Assessment Philosophy
As part of the assessment process I read and comment on student drafts. Because of my creative writing emphasis, a discipline where workshop courses demand revision during the semester and expect it even afterwards, I prefer to spend my time reading drafts and making comments that will help my students revise their papers, rather than commenting on final drafts. I also find it helpful to meet one on one with students where possible, and record audio feedback for them where it is not. I've noticed that students respond better to personal and audio feedback, since they can interpret and understand my tone better. The audio feedback also illustrates to students that their writing is, indeed, communication, in which their teacher responds with real questions and concerns. For this reason I record feedback as I read their papers, providing comments and questions during my reading experience.
In grading final drafts, I make minimal marginal annotations, but frequently write an endnote or personal letter that references how well the student addressed my concerns with their earlier drafts. I have found one way to do this effectively is to have an online "sandbox" where I can make comments on student's outlines and early drafts as they are in progress, ask questions, and leave suggestions. This is also a good way to facilitate peer review, one which leaves a digital artifact of audience response. This digital process can help clarify problematic issues during the revision process and allows me to see where students have improved, and what needs to be worked on in subsequent assignments.
In final grading I rely heavily on assignment specific rubrics. I underline the parts of the rubric that apply to students’ papers, so the authors can see why I assign the grades I do. I always like to address writers’ strengths, as well as strategies that writers can implement to improve their writing. I believe that giving students specific items to work on can help them improve their writing as they apply their learning to new tasks and situations.