Holm Center 6 2010-2024 Form

Most of my “hacks” have been mentioned in other answers (that’s what happens when you have seasoned teachers like Matthew Bates and Dave Consiglio on this forum), but since Daniel Kaplan was kind enough to A2A me on this, I’ll throw in a couple of hacks that I like to use for grading writing assignments.Chunk GradingThis is especially effective for elementary and middle grade English teachers. Instead of collecting essays and grading the them in full, I grade each section independently as it is completed. For example, if we’re working on argumentative writing, I’ll give a series of lessons on writing introductions for our topics, have the students complete introductions, grade them, give feedback, and allow students to revise their introductions. Then I’ll repeat the steps with body paragraphs and conclusions.Chunk grading does two things: first, it reduces the amount of time I spend grading per sitting. Instead of spending two hours to grade half a class of full essays, I can spend those two hours grading introductions for all my classes. Second, it gives students more timely feedback on their writing and an immediate opportunity to revise and improve. By the end of the writing process, I’ll have five or six formative grades, some good data for my students, and much better final essays.Unfortunately, this grading method only really works for teachers who teach the writing process from beginning to end. In higher ed, where understanding of the writing process is assumed, it’s less effective.Partner PapersFor a couple of my essay assignments, I have the students work in pairs or groups. All members of the group are researching the same topic, but each group member focuses on a different aspect of that topic to add to the collective essay. For example, if we’re discussing World War II, one group member might be tasked with researching Hitler’s rise to power, one might research the persecution of the Jews in ghettos and concentration camps, and one might research the Nuremberg Trials. The task is then to complete independent body sections of an essay that are connected via the introduction and conclusion of the essay (which are completed collaboratively).This task reduces class grading to at least half (generally to a third) while still helping me gather relevant data about my students’ writing and collaborative efforts. It also presents opportunities for peer feedback and revision.

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Log on to the Staff view. Click the Tools tab. Click the Grade Scales side-tab. A list of grade scales appears. On the Options menu, click Add. The New Grade Scale page appears. Use the following table to complete the fields:

Name the Grade-book sheet. Double-click on “Sheet1” at the bottom of the Excel window, “Sheet1” is now highlighted. Type a name for the sheet, for example: First Hour Grades. Press Enter. Insert Class Information. Click cell A1 to select it. Type teacher's name.

Name the Grade-book sheet. Double-click on “Sheet1” at the bottom of the Excel window, “Sheet1” is now highlighted. Type a name for the sheet, for example: First Hour Grades. Press Enter. Insert Class Information. Click cell A1 to select it. Type teacher's name.

To find the grade, multiply the grade for each assignment against the weight, and then add these totals all up. So for each cell (in the Total column) we will enter =SUM(Grade Cell * Weight Cell), so my first formula is =SUM(B2×C2), the next one would be =SUM(B3×C3) and so on.

A piece of airSlate SignNow on which a student's grades are recorded.