Over the past two years, I’ve been doing more in-conference grading. Students come to my office for a one-on-one conversation about their work. At the heart of this conversation are these four questions…
The students help set the agenda for our discussion. Only after I get a sense of where students think their work has failed or succeeded, do I offer them my comments. Because we can exchange ideas, the process encourages real growth for them and me.
The way I assess work is not separable from how I assess work. A dialogue is better than a monologue.