My strategy is slightly different. I still put comments somewhat individual to the papers on the papers but I keep a list of more general or common strengths, problems, etc. that I would end up writing on all the papers on one sheet of paper for me as I grade. Then the day or eve. before I return the papers, I write an email to the whole class with these general comments, reminding them that their papers will have additional, more idiosyncratic or specific comments. I also remind them that, when they receive their paper, they should look it over very carefully, read my comments, read the email, then self-grade or self-assess (and/or swap with a peer and do this) using the detailed information on the requirements and grading criteria or rubric of the assignment. They are then welcome, encouraged, to come in and talk about the paper, what they learned, how to improve, the grade or anything else.
k At 04:56 AM 9/26/2005, Denise Copelton wrote:
Teach-Soc'ers: I remember from other discussions on this list that many of you use standardized comment sheets for grading papers so that you don't have to keep writing common comments like "watch sentence structure" on paper after paper. Instead, you just jot down on the student's paper the number that corresponds to this comment on a standardized comment sheet. I'm thinking of adopting this approach because of the sheer number of papers I'm grading and the redundant comments I'm finding myself writing on them. I'm wondering if anyone has an example of such a grading sheet they could share with me. Many thanks. -Denise Copelton -------------------------------- Denise A. Copelton, Ph.D. Department of Sociology SUNY Brockport 350 New Campus Drive Brockport, NY 14420 __________________________________ Yahoo! Mail - PC Magazine Editors' Choice 2005 http://mail.yahoo.com
