How to Evaluate a Job: 12 Steps (with Pictures)

How to Evaluate a Job: 12 Steps (with Pictures)
How to Evaluate a Job: 12 Steps (with Pictures)
Anonim

Anyone can correct a piece of work, but a good teacher knows how to grade a copy in a way that either encourages one student in need or warns another. As the great professor and poet Taylor Mali put it so well: “I can make a C + as rewarding as the Medal of Honor and an A- as painful as a slap in the face."

Steps

Part 1 of 3: Navigating an Essay

Grade a Paper Step 1

Step 1. Learn the difference between more or less serious faults

Although your concern should be higher or lower, it is important to focus on serious mistakes like content, reasoning, and organization rather than grammar, turns of phrase and spelling.

Everything obviously depends on the exercise to be done, the school year of your students and their individual interests. If you teach them how to use the comma, it's okay to make it a priority. But, generally, for a writing assignment, emphasis should be placed on higher concerns such as those cited above

Grade a Paper Step 2

Step 2. First read everything without making any notes

It can be tempting to rush into it when you have to correct a stack of 50 or 100 assignments and another Q&A and then have to write the next day's lesson again. Resist the temptation. Read them all individually before making notes. Start with what is most important.

  • Is the student in the subject and developing it effectively?
  • Does he reason creatively?
  • Does he clearly establish his point of view or his thesis?
  • Is the thesis developed throughout the subject?
  • Does the author provide proof?
  • Does the work look organized and proofread or messy?
Grade a Paper Step 3

Step 3. Do not use a red pen

It can be very stressful for a student to pick up a job with red streaks. Although some professors claim that red is a sign of authority, even if it is true, there are other ways to assert authority than with a colored pen.

Putting comments in pencil suggests that the problem is not serious and allows the student not to dwell on it. A blue or black pencil is perfectly suited

Grade a Paper Step 4

Step 4. Proofread the work fitted with your pencil

Write remarks, criticisms and questions in the margin as neatly as possible and circle or underline the areas to be clarified.

Be as specific as possible when asking questions. " What ? "Doesn't help anything compared to" What do you mean by certain companies? "

Grade a Paper Step 5

Step 5. Reread the turns of phrase and minor priorities

After having identified important elements such as content, focus on the turns of phrase, grammar and punctuation that are more or less essential depending on the year and the knowledge of your students. Here are some points to note (particularly valid in the USA).

  • "/> = start a new paragraph.
  • Three bars under a letter = put a letter in upper or lower case.
  • "Orth" = the spelling of the word is incorrect.
  • A word crossed out with a “spiral” above = the word must be deleted.
  • Some teachers use the first page for future remarks. If these are wording issues, write them down on the first page and no longer in the text itself, especially if it needs to be revised.

Part 2 of 3: Write effective reviews

Grade a Paper Step 6

Step 1. Write no more than one comment per paragraph and no more than one remark at the end

The purpose of comments is to highlight the strengths and weaknesses of a student's writing style. Tearing down a paragraph with a red pen accomplishes none of that.

  • Include comments in the margin to indicate points or parts of the text that can be improved.
  • Gather the remarks into a paragraph at the end to summarize your comments and guide the student towards improvement.
  • Never justify a rating. Never start a remark with “You get a C because…” It is not for you to defend the rating. Instead, make comments that will be used for future correction or the next job.
Grade a Paper Step 7

Step 2. Give praise

Try to start your point by pointing out something the student did well and encourage them. Seeing exclamation marks or a "good job" affects the student more and assures you that they keep up the momentum.

If you have trouble finding something to say, you can always congratulate him on his choice of topic: “This is an important topic! Good choice ! "

Grade a Paper Step 8

Step 3. List the three most important improvements to be made

Even if the job is a disaster, don't overwhelm the student with everything they need to improve. Just target three things for improvement. This will give him a concrete strategy towards improvement and it will prevent him from feeling overwhelmed by failure.

Try to determine these three points from the first reading to make your life easier when writing your comments

Grade a Paper Step 9

Step 4. Encourage review

Rather than focusing all of your comments on what the student did wrong, target them, if possible, to the next assignment or to a rewrite if possible.

“Make sure you organize your paragraphs around your point of view in your next job” rather than “Your paragraphs are disorganized”

Part 3 of 3: Evaluate

Grade a Paper Step 10

Step 1. Use a rubric and give students access to it

A rubric is used, generally on a scale of 100, to give a numerical value to the various criteria forming the score. In order to determine the letter corresponding to the grade, you assign a numerical value to each section and calculate the score. If the students know the rubric, the process will be transparent and the risk of being accused of arbitrary judgment disappears. A column looks like this (particularly valid in the USA).

  • Thesis and argumentation: _ / 40
  • Organization and paragraphs: _ / 30
  • Introduction and conclusion: _ / 10
  • Grammar, turns of phrase and spelling: _ / 10
  • Sources and citations: _ / 10
Grade a Paper Step 11

Step 2. Give a description of each note

Give a written explanation of the meaning, according to your own criteria and according to the level of the class, an A, a B, etc. This ensures that they can interpret their note.

  • A (100-90): The work creatively integrates everything that was asked for. The work goes further than what was requested and shows that the student has demonstrated initiative regarding content, organization and style.
  • B (89-80): the work includes everything that was requested. It's a success in terms of content, but can be improved in terms of organization and style, perhaps needing a little overhaul. A B is weaker in terms of creativity and originality than an A.
  • C (79-70): the work is complete. While the content, organization and style are logical and cohesive, they deserve a little improvement and do not exemplify a high level of creativity and originality on the part of the author.
  • D (69-60): the work is either incomplete or inadequate. Work of this level requires corrections and is insufficient in content, organization and style.
  • F (below 60): the work does not meet expectations. In general, students who put in real effort should not be given an F. If so (and you feel like you put in the right amount of effort), you should come talk to me.
Grade a Paper Step 12

Step 3. Arrange for the grade to be the last thing the student sees

Indicate the note at the end of the work, after the section and your comments. If you put it near the title, the student will probably not be reviewing the work or your comments.

Some teachers prefer to hand in assignments at the end of the day for fear of discouraging and distracting students during class hours. Make sure that students have time to go through their work in class and be available to talk about it after class. This will ensure that they read and understand your remarks

Advice

  • Avoid all distractions. It might seem like a good idea to watch TV while correcting your copies, but it will actually take longer. Set a doable goal, like correcting ten assignments tonight. As soon as you're done, go have a drink.
  • Divide your corrections. Don't try to do them all at once. Your remarks will get shorter and shorter and you may miss things or repeat yourself.
  • Don't keep your favorites. Be fair.
  • Don't just dwell on grammar. Pay attention to concepts, plots, climaxes, and most importantly, make sure there is a beginning (an intro that draws attention), a middle (three reasons should each have three supporting arguments), and an end (summarize the rest of the work and make a correct ending for the audience to remember the story).

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