Alien Pedagogy

I’ve mentioned my use of a scoring guide that pushes students into mastery learning. It’s a challenging assessment, but because I allow students to redo their work as many times as it takes, the average score for essays has improved dramatically. I’m much more satisfied with the essays I’ve received from this year compared to the essays I received last year.

The next steps:

• Train students to study for tests that assess their writing skills rather than their memorization skills.
• Now that students have a basic understanding of structures that allow them to express their thoughts, it’s time to help them think more deeply.

I did not use a rubric, but a scoring guide on my latest essay, and I think it’s paid off.

The guide listed seven basic criteria (example – demonstrates ability to write a correct thesis statement) and three advanced criteria. When marking these papers, there was no middle ground. Students received their score or they received zero credit.

This forced my grade 9 students to master basic skills that I felt many of last year’s students still did not have.

Some reflections:

• I preferred this to the rubric because I find that many of my ELLs refuse to read jargon-laden rubrics (even I can barely read them without getting dizzy).
• Students still did not read this scoring guide until they saw how they were failing the assignment for not demonstrating the necessary skills.
• This scoring system can be painful for students that that do not read instructions (0/100 was a common score in my mainstream class and not uncommon in the advanced group). In response, I read all of the rough drafts and then read the final drafts.
• I am very tired of reading essays.
• I’ve invited students to continue working on their papers until they get 100%, which I find tedious with rubrics that use words like “superior” vs “sufficient.”
• The number of mainstream students who came to my after school essay workshop was three times as high as last year’s most successful workshop for the advanced and dedicated group.
• Because I’ve invited students to redo their assignments repeatedly, they’re beginning to read my feedback and ask questions about it.
• Few students experienced initial success. This process requires students that will be motivated (rather than devastated or indifferent) by a “go for an A” next to a 0/100.
• If these 9s have mastered these skills early on, they’ll be more confident when it comes to peer assessment in the next unit.

Many students are currently failing, but the mainstream class average has improved more than 45%. The advanced group has improved almost 60%. Both groups are still revising their work.