BY LAURA RIGOLOSI
I have been an educator for over twenty years, but I can still remember being a first-year teacher and asking my students to pair read Shirley Jackson’s The Lottery. I was nervous, and anticipated comments like, “Miss, aren’t we too old to read aloud? And in pairs? That’s little kid stuff.” But after I modeled the process with another teacher, I broke my students off into pairs and, within minutes, my ninth grade students were reading with one another. Students plopped themselves throughout my classroom, on the floor and at desks, and were taking turns reading aloud and talking to each other. I glanced around the room in amazement at the pairs reading softly, talking, giggling a bit, looking at each other, looking at their books. This is what school should look like, I thought to myself. This is what learning looks like. This is what working together looks like. I felt tears well up in my eyes witnessing reading as a social activity, and was never more certain of my career choice.
This moment embodies what I love about teaching. But anyone who teaches will tell you that this moment represents a mere slice of teaching life. Teaching is also grading papers, homework, projects, and everything in between. And at the end of each term, every student needs to have a grade next to their name. What plagues so many of us is how to grade students as fairly as possible — how can we assess students frequently enough to give them multiple opportunities to demonstrate their learning, and to inform our lesson planning?
This assessment dilemma is real for me. In addition to my work at CPET and as a literacy consultant, I am also an adjunct professor, and my roster this term has doubled in size. I know how important it is to use formative assessments in my classroom — James Popham says it best: “Formative assessment works!” — but the only way formative assessment really works is when the teacher efficiently grades and provides feedback in a timely manner. Nobody sets out to be that teacher who students refer to as "the one who never gives anything back" (cue student eye roll).
I reached out to my colleagues at CPET for advice on how to grade formative assessments effectively and efficiently, and will share with you some of their pragmatic tips:
While I may not love grading papers as much as I love watching my students read to each other or interact with one another as curious learners, I know that assessments matter to my students, and they guide my lesson designs. Reading our students’ work is an effective step in meeting their needs.
What methods have worked well for you? We’d love to hear the ways in which you’re effectively managing your time and assessments — comment below or tag us online @tccpet!