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The end result is the fastest method I have yet devised for giving useful feedback to students.Unfortunately, it still takes what feels like forever to grade the papers, but there is no helping that, after all. | The crust can bend and has a little flavor to it.
| The sauce is somewhat not too good to eat but can be eaten.
| The cheese is spread throughout the top of the pizza.
For a poor writer who just wrote his first attention grabber, ever, I can award a “Solid” without giving him more points than he rightly earns, according to our manner of grading.
For a student who writes well and shirked a transition between her attention grabber and thesis, I can say “Okay, needs some work” and still give her the B the paper earns when compared to the criteria.
With research papers, I change the left hand descriptions, choosing to shy away from an over-analysis of the writing, since the bulk of our instruction was devoted to citations and other particulars of research papers.
Thus, the left side examines I also shy away from using my pencil too much anymore, as it slows me down.As I work through a pile of research papers I find great enjoyment in digging through the thesaurus to discover how to describe my task. Sometimes I can work for 15 minutes and grade only one paper; that will not qualify as grinding. It made a recent appearance in our poem of the day, via “The Cremation of Sam Mc Gee,” and though it also implies hard and ceaseless work similar to grinding, it seems to withdraw the speed aspect . It is an adaptation of my World’s Greatest Essay Rubric, something I modeled after my favorite college professor. Grinding is good but implies that I am faster than I really am. As I moil through these papers, then, I have been grateful for the method I currently use.I read the paper with a pencil in hand, marking papers as necessary with small symbols and notes, but whenever I am tempted to comment, I write a number.I then type my comments onto the bottom of the students’ rubric and speak just as I would if I were writing in the margin of the paper. Adaptations have been made in order to reflect contemporary classroom realities. includes examples and /o Designing and Using Weighted Rubrics The following pages demonstrate one effective way for history teachers to integrate the new assessment model required by the Ontario Ministry of Education into their assessment plan.The difference is that I am not trying to squeeze all these words into the margin and am sputtering them out at a clip far superior to my pencil pushing prowess.I will also comment generally within the boxes where I mark students’ scores, so when they receive their paper they have a fairly full idea about what I thought about their paper and what I think they might do to improve it.The following contents are included to illustrate the use of this kind of assessment tool: • • assessment rubric for a research paper description of a paper written by a student (most teachers identify this sample as a D /C- performance) • • completed rubric to reflect the achievement represented by the description completed weighted rubric to reflect a sample focus for assessment.In this particular case the weighted and non-weighted rubrics provide an identical final mark.