The following are things I found useful in this week’s reading and how they can be implemented into my field:
Grading
- The authors of First Day to Final Grade touch on controlling grading time (p. 147). A four to seven page paper is suggested to take no more than 30 minutes to grading. Taking too much time on a student’s work can allow for too many remarks, thus confusing the student. Allowing only a set amount of time can assure the instructor is making only the most important comments about the paper. I was always under the impression the more time spent grading, the more constructive it would be for the student. Our reading made me change my tune.
- My first time grading I spent over an hour on each student’s speech. I made too many comments and strayed from the overall purpose of the grading. For this reason, it would be important to implement this strategy in my field. By keeping a close eye on the time it takes me to grade, I can assure myself that student’s are getting the most important comments/suggestions on their work. This practice can help me to save time and offer my students better feedback.
Cheating
- McKeachie gives us a great deal of information about cheating in this weeks reading. I was most interested to see how he explained what to do about “wandering eyes” during an exam (p 120-121). As the reading points out, there are many decisions to be made and steps to follow when you suspect cheating. Instructor uncertainty, university policy, and student feelings are all considerations. My biggest concern is instructor uncertainty. During the first quiz I gave, I had a student’s eyes wander. I wasn’t sure if he was anxious, nervous about the test, or just looking into space while he was thinking. I kept an eye on him, but McKeachie’s suggestions will be used in the future.
- To implement McKeachie’s suggestions, I plan to have the student move away from others. I could also make eye contact with the student to let them know I am watching them. I also believe that advising the university would be an important step, if I was sure that the student was looking at someone’s paper. I think this will help me by giving me a set of standards to follow when I believe a student is cheating.
Grades
- In McKeachie’s Teaching Tips, the author mentions keeping students informed about grades throughout the semester. Advising students about what the instructor expects, how he/she grades, and updating students as to where they stand are all important. The most useful information was about having grades available to students. We use Blackboard in my classroom, but I have not been good about getting grades posted. Some of my students did poorly on the first speech and quiz, but don’t seem to be improving. McKeachie suggests that grade protest may be more likely if a student only sees a poor grade as the class concludes (p. 135).
- To implement McKeachie’s suggestions, it would benefit me to post grades in a timely manner and be more explanatory in breaking down grades. Because Comm 110 is mainly structured by the department, I often overlook the influence I have on my own grading. By getting students more involved in grading it could help them determine goals. It can also help me avoid problems with grade protest at the end of the semester.
Further tips and suggestions to integrate into my classroom:
- Listen first, when talking to a student about a grade change. You may learn something!
- Effort and progress should be praised to make students understand that grades aren’t the only goal.
- Meaningful activities should be incorporated to make students feel like learning skills, and not just grades, are important.
Additional Resources:
What will they think of next...
A little cheating humor from Chevy Chase and Dan Aykroyd...
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