Thoughts on Grading

Recently saw a Facebook post where a religious studies professor stated that he loved teaching but "loathed" grading. This comment was affirmed by a number of other professors or educators (presumably). One noted that, it was "the worst thing ever invented by the human species." Another used the phrase, "the grading dungeon." And still others spoke of "hating" it, that "it's worse than horrible," and a "soul sucking exercise." I believe that some if not all these comments are hyperbolic. Still, I wonder what their students think about how their teachers feel about evaluating the work that they have assigned them to do. I can only tell you how I would have felt and that would not be positive.

Although it is not always the wisest thing to do, I decided to give a minority report. I noted that I didn't necessarily love grading but I viewed it as an extension of my teaching. That is, teaching doesn't stop when I stop talking. I noted that grading was also a way to evaluate my effectiveness even though it can be a humbling exercise. Perhaps our negative view of grading suggests that, even if we claim otherwise, maybe we really aren’t all that interested in what our students are thinking (assuming that there is thinking reflected in what we are grading). 

On my best days, I don't identify myself by what I teach but rather who I teach. Teaching for me is a ministry and ministry is about serving and serving is about embracing the task at hand, enjoyable or not, because in doing so, we serve the Lord Himself. That is not a "soul sucking exercise" but a soul-fulfilling exercise. And, this might not be true for those who are not Christ-followers but for those of us who are, it surely should be.

Grading

Unlike a lot of things seen on Facebook, this is truth. 

Criticizing with Kindness

This is a good article to read and use especially in grading and book reviews. I have tried to do these suggestions but have often fallen short.

How to compose a successful critical commentary:

1. You should attempt to re-express your target’s position so clearly, vividly, and fairly that your target says, “Thanks, I wish I’d thought of putting it that way.
2. You should list any points of agreement (especially if they are not matters of general or widespread agreement).
3. You should mention anything you have learned from your target.
4. Only then are you permitted to say so much as a word of rebuttal or criticism.

Grading and the Song of Solomon

Recently, I was grading some assignments for a seminary class that covered part of the Old Testament historical books (Samuel, Kings, Chronicles) and the Wisdom Books (Job, Proverbs, Ecclesiastes, and Song of Solomon). In one assignment, the student was to identify and record significant passages, doctrines, people, or actions in the book and list OT and NT cross-references. For Song of Solomon, one male student identified "breasts/chests." To be honest, I am not sure whether this should be categorized as a significant passage, doctrine, people, or action! Nonetheless, it provided a much needed chuckle for a day filled with grading.

Giving Graders a Break

Kari Patterson has a nice post on grading and graders As one who has done a fair amount of grading myself, I can only say 'Amen." Among other things, Patterson notes,

Ways to Bless Your Grader

Consider thanking your grader. Consider letting him or her know that you appreciate the time they put into laboring over your work. Oh, and while you’re at it, consider these few things, they will certainly bless your grader, and might make a difference in your grade(!):

1. Please please please please please don’t tweak your margins or your font size to make your paper longer or shorter. After reading 25 papers, a tweaked margin/font size jumps out and screams, “I can’t follow directions! I refuse to make my paper meet the assignment requirements so I was just lazy and changed the parameters. Please grade me down!” Call me a stickler, but this just bugs me. If the paper is 10-12 pages double spaced in 12 pt. font, write a 10-12 page paper double spaced in 12 pt. font. No more, no less.

2. Save the plastic binder/cover things for saving your children’s artwork. They don’t make the paper any better, they just mess up the stack and make them hard to tote around.

3.Use the appropriate citation form. If your professor says Turabian, use Turabian. This is a really easy way to make your grader happy. I have written “please see Turabian form for proper citation method” a thousand times.

4. Humility goes a long way. I’ll admit, a paper with a cocky author just begs for red slashes. Consider your voice. Better yet, consider your character.

5. Use quotations sparingly. Papers filled to the brim with quotations make you realize that author has no idea what they are talking about and is settling for sticking in other people’s thoughts. Quotations are meant to support your claims. When possible, incorporate material into your own words to demonstrate your comprehension.

6. Lastly, please realize that you have to use a source in order to include it in your bibliography. Listing 25 books is not impressive if you only used 3.

Read the entire post here.