We all know the scene too well: a teacher packing up to go home for the evening or weekend with a large stack of papers or student projects to grade. After hours of reading, writing comments, and giving feedback, the teacher hands back the assignment only to watch the students quickly read it and stash it in their folder where it is never to be seen again. In this scenario there is little opportunity to use the feedback provided in a constructive manner for improvement and learning.
The April 2016 edition of Educational Leadership offers several articles, perspectives, and strategies to enhance reviewing student work for increased student achievement. These strategies sometimes involve more time in class for feedback, but saves the teacher grading time outside of class.
Here are some key takeaways to consider:
All ideas pulled from: The April 2016 issue of Educational Leadership, “Looking at Student Work,” (Volume 73, Issue 7).
This post brought to you by Erin Broviak, APOSA overseeing Career and Technical Education
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