Chapter 9 - Instructional Media: Chalkboards to Video - CGISS

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Holistic Scoring Writing experts have developed a special process for grading writing -- holistic scoring -- which is especially useful in grading large numbers of essays. Usually, more than one evaluator grades student essays. Using evaluative criteria developed from the learning objectives for a writing assignment, an instructor selects several student essays that exhibit high, average, or low achievement. These models then become the standards by which the instructor and one or more graders evaluate a group of essays. Each evaluator reads the student paper quickly and determines whether it is stronger or weaker than its closest equivalent among model essays. In a typical English program, holistic scoring is done on a fourpoint scale. Three model essays are chosen: the 4/3 model is above average, the 3/2 model is average, the 2/1 model is below average. A student essay that is better than the 4/3 model receives a 4. A paper not as good as the 4/3 model, but better than the 3/2 model, receives a 3, and so on. Each rater makes only two decisions: 1) which model essay is most like the student’s essay to be scored, and 2) whether it is better than, or worse than, its model counterpart. When the grader has determined the score of a student essay, she marks the appropriate number in one corner of the front page of the essay, folds down the corner so as not to influence other graders, and passes the paper on to the next grader. When all the papers have been scored at least three times, the final scores are given a letter grade equivalent. Example Holistic ratings = Totals = Letter-grade equivalent 4 + 4 + 4 = 12 = A 4 + 4 + 3 = 11 = A- 4 + 3 + 3 = 10 = B+ 3 + 3 + 3 = 9 = B 3 + 3 + 2 = 8 = B- 3 + 2 + 2 = 7 = C+ 2 + 2 + 2 = 6 = C 2 + 2 + 1 = 5 = C- 2 + 1 + 1 = 4 = D 1 + 1 + 1 = 3 = E The qualities each number stands for are as follows: The 4 essay will concretely state a thesis that is directly responsive to the assigned topic. The essay will focus on a central idea and show a sure grasp of logical progression. The Section: Student Assessment 209 Chapter 13: Grading
thesis will be substantiated with specific examples or details and will reveal the writer’s ability to select effective, appropriate words and phrases, to construct and organize sentences, to make careful use of transitional devices and to maintain an appropriate tone throughout. The paper will be free of serious mechanical errors. The 3 essay will have a clearly stated thesis that is logically and adequately developed. This essay should contain most of the qualities of good writing itemized in the discussion of the “4” essay, but differs by lacking the real distinction of the latter, although it should show competence. It may contain a thesis that is rather awkward or tedious. Too many examples may be used or occasionally used inappropriately. Word choices and sentence structure should show competence, but may falter occasionally. There may be some mechanical errors, but these should not be numerous or reveal a lack of basic competence. The 2 essay will meet only the basic criteria, and those in a minimal way. The paper should present a central idea with sufficient clarity so that the reader is aware of the writer’s purpose, but it may take some effort to isolate the writer’s point. The organization must be clear enough so the reader can see how the writer means to achieve her purpose, but the organization may be weak. The essay should provide evidence, but it will probably be underdeveloped or poorly related to the central idea. The paper will give one the impression that the writer knows what sentences and paragraphs are, but little else. Mechanical errors will be more frequent with some more serious than in the “3” essay. The 1 essay will show very little competence. The thesis, if present, will be difficult to locate or incomprehensible. The paper will not focus on the assigned topic. Instead of a logical progression, there may be nothing more than listed, underdeveloped points, and the mechanical errors will be so substantial as to bring into question the writer’s grasp of the most basic compositional and grammatical skills. As with analytic scoring, it is important that students are made aware of the method of evaluation and criteria in advance of their writing. Advantages • Inter-rater reliability. Holistic scoring is considered by some to be the most consistent and reliable method of scoring writing available. • Efficiency. Holistic scoring takes much less time to do. Each reader of a holistically scored essay reads the essay through quickly, matching its quality to that of one of the model essays. With the models firmly in mind, a holistic grader’s first impressions of an essay are highly reliable. Section: Student Assessment 210 Chapter 13: Grading
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INSTRUCTION @ FSU: A Guide to Teach
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I. Course Planning -- Content Chapt
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about what skills you expect a stud
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• For a list of more active learn
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Chapter 2 — Determining Learning
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Related table queries Adding tables
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denoting. • Synthesis - Involves
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(higher-level objective -- evaluati
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Example of a Course Planning Worksh
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Chapter 3 — Creating a Syllabus F
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• Influences student attitudes an
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o o o o Helps organize and structur
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ADA Policy: [Suggested language fro
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attendance is necessary. Therefore,
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source without citation; using fact
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the syllabus. For example, use “y
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watching movies with a better under
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November 06-10 Essay Due Monday, No
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Policy for missed tests: All studen
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Writing Objectives Books/Articles
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Diversity and the Academic Culture
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upon the last digit of their FSU ID
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In summary, learning is a complex p
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e relieved if you have recorded tha
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learning atmosphere that you want t
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you stated on the syllabus. This gi
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Chapter 6 — Especially for TAs Th
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Consultants in the Program for Inst
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is required of all TAs. More inform
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Program for Instructional Excellenc
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III. Lesson Delivery Chapter 7 —
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• In PowerPoint, less can be more
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finished, I expect you to be able t
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different things. Communication is
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students time to think and catch up
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Lecture Skills Observation Sheet Ne
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Chapter 8 — Using Active Learning
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New research shows that faculty who
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The guiding principle can be applie
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Note: Even when provided explicit i
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The Activities • Films o Films, a
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• Assessment of group work can be
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Role Playing, Drama, and Simulation
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material outside of class. (Michael
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❒ Use groups to debate the sides
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• Allow sufficient wait time. Wai
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• Postpone the student who attack
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o o o How does this relate to theor
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Collaborative Learning Collaborativ
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• Finch, B. J. (1993, May). A mod
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Using Discussion • Barnes-McConne
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• Luquet, W., & Wetcher-Hendricks
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Chapter 9 — Instructional Media:
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Media can be used to support one or
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information being cut off the sides
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who may forget theirs, but create a
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change. • Effective instructors t
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See Chapter 10 -- Using Course Webs
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classrooms”), as well as via inte
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infrastructure can be built - and a
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o o o view or print - course syllab
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web-supported or online classes are
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Part 2: Read, Reply, and Respond Co
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termed as a distance-learning cours
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o o o proposed online program to th
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Learning How to Use Course Websites
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• Learning Resources -- Provides
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Chapter 11 — Teaching Contexts El
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and a sense of spontaneity, anticip
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• Give groups a sense of how much
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attention of an entire class. Sugg
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objectives. Each day begin the clas
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lecture or completing online assign
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for students to take the lab withou
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nothing more frustrating than repea
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laboratory section to the overall c
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• Interact with students. Take an
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IV. Student Assessment Chapter 12 -
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Table 1 -- Comparison of Limited-Ch
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Page 196 and 197: Evaluating Performance Performance
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Page 212 and 213: Suggestions -- When Grading Writing
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Page 218 and 219: V. Course Evaluation and Revision C
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Chapter 9 - Instructional Media: Chalkboards to Video - CGISS

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