Download e-book for kindle: Alternatives to Grading Student Writing by Stephen Tchudi
By Stephen Tchudi
Comparing a student's development as a author calls for remarkable a fragile stability among the student's wishes and the school's wishes. This selection of essays bargains a number of cutting edge ideas, concluding with rules for formulating plans of motion for introducing grading choices in study rooms, colleges, and districts.
A selection of essays, assembled by way of the NCTE's Committee on choices to Grading pupil Writing.
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They must also learn to trust others enough to take risks-to trust that revealing weaknesses (and claiming strengths) need not lead to pun ishment or censure from teachers or peers. Self-assessing means set ting one's own standards. It requires meeting the rising expectations one develops when exposed to the rapidly improving work of hard working peers. It also involves unlearning error-avoidance strategies and entails looking honestly at where one has not worked as hard as one might have. Growth-Biased Assessing of Writers-A More Democratic Choice One Teacher's Application of Growth-Biased Principles Growth-biased assessing takes many shapes, but its truly distinctive features have no external form.
I don't remember the name of the writer from whom I stole this idea, but students always share pieces they care about but can't make work. Buried by insecurity, these so-called "disasters" often lead to breakthroughs, the term "disaster" apparently making vulnerable writers feel safe enough in sharing to take the breakthrough risk. After four or five weeks' practice giving and getting supportive response, the second half of each three-hour class is devoted to small group work, the expectations for participation being determined by classmates in a repeat of a first-night-of-class activity.
Change has swept writing instruction for almost three decades (Hairston), promising to democ ratize educational hierarchies in which the affluent are most likely to succeed. An alternative mind-set about schooling has attracted advo cates for well over a century (Applebee; Dewey; Hearn; Mearns), but only recently have research-tested applications been described with enough clarity and detail to offer teachers at all levels a clear philo sophical choice between traditional teaching-which co-occurs with widespread failure-and approaches that, skillfully used, offer success to all (Atwell; Calkins; Murray; Nelson, At the Point; Shaughnessy), In recent years, as connections between assessment and failure have become clearer, I've come to understand that my choice of approach for assessment functions as a vote either for or against democracy.
Alternatives to Grading Student Writing by Stephen Tchudi