Now More Than Ever: Why Collaborative Grading Works, Even Online | Educational Assessment - Faculty Focus

Christian Aguiar, Andrew M. Howard and Ahmad Wright, assistant professors recommends, Over the previous decade, researchers have made the case that engaging students in metacognition improves learning outcomes for students across fields (Zhao et al, 2014; Yeager & Dweck, 2012; Anderson, 2002). 

Now More Than Ever: Why Collaborative Grading Works, Even Online
Photo: Unsplash

We believe one of the best ways to engage students in metacognition and self-assessment is to involve them directly in the grading process. Below, we outline two strategies for doing so: class-generated rubrics and collaborative grading sessions. We also offer helpful guidance on using technology to enhance each, and offer tips on how students (as well as faculty) can learn how to fully engage in the learning process online.

In most cases, the traditional notion of a collaborative grading process can seem to be an oxymoron: students look to an instructor to set the rubric and establish grade parameters but are left to their own devices to endure the writing process. Researchers have consistently found that when students are engaged with metacognitive strategies—from a simple learning strategies survey (Zhao et al, 2014) to direct teaching of Bloom’s Taxonomy (McGuire & McGuire, 2015) to training in self-assessment (Morales, 2014), self-efficacy (Cassidy, 2015), and mindset (Yeager et al, 2016)—they become stronger, more resilient learners. We believe one of the most valuable metacognitive tools a student can acquire is their ability to self-assess and review their own writing.

Consider, then, the notion of a collaborative grading process that rewards “persistence” as it builds a metacognitive approach to writing. Not only does this practice seek to motivate students to embrace their assignments and criticism with new vigor, but it aims to increase their awareness of the stakes, allowing them to redistribute their energies to those areas that need the most work. By incorporating the tangible goal of a one-on-one session, students can be encouraged to be more mindful of the work put into the grading process. Collaborative grading normalizes grading practices while engaging Haynal’s message that “increased communicative practices in the classroom [are] a democratizing practice” that reduce communication barriers and negative perspectives between teachers and students (2016, 111) (2016, 111).

With this in mind, we offer some concrete suggestions for faculty.

Read more... 

Source: Faculty Focus