One of my biggest weaknesses as a teacher is giving meaningful, timely feedback to my students. It isn't that I don't care about doing this, but there just never seems to be enough time to volunteer those extra minutes to the grading process every single time I grade.
Sometimes I get started with giving awesome feedback only to realize that the grading process slows to a glacial pace and the stack of complete papers stops growing and the stack of incomplete papers never changes its height!
So that being said, I am always on the look out for inspiration when it comes to streamlining feedback and this post is an example of one of those attempts. You need to know that this is a DRAFT and that I am not completely pleased with the results yet. I am open for suggestion, so if you look it over and have ideas let me know.
For now, let me tell you where the idea came from.
Recently I was grading our latest interpersonal exam and caught myself drawing T charts on a legal pad where I jotted down observations while listening to my students' recordings. Because in my district we use Stevens Learning Systems language labs, once the recordings are made each student is linked to a digital copy of our district rubric. The only problem with this is that while you are listening to two students, you can only see one of the students' rubrics. After I finished listening to a group, I have to safe the feedback, open the other student's file, remember what I noticed in their recording and mark their rubric. This was the reason why the T charts were so helpful to me.
After grading all of the interpersonal exams and passing out the student rubrics I realized that my kiddos might have actually benefited and even wanted to see their side of the T chart notes I wrote on them. That thought led to this sketch:
I decided I wanted something I could use that allowed me to evaluate students side by side. Afterwards I could cut the document apart and give each student his/her side of the sheet.
Then I realized that I was writing some of the same feedback blurbs over and over again for different students, soI generated a list of positive performance features and performance features that needed improvement. I framed them with the Plus/Delta model (a favorite of mine) and made those feedback blurbs options with check boxes.
I then decided that I wanted to start doing more about communicating to students where I believe they are on the proficiency scale. So, as you can see below, I included a "proficiency estimator" box.
What came into being after all of my brainstorming is this:
Now looking at it I think I am going to be more fancy and pull out the ACTFL Proficiency Descriptors and tweak the Plus/Delta section so that the feedback blurbs communicate actual communicative behaviors connected to those proficiency levels.
If you want to tinker with this yourself here are links to the Word document and the PDF file:
You have my permission as long as you share with me and you don't sell it and become rich!
We'll see if I get to actually use this before the year is out, but I think I am on to something here.
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