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ERIC Number: ED270814
Record Type: RIE
Publication Date: 1986-Mar-14
Pages: 21
Abstractor: N/A
Reference Count: 0
Learning to Grade Papers.
Liggett, Sarah L.
To discuss how training programs for new teaching assistants affect them and, more specifically how a training seminar affected the way they grade papers, twelve teaching assistants read about evaluation, participated in six paper grading sessions, and were assigned an experienced teaching assistant who checked sets of marked essays for validity and reliability of comments and grades. To assess the effects of the training program, data were gathered in four ways: (1) teachers graded the same essay at the beginning and at the end of the semester; (2) each wrote a brief analysis comparing the two gradings; (3) three students from each teacher's class completed a questionnaire about their teacher's grading; and (4) the experienced teachers evaluated the new teachers' grading. Results of training showed that the number, purpose, focus, and format of the comments changed positively, while the grades on the paper decreased. The teachers' responses to their own grading revealed a new confidence in their grading skills and the student questionnaires reflected satisfaction with teacher comments and grades. The evaluations by experienced teachers exhibited concern about inflated grades and unmarked grammatical and mechanical errors. Training sessions for new teachers can influence how they mark papers; however, new teachers themselves may require writing instruction. More research is needed to determine the role of grading in current pedagogy. A student essay for grading by a new teacher is included in the appendices, as well as a coding system for graded essays. (SRT)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Conference on College Composition and Communication (37th, New Orleans, LA, March 13-15, 1986).