomy, and mysticism can make you a more effective teacher, then read on!
If you find yourself overwhelmed by the combined responsibilities of your own research and giving careful feedback to large numbers of students, try using a rubric, a timer, and a systematic, generally positive marking process to preserve your sanity and help your students grow in their chosen field. This overview of suggestions to enhance the feedback process, from the initial assignment through marking, can help you have a more manageable semester.
Step 1: Assignment (or, Why Rubrics Are Your Friends!)
Sometimes the clearest way to articulate expectations to students is to distribute an assessment rubric in advance of an assignment’s due date, so students know the parameters of an “excellent” paper as compared to a “needs improvement” paper. A rubric can serve as a contract between the person assigning marks and the student submitting the assignment—the students will perform within the parameters of the rubric to the best of their ability, and the person assigning marks will provide clear, constructive feedback based on the students’ proximity to those parameters considered “excellent.” (I have found this to be an invaluable teaching tool as a TA for the History Department, but it can be adjusted for other programs. Check online or with the EDC for sample rubrics—there are many teaching tools out there to help you to help your students!)
Step 2: Marking (or, Why Timers Are Your Friends!)
Using a timer (or a stopwatch) while marking writing assignments might sound problematic or counter-intuitive, but if you know generally how long an average essay takes you to mark, you should plan to spend the same amount of time on each essay. This can allow for increased fairness in the marking process, because you will spend an equal amount of time on each student’s work, rather than starting the marking process with vim and vigor and a will to eliminate all unnecessary participles and then fading into the mysterious “?” and “awk.” comments by the time you reach the bottom of the pile. This will also help you to avoid the fatigue associated with combing through dauntingly high piles of papers, because you will be better able to plan for breaks and your own work more appropriately.
Step 3: Feedback (or, Everything I Need to Know, I Learned in Kindergarten)
One method for maximizing the efficiency of your marking and feedback process is to use the tried and tested “Two Stars & A Wish” kindergarten model, also known as forward-looking, constructive feedback. Leave space for comments on your rubric, and use that space to (a) address the student by name, (b) note at least two areas where the student performed well or improved from the last assignment, and (c) suggest a specific section where the student could improve. This is beneficial to the top students, because it gives them information about how to continue to excel, and it is helpful to the students who need improvement, because it tells them where (or how!) they may need to work harder.
Step 4: Good luck and don’t forget to have fun this year!
Sources & Resources:
Byrnes, Ron. “Evaluating Student Work: A Different Kind of Feedback.” The Teaching Professor. April 2005, p 3.
Wimer, Maryellen. “What Students Take from the Feedback.” The Teaching Professor. April 2005, p. 2.
Eberly Center for Teaching Excellence, Carnegie Mellon University