To Tackle the Two Big Grading Myths [S2 E43]

There are two big grading myths.

And believing them can lead to burnout and make the job we love one that we dread.

GRADING MYTH #1: Grading & Feedback are synonyms

Let’s think about this. Grading and feedback might feel like the same thing, or even the same task, but separating the two in our minds can help us set up a new, fresh mindset.

Think about what’s bogging you down. Exactly which part of the process is killing you? Not all of it has to happen all at once.

Grading: to me this is synonymous with scoring - attributing a letter, number, or percentage to what a student submitted. This is what actually goes in the gradebook.

Feedback: This is what’s needed from you to help students make improvements on their work and learn from their mistakes.

If it helps, here’s an example of the literary analysis rubric I’ve been using most recently:

GRADING MYTH #2: EVERYTHING MUST BE GRADED

No on ever explained this to me when I started teaching. NO. ONE. But the truth is, not everything has to have a score. Check things in for record keeping? Sure. Anecdotal feedback on a group activity? Sounds great! But collecting everything to go through with a fine-tooth comb? That’s a recipe for burnout.

For more ideas on grading, rubrics, and so forth, head over to Amanda’s website!