Teacher2Teacher |
Q&A #18409 |
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Dear Grace, I agree, looking at student work can be a daunting task. I think you need to consider why you are grading material before you grade it. Then you may be able to change what you grade, and when you grade. For example, I give an "effort" grade on homework. Students either attempted it all, or didn't (and I let them turn it in late, but for a reduced "grade"). This is because I want them to practice, and possibly make some mistakes. We learn from mistakes. If I count their mistakes against them, I am liable to stifle their exploring. With that in mind, I assign just a small number of problems. If they practice them incorrectly, I don't want the mistake to be so ingrained in their minds. Classwork is similar. I look at participation, and effort, not at correctness. So, you are probably wondering when students find out if their work is correct. We review solutions, and share strategies, during class. Students are expected to check over their papers, and make corrections to be used later as they study. I do check tests, quizzes and alternative assessments (small and large projects) for a "correctness" grade. And with the homework and classwork, I make mental notes about the areas where students are having difficulties, so I can adjust my lessons to be sure they get needed help. This has cut down my paperwork load quite a bit. My students' grades fall into the same ranges they were in when I used to check every little thing they did, so I am comfortable that they are a fair representation of what students know and can do. I hope this helps. -Gail, for the T2T service
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