Marker as editor
From Elearning
Contents |
Pattern Name - Marker as editor
Scenario/Challenge
Picking up their marked essay is often a student's first serious feedback on their research, ideas and writing. Also, marking takes a good deal of time and effort, without any real expectation from the student or the marker that the student will learn anything from the feedback given. This discourages markers from including comments, and encourages students to see submitting essay - rather than receiving and acting on feedback - as the end of the process.
Solution
- Treat the marking process more like editing.
- Students are given detailed comments on their essay and given the opportunity to respond to those comments and re-submit their essay.
- Students gain up to 10% for improving their essay in the ways suggested by the marker.
Advantages
- Markers get the satisfaction of seeing their work result in better essays.
- Students get the experience of actually improving on their work in the light of critical feedback.
- The marking process better resembles the experience of publishing in either an academic or a non-academic.
Background / Case-study
Megan le Masurier (Media & Communications) worked for many years on publications where everyone was required to help out with the sub-editing of articles. When it came to marking essays, she found herself sub-editing them too. When this was pointed out to her, she suggested the idea above to her students, and so far they've been very enthusiastic about it. Since this semester is the first chance she's had to try it, she's waiting to see what sort of difference it makes to the essays and the marking process.
Risks / When not to
See the discussion page.
