This week’s reading focuses on assigning assignments, grading, and writing. I have more interest of reading Lang’s chapter about assignments and grading since grading has always been as a pain when I am grading the speeches from COMM110.
Lang says the sequence of the assignments should match up with the order of the teaching goals (Lang, p. 129). I agree on this because students will start to complete the assignment from the easy level to the hard level. My teaching goals are also characterized as moving from the basic goals to the comprehensive goals. When placing the assignments, Lang provides three suggestions, which are offer a wide variety of assignments types, require students to write on the exams, and provide creative assignments. I would like the class to discuss about what kind of creative assignments will you assign to your students?
For the large assignment, such as a researched argumentative essay, or a major presentation, Lang suggests to break down the big assignment into smaller ones. He also suggests that to ask students present their work to the public or to specific audience. Davis also mentions about asking students to present a project in a poster session, which is similar to those at professional and scientific conferences (Davis, 2009, p. 320). I think both the presentation and the poster session are good ways to facilitate students better accomplish their projects since they will have to face the public.
Lang raises an interesting question toward whether to penalize the students who has ambitious plan about one assignment and postpone the date of turning in the assignment (Lang, 2008, p. 136). If the “ambitious student” is penalized, her enthusiasm in learning this course may be diminished. However, if the student is not penalized, it doesn’t sound fair for the rest of the students who turn in the assignment punctually. I would also like the class to discuss whether to penalize the “ambitious student” or not.
Lang provides two suggestions regard to evaluating assignment. He says doing a substantive evaluation in class and using a grading rubric are two methods to save time on grading (Lang, 2008, p. 137-p. 138). Lang also talks about grading on curve, a way to boost up student’s grade when their test is so hard (Lang, 2008, p. 141). I am not sure if grading on curve is helpful for the students to reflect on their studies. Too much curving will make students think the instructor will raise the exam grade even if they don’t review well before the exam. I am afraid students will take advantage of this leniency. So, my third discussion question is how do you perceive grading on a curve? Will you do it or not?
Davis does a good job on presenting the topic of helping students write better. She says the instructors should remind their students that writing is a “hard, messy, nonlinear activity filled with false starts” (Davis, 2009, p. 306). She also suggests of sharing our own struggles of writing our own papers. Moreover, she asks us to define the thesis statement and provide adequate examples (Davis, 2009, p. 307). Davis also suggests us to distribute writing tips sheet or short books on writing to promote good writing practices among the students. She also talks about to help students develop a good habit of writing by asking students writing in class (Davis, 2009, p. 309). I like the free writing method she suggests of, which is good for students to broaden their writing thoughts.
I also enjoy reading chapter 36, where Davis talks about evaluating student’s written work. I like the performance level she provides at page 326. The table is distributed into four levels: component, developing, competent, and exemplary. Davis also suggest of using constructive language when commenting on the written work. She says to balance positive and negative comments; avoid sarcastic and impatient comments, phrase criticisms as questions and be concrete and specific (Davis, 2008, p. 328). These suggestions are useful especially when I am grading student’s speech assignment. It always takes me a lot of time to do the commenting work.
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