I tend to start basic: did the responder answer the question and is it detailed enough that a reader of that response learns something specific about the responder's view.
I use informal writing for my students all the time, sometimes blogging and sometimes in discussion boards and sometimes in other ways. For blogs that are public, I tend to think that the assessment needs to be more about the content and ideas, but I use a B Contract, so it's all about if it's done, approximates what was asked, and was on time. It's a check-was done, or no check-was not done. I offer substantive feedback on this activity and then I pin to their Pinterest boards for inventive ideas, getting it posted on time the first time, in-depth post, creative links, etc.
Using a scoring rubric for low-stakes assignments like blog posts makes sense - those kinds of assignments tend to be more directive than an essay. There were clear tasks laid out in the prompt so that might be a good place to start. Did the post address what the prompt asked?
Good point -- and these are frequently low-points in a points-based class that have clear objectives assigned to them, as well. And it's easy to see where you need to achieve those points and or for objectives.
I think we should work together to create a scoring guide and then use that. And there's a difference between low-stakes and high-stakes blog posts, so of course that should taken into account as well.
I provide a detailed rubric with points value and expected "quality" of a post. I also describe what an "empty" post, offer a general example of an "empty" is and how a post like this earns "0" points. When I grade, I offer students who "miss the mark" both points earned together with narrative feedback to guide their writing for the next post.
I am looking for three things in my students' posts: content, length, and timeliness. I look to see that the post addresses the prompt and depending on the prompt, I provide information about what I am looking for in their post. I like to let students know how long their posts should be. For many of my students this is a new activity so it is helpful for them to have some parameters for how long a post should be. I also like to let them know that there are due dates for these assignments. Many students come in with this idea that online means anytime--anywhere education. They need to know that there are deadlines even in an online environment.
I've actually done an exercise with students in terms of assessing blogs. Time Magazine recommends ten blogs for readers to follow. In this activity, students examine some of these blogs, and then based on what they liked and didn't like, they provide criteria, or a rubric, explaining what a good blog contains. In general, when evaluating a blog, one should consider the blog's topic, audience, usability, visual friendliness....not finished.
That they did it is enough, give them a check plus! I read a really smart article from a comp teacher who back in the 60's said he simply has his students write one directed journal entry a day--even when class is not in session--and he just gave them credit. He would skim them at the end of the semester, but never read them in depth. Sometimes, he said, students would write over and over and over, "This assignment is a waste of my time," for their one page post--but, eventually, they would give in to the assignment. Of course he would cover new tools, techniques, and writing strategies in class to help them write better entries, but his philosophy for these types of writing activities was that assessment was simply, did they do it or didn't they. It is definitely something to think about.
I want to look at this in two ways: as if these were real comments on a real blog (authentic) and as a student exercise.
First, this is a real blog and these are real comments, and the only difference between something that may be more "authentic" is that this is an exercise given within an educational setting. But, we judge comments on blogs by their usefulness and how they make us think. Or perhaps by how outrageous they are and by how many further comments they elicit.......
I have used scoring guides on blog entries in lit courses, but not in comp courses with portfolios where I use a unilateral B contract. I engage with the ideas of the post on the blog and provide feedback regarding the depth of engagement, thoughtfulness, and timeliness--all conditions for keeping the B contract.
I use scoring rubrics, and I feel comfortable using these, so I would not object if we did so for our completed work today.
ReplyDeleteI tend to start basic: did the responder answer the question and is it detailed enough that a reader of that response learns something specific about the responder's view.
ReplyDeleteI use informal writing for my students all the time, sometimes blogging and sometimes in discussion boards and sometimes in other ways. For blogs that are public, I tend to think that the assessment needs to be more about the content and ideas, but I use a B Contract, so it's all about if it's done, approximates what was asked, and was on time. It's a check-was done, or no check-was not done. I offer substantive feedback on this activity and then I pin to their Pinterest boards for inventive ideas, getting it posted on time the first time, in-depth post, creative links, etc.
ReplyDeleteI enjoy using non-prescriptive rubrics, I don't want students checking off a list unless they first struggle with the meaning of the items listed,
ReplyDeleteUsing a scoring rubric for low-stakes assignments like blog posts makes sense - those kinds of assignments tend to be more directive than an essay. There were clear tasks laid out in the prompt so that might be a good place to start. Did the post address what the prompt asked?
ReplyDeleteGood point -- and these are frequently low-points in a points-based class that have clear objectives assigned to them, as well. And it's easy to see where you need to achieve those points and or for objectives.
DeleteI think we should work together to create a scoring guide and then use that. And there's a difference between low-stakes and high-stakes blog posts, so of course that should taken into account as well.
ReplyDeleteI provide a detailed rubric with points value and expected "quality" of a post. I also describe what an "empty" post, offer a general example of an "empty" is and how a post like this earns "0" points. When I grade, I offer students who "miss the mark" both points earned together with narrative feedback to guide their writing for the next post.
ReplyDeleteI am looking for three things in my students' posts: content, length, and timeliness. I look to see that the post addresses the prompt and depending on the prompt, I provide information about what I am looking for in their post. I like to let students know how long their posts should be. For many of my students this is a new activity so it is helpful for them to have some parameters for how long a post should be. I also like to let them know that there are due dates for these assignments. Many students come in with this idea that online means anytime--anywhere education. They need to know that there are deadlines even in an online environment.
ReplyDeleteI've actually done an exercise with students in terms of assessing blogs. Time Magazine recommends ten blogs for readers to follow. In this activity, students examine some of these blogs, and then based on what they liked and didn't like, they provide criteria, or a rubric, explaining what a good blog contains. In general, when evaluating a blog, one should consider the blog's topic, audience, usability, visual friendliness....not finished.
ReplyDeleteThat they did it is enough, give them a check plus! I read a really smart article from a comp teacher who back in the 60's said he simply has his students write one directed journal entry a day--even when class is not in session--and he just gave them credit. He would skim them at the end of the semester, but never read them in depth. Sometimes, he said, students would write over and over and over, "This assignment is a waste of my time," for their one page post--but, eventually, they would give in to the assignment. Of course he would cover new tools, techniques, and writing strategies in class to help them write better entries, but his philosophy for these types of writing activities was that assessment was simply, did they do it or didn't they. It is definitely something to think about.
ReplyDeleteShould we assess it at all?
ReplyDeleteI want to look at this in two ways: as if these were real comments on a real blog (authentic) and as a student exercise.
First, this is a real blog and these are real comments, and the only difference between something that may be more "authentic" is that this is an exercise given within an educational setting. But, we judge comments on blogs by their usefulness and how they make us think. Or perhaps by how outrageous they are and by how many further comments they elicit.......
I have used scoring guides on blog entries in lit courses, but not in comp courses with portfolios where I use a unilateral B contract. I engage with the ideas of the post on the blog and provide feedback regarding the depth of engagement, thoughtfulness, and timeliness--all conditions for keeping the B contract.
ReplyDelete