Responding to Student Writing
Cross-posted from the Digital Union blog.
A few weeks ago I facilitated a workshop on teaching with portfolios for Learning Technology. As much as we talk about the technology supporting e-portfolios, it’s good to step back and take stock of the pedagogical approaches behind them.
How can we use end-of-the-quarter grading to help our students continue the learning process even after they've left our classrooms?
We often talk about grading solely as a form of evaluation and judgment without considering the various ways it can help students learn. As we near the end of the quarter, consider using grading as a tool to increase students' critical awareness of their own learning process.
As we move toward the end of the quarter, how can we use writing to assess student learning this quarter and help us plan for next quarter's teaching?
Having students reflect on course materials and course activities can provide you with a picture of how students are learning as well as let you know if there are aspects of your course that might need fine-tuning. It can also help students to synthesize the work they've done over the quarter.
Chris Manion and I worked with Mechanical Engineering lab TAs and their coordinator Kimberly Clavin to discuss the criteria for grading technical writing on student lab reports. Our approach, overall, was to help the TAs articulate their expectations for lab writing in as concrete a way as possible. We hoped to give them an opportunity to discuss different good methods while they were grading lab reports.
We were invited to do a workshop for the Women's Studies department on how to respond to student drafts. The professor leading a class for new GTAs indicated that her students wanted more information and "tips" on how to approach and comment on student writing.
Beck AndrÃ©, the manager of eLearning at OSU's Technology Enhanced Learning and Research (TELR), and I put together this workshop to explore the possibilities Carmen (OSU's course management platform) offers for writing activities.
Thanks so much for participating the second part of our â€œHelping international student writersâ€ series. We had a very interactive session full of interesting ideas about how to assist international students to become successful writers in English.
Would you like to use writing to help students develop critical thinking skills without drowning in extra papers to grade?
We were invited to do a workshop for the sociology department on "how to respond to culturally insensitive student papers." The GTA coordinator for the department related how GTAs were unsure how to approach, comment on, and grade student papers that were racist, sexist, or homophobic, rather than focusing objectively on a topic using sociological methodologies.
On Feb 19th the Writing Center invited us to their staff meeting to discuss the type of work we do at WAC. After giving an overview of the services we provide for faculty and graduate students we discussed some ways that WAC and the Writing Center could work together including: potential collaborative workshops and promoting each other's programs with clients.