I, too, struggle with grading. I encourage my students to launch out and write, whether they feel the can or not. Assigning grades squelches some of their willingness to do that. I try not to "grade" anything more than I have to have for a report card grade.
Giving feedback, or assessement, without a grade attached, is something totally different, in my opinion. I do that extensively. I use rubrics and try to get the students to evaluate their writing using the rubric before they give their work to me. They know that a "4" would be an "A", a "3" a "B", etc., but just not having the grade attached seems to free them up.
In most cases, our distrcit requires a certain number of grades per grading period, so some of their writing has to be graded. But, I usually try to have them choose their writing they wanted graded. This allows them to polish it up, to choose what they think is best, etc. They really poor over the rubric on these pieces because they know I will use it.
I wish there was some way to let parents know their child's progress without having to grade.
"I will ARRIVE in 2005"
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----- Original Message -----
From: Janie Slater
Sent: Saturday, June 25, 2005 2:43 PM
Subject: [Channel-talkhswriters] Workshop 6 Question for Group...
The video showed the teachers discussing grading as a difficult task for them. For me, as well, grading is the single most perplexing task I have as a teacher. Will you share your own grading practices? How do you assign numerical grades/when? Do you use rubrics? How? Any thoughts on assessment? Thanks, Janie
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Received on Mon Jun 27 09:03:20 2005