| Your student just handed you a neatly written | | | | ask them to read it again before they submit |
| paper that you had assigned. Terrific. Now, how | | | | their paper. Better yet, have them grade |
| do you go about assigning a fair and objective | | | | themselves on each of the criteria. It will usually |
| grade? Just as important, is it possible to use the | | | | spark some self-editing. |
| grade as a teaching tool for students to improve | | | | Step Five: Before grading it, read the paper |
| their writing? | | | | through yourself one time. |
| Here are seven steps to evaluating and grading | | | | You have to fight that urge to grab the red pen |
| written assignments that will make the task more | | | | and start circling errors. The most important thing |
| rewarding and productive. | | | | is the content, so focus first on the content. Read |
| Step One: Decide how and if you will grade the | | | | it, ignore the obvious errors (I know that's hard) |
| assignment. | | | | and then ask yourself: what was he or she |
| This may seem too obvious a step, but before | | | | communicating with this paper? |
| rushing to the next step stop and think. We want | | | | The first time through the only thing that counts |
| our students to write well, which takes lots of | | | | is the meaning of the paper and the organization |
| practice. That means lots of writing assignments. | | | | of ideas. Did it make sense? Was it organized? If |
| If each and every one is going to require a grade | | | | yes, go on to the next step. |
| on a 100 point scale than your student may not | | | | If the paper is not organized, give the paper back |
| have time for anything else but writing. On the | | | | to the student to re-do. A poorly organized paper |
| other hand, you don't want students to start | | | | cannot succeed in communicating anything. If |
| handing in sloppy, poorly done work because they | | | | organizing is a weak point of your students, you |
| know it isn't going to be graded. | | | | will need to have writing assignments just to |
| There will also be times when you have short, | | | | practice this skill. Students should begin organizing |
| simple writing assignments just to practice a skill | | | | ideas in upper-elementary school. By middle school |
| or stretch their imagination. Each of these | | | | they need to have developed some competence |
| assignments doesn't require a full-grade. But once | | | | in doing so. |
| again, you want the student to put forth effort | | | | This point cannot be over-emphasized. Usually, |
| and not get in the habit of producing sub-standard | | | | when you have papers so poorly written it is hard |
| work. | | | | to grade them, poor organization is the culprit. |
| A simple solution is to have some assignments | | | | College professors and writing tutors will affirm |
| that are worth 5 points. This gives the student | | | | that the lack of this skill results in an inability to |
| motivation to produce quality writing, without the | | | | produce anything worth reading or grading. |
| full-scale effort of papers that require rough | | | | Step Six: Assign Points |
| drafts and multiple corrections. | | | | Starting with organization, and for each of the |
| For those papers that should require planning, | | | | other criteria on your evaluation tool, you need to |
| writing, and proof-reading; you will want an | | | | assign up to ten points. Here is the scale I use: |
| objective tool for evaluation and grading. | | | | * 9 Points - "B" The criteria was met. For |
| Step Two: Consider how much weight should be | | | | organization, that means the outline was logically |
| given to mechanics? | | | | organized. |
| For a fully graded paper, mechanics often counts | | | | * 8 Points - "C" The criteria was almost met, but |
| for twenty to fifty percent of the grade. As a | | | | there is room for improvement. Here is your |
| whole, I usually count mechanics as 30% of the | | | | teaching moment. What would they need to do to |
| grade but there is no rule that others have to | | | | get a B? |
| follow this. Some college writing courses may | | | | * 7 Points - "D" The criteria was not met and the |
| count mechanics as 50%, so it may not hurt to | | | | writing is not up to the level expected. |
| weigh it as heavily a few times when grading | | | | * 6 Points - "F" The student failed to incorporate |
| papers of your college-bound highschooler. | | | | that criteria at all. (In rare cases, such as not |
| Again, on some of the shorter papers that do not | | | | including a bibliography when one is on the list, I |
| get a full-grade, I may not down-grade for | | | | might give a 0. However, I seldom give less than |
| mechanics per se. These papers are helpful for | | | | six points, as a 60% is an F grade.) |
| noting weak areas that need additional help. These | | | | * 10 Points - "A" The student not only met the |
| shorter papers also give me the criteria I may | | | | criteria, he or she excelled. You can take a yellow |
| incorporate in the full-graded papers described | | | | highlighter and highlight something in the paper that |
| below. | | | | is a great example of exceeding the standard. |
| Step Three: Create Your Rubric | | | | It might be valuable to reflect on what an |
| A writing rubric is simply a tool to assess each | | | | "average" score is. At one time, average was a |
| criteria you will grade the student on. You can | | | | "C" grade, and instructor's graded on a curve. "B'"s |
| make your own or use one made by someone | | | | were reserved for student's who truly performed |
| else. An easy to use strategy is to develop a | | | | above average and "A'"s were rare. That scale |
| rubric with ten criteria. Here is an example: | | | | has changed over the years, so that a "B" today |
| Grading Criteria: | | | | is roughly equivalent to a "C" grade several |
| - The points are organized | | | | decades ago. |
| - An introductory paragraph introduces the topic | | | | Some contend that it is appropriate to give a "B" |
| - Original ideas are presented | | | | grade as the average, expected grade. After all, |
| - Paragraph development (includes topic | | | | "B" means "good" and don't we want most of our |
| sentences) | | | | students to do good? "B" also means the |
| - Phrases are clear (avoid awkward or hard to | | | | requirement was met, which we also want for |
| read sentences) | | | | the majority of the students. |
| - Interesting phrases and sentences hold the | | | | The downside of this argument is that we no |
| readers' attention | | | | longer have a bell-shaped curve so grades have |
| - A concluding paragraph summarizes the paper | | | | less value for rating student performance. If "B" is |
| - Complete sentences (no fragments or run-ons) | | | | average, we have only one step above average |
| - Punctuation | | | | and three below. |
| - Spelling | | | | The scale listed above reflects a mid-point |
| You may notice in the example above that the | | | | between those two sides of the grading debate. |
| last three criteria are for mechanics. Again, you | | | | A "B" has to be earned by demonstrating that |
| can give more or less emphasis to this area. | | | | they have met the criteria. And a student should |
| Since there are ten areas, each criteria receives | | | | not expect an A unless they can specifically |
| one to ten points which makes scoring on a 100 | | | | demonstrate that they have gone above what is |
| point scale very easy. It also lets the student | | | | expected. |
| know exactly what they are going to be graded | | | | Step Seven: Assign points for all criteria and add |
| on. | | | | up the score |
| These ten criteria are not the only ones that can | | | | The first reading of the paper allows the |
| be used. Consider the weaknesses and problems | | | | instructor to assess the organization of the paper. |
| you notice when reading the short assignments | | | | It needs to be read several more times for an |
| and daily writing of the student. Is there | | | | accurate evaluation. With each additional reading, |
| something else you should focus on? Other | | | | you can grade two or three criteria. |
| criteria I have used include: | | | | For mechanics, I use the following scale: |
| - Thesis statement | | | | A - Less than one error per page B - Less than |
| - Bibliography | | | | two errors per page C - Less than four errors |
| - Variety in sentence structure | | | | per page D - Less than six errors per page F - |
| - Use of transitions between paragraphs | | | | Six or more errors per page. |
| - Pictures and tables | | | | Depending on your student, you may need to |
| - Neatness, professional appearance, use of fonts | | | | modify this scale. If they are currently making lots |
| - Footnotes or endnotes | | | | of mechanical errors, it might be beneficial to |
| - Level of vocabulary used | | | | grade more leniently AND spend more time on |
| - Completed on time | | | | writing mechanics. It can be disheartening to a |
| Don't get overwhelmed by all the things you | | | | student to constantly get low grades on their |
| might include. You can start with the first set of | | | | creative writing due to mechanics. Rather than |
| criteria listed above and change it as you see | | | | make them feel like quality writing is out of their |
| your needs changing. | | | | reach, consider using or developing writing |
| Step Four: Give them the list of criteria when the | | | | assignments that practice the skill(s) they are |
| assignment is given. | | | | deficient in. |
| The first time you use this, you might want to | | | | Finally, add up all of the points. Viola, it will give |
| ask them to read it out loud to you. The | | | | your student an objective measurement of their |
| tendency of a student is to jump in without a | | | | grade. It also gives them a road map to show |
| clear sense of direction. For those that need a | | | | them what they need to do to improve their |
| little extra practice following directions, you may | | | | writing. |