Jury's out on my observation. I await the feedback appointment. Unfortunately the observer came for the Shadow part of the session -- always a sticky subject.
Meanwhile: wrapping up our marking creative writing topic with the related issue of getting students to write outside class and hand writing in. Remarkable how so many do not take advantage of getting feedback, who do not use the stimulus and goals to get on and write. I can completely understand a writer not wanting to use precious time and energy simply doing homework for teacher -- we are not in that kind of teaching. So I devised a flexible scheme to cover several levels of writer. It's the Alpha, Beta, Delta assignment.
For the details I refer you to the whole actual description from Creative Writing: the Matrix, which is this term's tutor tip on the book's website at http://www.paxtonpublishing.co.uk A freebie.
Here's another link to look at, with a freebie of sorts. It's the Institute for Learning, which is, as FE tutors, our very own organisation -- very big, recognised and official on over 18 AND UP, UP, UP learning. You kinda-sorta-gotta join if you are teaching in a publicly funded institution (community, prison, as well as FE colleges), because we all have to be registered nowadays. And we have to do CPD -- Continuous Professional Development. http://www.ifl.ac.uk
That's where their freebie part comes in. Turns out that simply reading their monthly emailed On the Agenda news bulletin can count towards your annual CPD requirement. How easy is that!
Showing posts with label assessment. Show all posts
Showing posts with label assessment. Show all posts
Wednesday, 9 February 2011
Wednesday, 2 February 2011
Can you mark creative writing? Part 2.
I was going to tell you about my secret grade scheme, for my files and institutional admin only, having talked last week about feedback on students' creative writing.
But also I ran into the how much do you criticise issue. And How can you best help a writer to improve without squashing? As a professional writer and self-editor I have to force myself to ignore, or give only slight mention to, grammar and puncuation and spelling errors. I mean, not if they are really really bad -- then I'd have to take the student aside and see about getting help... or... what? So much depends on the level of the course and the students. Even little errors, even typos... I do make a few marks in the margins -- but I let some go by.
My perfectionist editorial self really objects! But I have to tell it/me -- this is a creative writing class, the students are not here to be perfect at grammar but to begin or continue to tell stories, or make poems, convey a mood, create a character etc. However, if their language skills interfere... the skills are so interwoven, ugh, I'm getting a stomach ache just writing this: I feel torn!
So I will leave you with that, and move on to grading, and am very curious to hear from you how you do this. Because I have made this up for myself. In the coursebook, to satisfy any management who look, I put
But also I ran into the how much do you criticise issue. And How can you best help a writer to improve without squashing? As a professional writer and self-editor I have to force myself to ignore, or give only slight mention to, grammar and puncuation and spelling errors. I mean, not if they are really really bad -- then I'd have to take the student aside and see about getting help... or... what? So much depends on the level of the course and the students. Even little errors, even typos... I do make a few marks in the margins -- but I let some go by.
My perfectionist editorial self really objects! But I have to tell it/me -- this is a creative writing class, the students are not here to be perfect at grammar but to begin or continue to tell stories, or make poems, convey a mood, create a character etc. However, if their language skills interfere... the skills are so interwoven, ugh, I'm getting a stomach ache just writing this: I feel torn!
So I will leave you with that, and move on to grading, and am very curious to hear from you how you do this. Because I have made this up for myself. In the coursebook, to satisfy any management who look, I put
It is still a matter of very personal judgment and the student's own level and the course expectation. But at least it's got a number on it for those bosses and computers who can only think in numbers. And guess what, I am being observed as part of the regular cycle tomorrow night, so we shall see if my secret scheme meets with management's approval. What grade for me?1 for excellent/very good/hardly any weaknesses2 for good, some weaknesses, satisfactory3 for some competence, but many weaknesses4 for weak, but made an effort0 for made no effort
Tuesday, 25 January 2011
Can you mark creative writing?
Do you get pressure from your management to give an 'assessment' -- that is, a mark -- for each student? Most institutions insist on it; and no, it cannot be a little statement [brilliant characterisation but needs to improve language]. It has to be a number or letter to put in the box so that the computer or observer can see instantly that the student has been assessed.
A whole 50% of my lovely keen class, in week 2, completed 'homework' (polishing up one of the exercises we did in class) or, per my invitation, gave me something they'd written previously. I have often had classes where hardly anyone gave in writing, which is a shame. Students aren't getting their own money's worth if they don't get feedback.
So I had a busy day yesterday prepping for class and reading and giving feedback. So how do YOU give feedback? I would never-never-never put a grade on a piece of creative writing -- far too specific and potentially devastating to a tender writer. No, I just put comments on their pages.
Obviously this indicates to you that I do not accept emailed writing from students. I spend enough time at this screen on my own stuff... as well as ink and paper. No, I tell them that publishers and competitions have their rules, and so do I. I want them to Make the Effort. Also, to practice proper layout.
I use pencil, not pen, because it looks softer, kinder. I adopted something that I liked from feedback I have received... tick in the margin and/or bottom of page. Shows I like something, or at least it looks like I have actually read the page.
Except for very small comments I put all my feedback at the end of the writing. Yes, I do it sandwich style: a positive, enthusiastic sentence or several, then some critique (I give page and para numbers, or sometimes in the margin of the section in question I pencil a squiggly vertical line). Then end with some upbeat encouragement.
It is all handwritten on their work. Gracious me, if I got into typing out my feedback I would spend far too much time and perfection on my comments; I know, because I have tried it once or twice, that I tend to get too far into explaining why something isn't working. As in writing this blog, I think and type simultaneously... and always find things to say. In the case of feedback, too many things.
Handwritten feedback is more personal, too. AND, I am famous for my illegible handwriting (though for students I try harder)... so I apologise in advance and say it brings me closer to my students: if you can't figure out something I wrote, come and talk to me!
Then there's the challenge... how much do you criticise? Where do you rein in your perfectionism, where can you best help a writer to improve without squashing? Hmmm, think I'd better continue this next week. And I do have a secret grade scheme, to keep management happy.
A whole 50% of my lovely keen class, in week 2, completed 'homework' (polishing up one of the exercises we did in class) or, per my invitation, gave me something they'd written previously. I have often had classes where hardly anyone gave in writing, which is a shame. Students aren't getting their own money's worth if they don't get feedback.
So I had a busy day yesterday prepping for class and reading and giving feedback. So how do YOU give feedback? I would never-never-never put a grade on a piece of creative writing -- far too specific and potentially devastating to a tender writer. No, I just put comments on their pages.
Obviously this indicates to you that I do not accept emailed writing from students. I spend enough time at this screen on my own stuff... as well as ink and paper. No, I tell them that publishers and competitions have their rules, and so do I. I want them to Make the Effort. Also, to practice proper layout.
I use pencil, not pen, because it looks softer, kinder. I adopted something that I liked from feedback I have received... tick in the margin and/or bottom of page. Shows I like something, or at least it looks like I have actually read the page.
Except for very small comments I put all my feedback at the end of the writing. Yes, I do it sandwich style: a positive, enthusiastic sentence or several, then some critique (I give page and para numbers, or sometimes in the margin of the section in question I pencil a squiggly vertical line). Then end with some upbeat encouragement.
It is all handwritten on their work. Gracious me, if I got into typing out my feedback I would spend far too much time and perfection on my comments; I know, because I have tried it once or twice, that I tend to get too far into explaining why something isn't working. As in writing this blog, I think and type simultaneously... and always find things to say. In the case of feedback, too many things.
Handwritten feedback is more personal, too. AND, I am famous for my illegible handwriting (though for students I try harder)... so I apologise in advance and say it brings me closer to my students: if you can't figure out something I wrote, come and talk to me!
Then there's the challenge... how much do you criticise? Where do you rein in your perfectionism, where can you best help a writer to improve without squashing? Hmmm, think I'd better continue this next week. And I do have a secret grade scheme, to keep management happy.
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