Recommended
Recommended
More Related Content
What's hot
What's hot (8)
Similar to Why Is Assessment Feedback Important?: Innovative Ways to Grade
Similar to Why Is Assessment Feedback Important?: Innovative Ways to Grade (18)
More from coachfeliciab
More from coachfeliciab (12)
Recently uploaded
Recently uploaded (20)
Why Is Assessment Feedback Important?: Innovative Ways to Grade
- 2. Grading: The Student’s Perspective Why is it necessary for me to submit this assignment? After I receive feedback, will I know how to complete all future assignments. I don’t understand the feedback! Should I question my grade?
- 3. Grading: The Instructor’s Perspective If I post it, will they read it? 100 papers down, 200 more to go! Is this feedback helping their progression? On the path to scholarly writing!
- 4. Paper Rater
- 5. Paper Rater
- 6. Paper Rater
- 7. Paper Rater
- 18. Grammar Resources Paper Rater is a free online proofreading service with basic grammar and editing capabilities. 1Checker is a free online checker (requires registration) which checks your spelling and grammar and enhances text readability. You can also download 1Checker software for free. After the Deadline offers a quick and helpful free online spelling, grammar and style check. They also have free apps to download for a variety of platforms. VirtualWritingTutor is a free grammar checker that finds common spelling and grammar errors for learners of English as a second language. It is quick and easy to use with good feedback. LanguageTool is a free online style and grammar proofreading service in more than 20 languages. You can also download Language Tool software for free. Grammar Check offers a free spelling, style and grammar check. SpellCheckPlus has a free online grammar checking tool (limited to 250 words at a time). Proofread Bot checks the style and grammar of your text and gives you an extremely detailed report (limited to one free proofreading of 600 words per week). Reverso online spellchecker checks grammar and spelling (limited to 600 characters). Ginger is a free online proofreader for up to 600 words. The online proofreader didn’t work for me for some reason, but they have a fantastic free software to download which works across all text on your computer including emails. http://www.grammarly.com/
- 20. PlagTracker
- 21. PlagTracker
- 22. PlagTracker
- 23. PlagTracker
- 24. PlagTracker
- 25. Top 10 FREE Plagiarism Detection Tools Anti-Plagiarism Anti-Plagiarism is a software designed to effectively detect and thereby prevent plagiarism. It is a versatile tool to deal with World Wide Web copy-pasting information from the assignment of authorship. The goal of this program is to help reduce the impact of plagiarism on education and educational institutions. At present, it distributes free software to detect plagiarism. Checking documents in a format *.rtf, *.doc, *.docx, *.pdf DupliChecker DupliChecker is a tool 100% free to use. Just copy-paste, or upload your essay, thesis, website content or articles, and click ‘search’, and you’ll get the analysis reports within seconds. PaperRater Paper Rater offers three tools: Grammar Checking, Plagiarism Detection and Writing Suggestions. It is a free resource that is developed and maintained by linguistics professionals and graduate students. It is absolutely free to use and it allows you to check for plagiarized parts in your students’ essays. Plagiarisma.net Plagiarisma has a search box as well as a software download available for Windows. Users can also search for entire URLs and files in HTML, DOC, DOCX, RTF, TXT, ODT and PDF formats. PlagiarismChecker PlagiarismChecker.com makes it simple for educators to check whether a student's paper has been copied from the Internet. Users can also use the "Author" option to check if others have plagiarized their work online. It is very easy to use as it does not require any download or installation. Plagium Plagium is a free plagiarism detection tool. It’s very easy to use. All you have to do is paste in the original portion of text (max 250 characters) and hit "search. It is available in six languages and an Alert feature is also available. PlagTracker Plagtracker is another online plagiarism detection service that checks whether similar text content appears elsewhere on the web. It starts scanning all internet pages and more than 20 million academic works for any plagiarized copy. After scanning, you will receive a report with details about your work. Viper Viper is a fast plagiarism detection tools with the ability to scan your document through more than 10 billion resources, such as academic essays and other online sources, offering side-by-side comparisons for plagiarism. It’s free and you can download it very easily. Just keep in mind that it requires a download. Just note that Viper is available to Microsoft Windows users only. SeeSources SeeSources is an online, automatic and free plagiarism checker. Choose MS Word in the formats (.doc/ .docx) or HTML in the formats (.htm) or text (.txt) or text document (max. 300kB, 1000 words). With "Start Analysis" the source search begins. You will be updated about the progress continuously, search takes about 1 minute per document. Plagiarism Detector Plagiarism Detector is a software especially designed keeping the growing content requirement over the internet in mind. Equally useful for teachers, students and website owners. It scans the documents and detects plagiarism and provides an instant report. Your content should not be in a specific format. You simply need to copy/paste your content in the provided window and press search button. This is it!
- 26. Comment Bank Incorporate the feedback that you receive from these resources, to create your own “Comment Bank” Use your Comment Bank to provide qualitative feedback to your students (use it as a stand alone feedback, in the rubric, or in track changes along with the numeric grade) Your Comment Bank may not be like TurnItIn’s QuickMark Drag-and-drop comments or other resources; however, as you build your Comment Bank, I believe that it can be used to provide effective feedback to your students.
- 27. Example Discussion Comment Bank Week 1: Discussion Feedback Once again, I would like to welcome you to PY3150! You did an excellent job introducing yourself and discussing the personal application of psychology! I look forward to your discussions this quarter. Thank you for sharing! Grammar / Mechanics (10/10). Initial Post (50/50): Introduction (Y); Application of Psychology (Y). Peer Replies (40/40): Reply 1 (Y), Reply 2 (Y) Prof. Banks
- 28. Example Essay Comment Bank Week 6 Essay: You did a good job discussing Kyle's developmental stages regarding Erikson's theory, however you could have shared some information regarding his earlier stages of development based on Erikson's theory (if information was not provided on Kyle's earlier developmental stages, then you could have made an assumption on how you believe his developmental stages were, based on the information provided in his adulthood). You could also further extend your discussion by first defining each stage of Erikson's theory and then discussing how that stage was reflected on Kyle. Overall, you did a good job! Please let me know if you have any questions. Prof. Banks
- 29. 10 Tips For More Efficient and Effective Grading One and Done: Mention the error and explain how to correct it once. Bank Comments: Keep a bank of comments about frequent errors students make and organize them in groups for easy access. Frontload Feedback: Write comments students can apply to future assignments. “Global Comments vs. Local Corrections: If a student has written the paper in the incorrect genre in his/her first draft, comment minimally on local-level issues, grammar, format, etc, and instead focus comments on global issues. For example, if the student writes a summary of a work, and the assignment asks for an analysis instead, then it is best to comment globally (Smith & Palenque, 2015).”
- 30. 10 Tips Continued “KISS (Keep It Simple for Students): When making grading a teachable moment, be sure comments do not become so convoluted as to impair learning (Smith & Palenque, 2015).” Attitude and Approach: Make student learning the primary goal. According to Getzlaf, et al (2009) effective feedback is a mutual process involving both student and instructor. Conscious Use of Comments: According to Getzlaf et al (2009), effective feedback is applicable to future situations.
- 31. 10 Tips Continued “Avoid Surprises: Publish or distribute rubrics well in advance of assignment due dates so that students know how their papers will be evaluated (Smith & Palenque, 2015).” Less is More: Instructors should avoid the temptation to respond to everything that calls for adjustments or changes. “Questions for Reflection: Consider inviting reflective, critical thinking and further conversation in a productive, scholarly exchange with the student. Instead of telling students what they did "wrong," ask them to rethink their approach. For example, consider using a phrase such as "What is the most interesting aspect of your essay?" Or "What would draw your attention to this topic, as a reader?" This way, the student is not only prompted to make more thoughtful revisions, but also is given tools to use when considering how to write a hook for future essays (Smith & Palenque).”
- 32. Grade Calculator
- 33. Grade Calculator
- 34. Grade Calculator
- 35. Questions ?
- 36. References After The Deadline. (n.d.). Retrieved from http://www.polishmywriting.com/ Eggleston, B. (n.d.). Grade Calculator. Retrieved from http://www.benegg.net/grade_calculator.html Getzlaf, B., Perry, B., Toffner, G., Lamarche, K., & Edwards, M. (2009). Effective instructor feedback: Perceptions of online graduate students. Journal Of Educators Online, 6(2). Paper Rater. (2015). Retrieved from http://www.paperrater.com/ Plag Tracker. (n.d.). Retrieved from http://www.plagtracker.com/ Smith, V., & Palenque, S. (2015). Ten Tips for More Efficient and Effective Grading. Retrieved from http://www.facultyfocus.com/articles/educational- assessment/ten-tips-efficient-effective-grading/ Spread-The-Word. (2013). Ten free online proofreading tools. Retrieved from http://www.spread-the-word.co.za/free-proofreading-tools/ Uhacz, A. (n.d.). How to Tell if a Website is Legit. Retrieved from http://www.ehow.com/how_6396190_tell-website-legit.html
Editor's Notes
- The relevance of topics discussed in the course, and the significance of completing assignments should be conveyed to our students. I believe that the relevance and significance of assignments are shared with the students, usually in the lecture or announcements that we provide at the beginning of each week. However, some of our students may not read or understand the information that we provide. I don’t like to be redundant, this makes me feel like the ‘Energizer Bunny,’ however, I share the relevance and significance of a topic and assignments with my students at least two times (sometimes three). I provide the relevance of a topic throughout the quarter, in the announcements, and then again in an email or the discussion forum. In addition to conveying the relevance of a topic, I also mention the importance of applying real-world examples in assignments, this may help our students to understand the topic and it also demonstrates to us (the instructors) that the student understands the topic and assignment. The assignment is a means to help the instructor determine that the student in fact understands the topic that was discussed. If our students do not deliver on the assignment; one of two things are possible (1) they did not care about the assignments or find it relevant enough to learn about or (2) the information that we-the instructors-provide is not engaging enough for them to want to understand the topic. We (instructors) receive vital feedback from our students, through their assignments. While we are grading them, their assignments are actually, a depiction of their grade to us (this is not the case for students that make very little effort to learn; if we are effectively engaging our students, providing resources, and effective feedback on assignments, then we have done all that we can do and will need the student to meet us halfway to provide a positive outcome from the course). The feedback that we provide on assignments should not be considered busy work; it is a gateway to helping our students become scholarly writers, while applying what we discussed or learn in the course to their lives (personally or professionally). The premise of this presentation is to share a few pointers and resources to help our students become critical thinkers and make grading a little less tedious or busy for us. Our feedback, when and if read by the our students, can help them to become more proficient in completing assignments, if they aren’t already. In addition to providing qualitative (I will provide praise and critique of their work; normally four sentences) and quantitative (a numeric grade in the rubric) feedback; every once and again, I will provide a sample assignment. Depending on the number of students that have missed the mark on an assignment in a previous course, I will provide examples of assignments at the beginning of the course, and then again in an email during the week that the assignment is due. We must keep in mind that our students are willing to do the assignments; however, they may not have an understanding of the instructions. I believe that providing examples (your own, or from previous students that have provided permission for us to share their work) clearly demonstrates what we expect from our students, for that particular assignment. I rarely receive a message from my students, that state that they do not understand my feedback. However, I am sure that there are a few that may not understand my feedback. I say this because those few students will continue to make the same errors on future assignments. Therefore, I suggest resources that can assist them in their efforts to complete assignments. There is also the possibility that the student may not be reading the feedback that I provide; if I believe that to be the case, then I send an email of resources that could assist them. My current challenge, of which I hope that some of you can help me with, is to make my delivery of feedback more interesting to my students (i.e. using POWTOONS or vocal feedback). I am also sure that it is rare for our students to question their grades. However, I welcome the opportunity for my students to question their grades; this demonstrates that they are paying attention, they care about their progression in the course, they want to learn or they carve knowledge, and they have a vested interest in the course. I have been questioned (once or twice) about the grade I provided to my students; and I explained why they received the grade. After doing so, they accepted the grade. However, I noticed a significant difference (positive) in future assignments. Allowing your students to question their grades or feedback, could possibly make a difference in their future assignments. I also believe that the student feels more responsible or in control of how they learn and complete future assignments.
- I can usually determine how many of my students read my feedback, based on the improvement or lack of improvement on future assignments. I’m sure that none of us like busy work Completing the rubric for each assignment is required, as well as some qualitative feedback (I believe it helps make sense of the numeric grade that was received). However, if we believe that students are not reading the qualitative feedback we may be less prone to provide any qualitative feedback, but I always feel compelled to do so. Qualitative feedback, to me, is like providing a period at the end of a sentence (in this case, a period at the end of the rubric Therefore, I either want to provide a more interesting way of delivering the feedback or have my students to become more involved in the grading process. I feel that either or both methods will motivate my students to be more engaged in what they obtain from the lecture, their reading, and completing the assignments. If I provide POWTOONS or recorded feedback; it may engage my student, as well as myself, because it is a different method of grading and providing feedback. In addition, POWTOONS or recorded feedback is more engaging then just reading the provided feedback (the feedback may not seem as harsh to our students, when we have to provide constructive feedback). The use of resources that can assist us in grading papers could possibly make the process faster. I am not suggesting that we use resources to replace instructor grading; however, I believe that these resources can focus on the style and grammar while we focus on the content. It is also possible that if we share these resources with our students, they will become more engage in the assignment and grading process and their writing skills will strengthen. When we see an improvement in our students’ writing skills and increased grades, this will demonstrate a significance in adding resources that make a difference in the grading process. Incorporating resources such as: POWTOONS, recorded feedback, track changes in Microsoft Word, After The Deadline, PlagTracker, and PaperRater could greatly assist our students and make the grading process less tedious for us. The following 4 slides provide screenshots of “PaperRater;” a free software that you or your students can use to check grammar, style, and plagiarism. The weblink to “PaperRater” can be found at the bottom of the next slide.
- http://www.paperrater.com/
- Copy and paste the assignment in the textbox, then the references. Next, you will need to select the educational level of the author from the dropdown menu, select the type of paper that has been submitted (i.e. essay), include the originality detection, the default dialect is English (however, you can change it, if need be), please read and accept the disclosure, and then click the “Get Report” box.
- Click on the “Plagiarism Detection” box, to the right of the textbox (this action will provide plagiarism feedback, if the feedback provides 75-100% originality, I consider the paper to be original), then click the “Style” box (this will provide suggested feedback that you can share with your students or if your students decide to use this resource, they can incorporate the feedback in their own paper before submitting it to you), and then click the “Grade” box (I do not agree with the provided grades; however, it is a good indication of a “ballpark” grade, I mentioned to you earlier that resources cannot take the place of instructor grading or a physical person grading the assignment-something would be missing from the validation-however, I believe that these resources are useful in guiding the student’s ability to write and providing laymen terms and information that the instructor can provide to their students in feedback). So where does the “short cut” or time saver come into play? Just stay tune until after I share “After The Deadline” and “Plag Tracker” with you
- The following 10 slides provide screenshots of “After The Deadline;” a free software that you or your students can use to check grammar and style. The weblink to “After The Deadline” can be found at the bottom of the next slide.
- After the Deadline www.polishmywriting.com
- www.polishmywriting.com
- If there are any errors, they will either be underlined in red, green, or blue.
- Corrections are provided for most of the underlined words by clicking the word.
- An explanation can also be given for suggested error. I believe this suggestion is relevant for our students. This may also provide clarification on the feedback we provide them (i.e. awkward sentence structure).
- Once we have accepted or ignored the suggestions, we should click the “Check Writing” button once more. This action will show the corrections.
- Here are a few other free resources you can use for grammar checks. I don’t like to download any resources, if I need to, I use CNET. Normally, I use resources that I can copy and paste into my browser. If you decide to download any resources, please be sure to check it by using your Anti-Virus software. http://www.ehow.com/how_6396190_tell-website-legit.html http://www.spread-the-word.co.za/free-proofreading-tools/ If you decide to use “After The Deadline” instead of “Paper Rater,” and you want to also check assignments for plagiarism, the following 7 slides are screenshots of PlagTracker, a free resource that checks for plagiarism. The weblink to PlagTracker is at the bottom of the next slide.
- PlagTracker https://www.plagtracker.com/upload
- PlagTracker https://www.plagtracker.com/upload Copy and paste the assignment into the textbox and then click the “Start Checking” box to the right of the textbox.
- The feedback will be provided to the right of the textbox. You can either click each link to check the sources, under the feedback column to the right of the textbox or you can scroll through the textbox to view the discussion with and without sources.
- Here are a few free resources you can use to detect plagiarism. http://elearningindustry.com/top-10-free-plagiarism-detection-tools-for-teachers
- You are allotted very few characters in your comment feedback. I believe the most important information is the quantitative section; however, it is also a nice touch to add some constructive feedback/praise.
- The Less is More tip was a teachable moment for me. One of my students was intimidated by my lengthy feedback; truth be told, I thought I was helping and not harming their progression. I pulled back on my lengthy feedback the following quarter, and I received more engagement in assignment submissions. I wish I could redo that experience for that student; however, I do believe that they would be tickled to know that they taught me something, especially where it matters most, most students do care, all they need is a chance and to be pointed in the right direction (most of them can take it from there). I do appreciate you taking the time to view my presentation, it is greatly appreciated. If you don’t have any questions (of which I can entertain), I would LOVE for you to share your Best Practices of Effective Grading.
- Are your students wondering what their final grade will be? Are your students a little nervous about the possibility of repeating the course? If so, Ben Eggleton’s Grade Calculator should provide them with an estimate of what their final grade will be. If the student has knowledge of the possible outcome in the course, then this information will continue to motivate them and help them succeed in the course. http://www.benegg.net/grade_calculator.html