A few weeks ago, I wrote a blog post about using Jing to provide assessment feedback to my students. A few readers got back to me and requested examples. In class, I explained to my students that I had blogged about what I was doing, and that some other educators were interested in seeing some examples. I said, “Some folks want to see some examples. I don’t show your last name in the screencast, nor do I speak it, but it’s still your work. If no one feels comfortable sharing, that’s ok. Really. If you don’t mind having your work out there for other educators to see, please let me know.” Well, my students are not as shy as I was at their age, because 66% of my students gave me permission to post a link to a screencast of their work. I am deeply grateful to them.
I selected a few to share with you here. These are fairly strong essays; even with permission, I didn’t feel comfortable putting unsuccessful work out there for everyone to see.¬†First, let me say that you may not agree with my feedback. You may wonder why I noted one thing and not another. You may see errors that are untouched, or you may think that I am being too easy…or too tough. Please know that every assignment has its own parameters. Some of this was timed, in-class writing. Some of this was extended work. I’m looking for certain criteria as I grade, noting whether or not they met the expectations outlined on the assignment sheet. Grading is a tricky task, and I have to admit there is a part of me that is hesitant to put myself out there, but here goes. If my kids are brave enough, well then, so am I. Besides, the goal of posting the work here is to demonstrate the use of screencasting as an assessment tool. It’s powerful.
Because of the screencast, I was able to provide detailed feedback about how to fully explain a claim the writer was making.
This is an “A” essay, earning a 93%. I love how the screencast made it possible for me to explain that grade a little more specifically.
This is an example of the first essay of the year. I love how I was able to compliment the writer on her work so far, while noting how she could improve.
In the next example, I was able to pinpoint a few specific sentences that would benefit from revision, and explain why. Instead of just marking an error, I can explain a solution.
Thanks again to my students for putting themselves out there. I absolutely adore teaching these interesting, quirky, funny, talented, and bright young people — every single one of them impresses me in some way. I hope that my feedback helps them grow as writers, and I hope they remember my classroom as a pleasant place of learning.