Lately I've been thinking about grading and assessment at the higher ed level. Truthfully, I've been scrutinizing my own approach to grading student work and wondering if I have high enough standards. These questions are in the forefront of my mind as I read and grade my students latest project.
Undergrads were given a short case study explaining a scenario where a young student is having problems at school. Most case studies explain a myriad of social, academic, behavioral or familial issues that a teacher must troubleshoot in order to ensure the success of the student. The project requires my students to hypothesize which exceptionalities may be impacting the student's performance at school; they must also create an intervention plan focusing on the student's strengths and preferred learning modalities.
It's an interesting time to be reflecting on my assessment approach because my students totally nailed this assignment. As I read their work it's obvious that they have synthesized the concepts from the readings, class discussions & activities, and practicum experience. It's even clear that many of these students are listening to my fly-by advice that is uncontrollably dispensed throughout class sessions.
My students are reflecting back to me via their work that they believe in collaboration, wrap around services for students and their families, creating positive, inclusive classroom communities, and working tirelessly for each and every student in their future classrooms.
My students make occasional spelling and grammatical errors. It's also obvious that they aren't exactly sure how to use some of the education terms to which they have recently been exposed. Occasionally a student forgets to use person first language. I have chosen to ignore most of the spelling and grammar issues, and I use the other errors as a learning moment. I circle phrases or words that should be worded in a more professional, positive manner and write the "corrected" version in the margins.
Some of my colleagues correct every spelling and grammar error. Sometimes I feel guilty for not doing this as well. If a student's ideas are convoluted because there are too many errors, of course they will be advised to utilize peer editors and writing tutors when they revise their work. But I focus on the purpose and content of the assignment. Are the students getting the big ideas? Is there evidence that they are applying course content when designing strategies to help students with exceptionalities? If the answer is yes, the students earn a favorable grade.
At this point, I feel confident in my grading approach. And this assignment in particular provides a strong set of evidence that the learning experience I am providing my students is paying off. These folks are understanding what it takes to be an inclusive educator, and it thrills me to know that our children will benefit.
