Grading Practices & Challenges: Managing Your Grading Workload

Reading and responding to students' work is a necessary step in meeting their needs.

DR. LAURA RIGOLOSI
Curriculum & Literacy Specialist

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? 

---

Grading efficiently

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:

1. Create a bank of responses: After reading and commenting on a few papers, you can begin to create a series of comments. G. Faith Little & Sean Hughes note that Google Classroom allows you to make a comment bank — a multiple choice dropdown feature that allows you to choose from comments you have already created. If you are not using Google Classroom, you can create a bank on your own by listing repeated comments in a Word document, and then pasting those comments into students’ papers. 
2. Respond as you go: Comment while you are reading a student’s paper by sharing your thoughts and questions as a reader, and showing them the patterns you are noticing, instead of creating one lengthy comment at the end of the paper. When I try to write an overarching comment at the end of a student’s work, I find that I am essentially writing my own mini paper as a response to my student’s paper! Commenting in a Google doc (or on other platforms) allows you to store comments along the way, which Dr. Adele Bruni Ashley notes will be helpful for you and your students to refer back to before the next assessment.
3. Live conference: It may be more efficient to spend five minutes conferencing (via Zoom or in person) with each student in real time rather than writing down your comments on their papers. Not only is this a time saver, Jacqui Stolzer notes that it creates space for students to ask questions and respond to your feedback. As Dr. Sherrish Holloman points out, this creates a more intimate interaction, and may help students stay more motivated and interested in the writing process. It can also relieve the pressure of receiving feedback in private, where it can't be discussed or clarified.
4. Tick tock: Set a timer for each piece, and try to stay within the limits of the timer. It is too easy to get distracted and lose track of time! 
5. Peer edit: If you have the time and can plan it out, have students peer edit each other’s pieces. Before students begin the process, consider modeling and discussing the components of helpful comments and appropriate feedback. Be sure that students understand that their feedback should reflect the criteria in the rubric. It helps to hold the peer editor accountable by counting their peer editing as a homework assignment, or something similarly weighted. 
6. Know where to begin: If you are in a time crunch, Courtney Brown suggests grading your most at-risk students first, so that they have the time to adjust their work and resubmit to you. 

---

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!

​

SUPPORT MADE JUST FOR YOU

PANDEMIC PEDAGOGY: TEACHING LESSONS

USING FORMATIVE ASSESSMENTS ONLINE