We have a relatively recent set of learning outcomes and assessment criteria, a very general marking scale, and a few pages of general advice, all in the relevant student handbook
(undergraduate one is http://www.essex.ac.uk/langling/documents/current_students/Language%20and%20Linguistics%20UG%20HB%202014.pdf, pages 36-43).
The marking scale is expected to be used in most linguistics courses. You can opt out of the advice and criteria if you have reasons to and give your own, and I usually do
on courses such as American Languages (which is aimed at non-linguists as well as linguists, http://orb.essex.ac.uk/lg/lg448/index.htm) and Language Rights
(http://orb.essex.ac.uk/lg/lg474/index.htm), which has a very different subject matter than most things in my dept, so general advice/criteria are not as appropriate.
My goal for most of my teaching these days is not so much to turn out good linguists, since most of them won't become linguists, but rather to turn out good
sociolinguistic citizens. So while being adequately professional at the academic details is a goal, I am more interested in making sure they learn to think and do things
that could be useful to them and society in future, since that is just as important to learn for those few who will go on to be linguists (but not vice versa).
I basically apply the same general marking scale and give lots of marginal comments online, with a paragraph summary at the end that's very specific as to what didn't meet
the criteria. In person I'm usually very sympathetic, in writing feedback I try rather to be objective; I think most students want to know what didn't work or was left
out etc more than they want me to be nice, and if they do want the latter, they can come see me in person...
-p-
Peter L Patrick
Dept. of Language and Linguistics
University of Essex
Colchester
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-----Original Message-----
From: Teaching Linguistics [mailto:[log in to unmask]] On Behalf Of Tusting, Karin
Sent: 20 May 2015 05:54
To: [log in to unmask]
Subject: Re: breaking the bad news
We have departmental criteria too, and a very detailed handbook about how to apply and interpret them which is really helpful, both as a marker and in making things explicit to students; of course things about achieving the learning outcomes of the particular module are embedded in those general criteria. I now write my comments (mostly, depending on the assignment) following the structure of the marking criteria, so students can clearly see what the rationale is for the mark - Karin
-----Original Message-----
From: Teaching Linguistics [mailto:[log in to unmask]] On Behalf Of Wini Davies [wid]
Sent: 19 May 2015 21:17
To: [log in to unmask]
Subject: Re: breaking the bad news
We have departmental criteria - different ones for written and oral language modules and 'content' modules (and exams).
Wini.
Dr Wini Davies,
Darllenydd mewn Almaeneg/Reader in German, Adran Ieithoedd Ewropeaidd/Dept of European Langs, Athrofa Llenyddiaeth, Ieithoedd a’r Celfyddydau Creadigol/Institute of Literature, Languages and the Creative Arts, Prifysgol Aberystwyth/Aberystwyth University, Aberystwyth, Ceredigion SY23 3DY, Cymru/Wales.
Tel: 00-44-(0)1970-622557
oriau adborth ac ymgynghori / feedback and advisory hours: Llun/Mon. 4-5 a Iau/Thurs. 3-4
T: @WiniDavies
T: @EurolangsAber
T:@monkeyraisins
________________________________________
From: Teaching Linguistics [[log in to unmask]] on behalf of Robert Lawson [[log in to unmask]]
Sent: 19 May 2015 21:02
To: [log in to unmask]
Subject: Re: breaking the bad news
Obviously I'd expect individual modules to have different learning outcomes, but out of curiosity, do most departments have a standard set of 'marking criteria' or are these done on a module by module basis?
________________________________________
From: Teaching Linguistics [[log in to unmask]] on behalf of Francis Hult [[log in to unmask]]
Sent: 19 May 2015 19:19
To: [log in to unmask]
Subject: Re: breaking the bad news
<<But for them to get that and be satisfied, you need to have already communicated what A standards are.>>
This is key, I think. I've found communicating expectations in advance to be very useful in heading off conflict about assessment. I write up clear instructions and guidelines for each assignment. Then, I also create detailed rubrics for them as well, describing what I am evaluating and what is expected for different scores in each category. For instance, what does getting 5 out of 5 in 'critical discussion of scholarly sources' mean, what does 4 out of 5, 3 out of 5, etc. mean. I've actually never had a single grade complaint from a student when I've used rubrics like this. It makes the expectations clear to the students in advance and they get a more concrete idea of why I give them a certain overall score. It's also constructive feedback because they can easily see the categories in which they do well and the categories in which they still need improvement. There is a practical and concise overview of using rubrics here:
http://www.saddleback.edu/uploads/goe/understanding_rubrics_by_heidi_goodrich_andrade.pdf
Best,
Francis
--
Francis M. Hult, PhD
Associate Professor
Centre for Languages and Literature
Lund University
Web: http://www.sol.lu.se/en/sol/staff/FrancisHult/
Editor, Educational Linguistics book series
http://www.springer.com/series/5894
Co-editor, Contributions to the Sociology of Language book series
http://www.degruyter.com/view/serial/16644
________________________________________
From: Teaching Linguistics [[log in to unmask]] on behalf of Angus Grieve-Smith [[log in to unmask]]
Sent: Tuesday, May 19, 2015 18:11
To: [log in to unmask]
Subject: Re: breaking the bad news
Yes, I think the keys are empathy and constructive feedback. What is the student's goal with the work? (It may not be the same as
yours.) What can you do to help them with their goal?
If their goal is just "to get an A" (it is with many of my speech pathology majors) and it's the end of the term and there's nothing more they can do, the main thing is simply to give them an explanation as to why you felt the work was not up to A standards. But for them to get that and be satisfied, you need to have already communicated what A standards are.
Many years ago, someone recommended the book "The One Minute Manager" to me. It's a very quick read (112 pages in large print with big margins), and literally available for a penny (plus shipping) online, but there's a summary here:
http://www.dumblittleman.com/2008/12/3-key-lessons-we-can-learn-from-one.html
I like the One Minute Reprimand, because it follows those principles:
> One minute reprimands are given as soon as an employee does something
> wrong. One minute reprimand has two parts. The first half includes
> telling the people that what they did wrong, how you feel about it and
> then let it sink in with a few seconds of uncomfortable silence. Then
> in the second half you tell the people how much you think they are
> capable of and how much you value them. One important aspect of one
> minute reprimands is that it criticizes the work not the doer. The
> employee is not blamed as a person, only his work is accused of not
> being up to the desired level. And once it’s over, it’s over.
But again, for it to be really effective it has to be combined with One Minute Goals and One Minute Praisings.
On 5/19/2015 7:09 AM, Robert Lawson wrote:
> At BCU, our feedback sheets have two sections: Œthis is what you did
> well¹ and Œthis is how you could have improved¹. At least showing the
> good bits of an essay first goes some way to softening the blow of the
> more critical feedback.
>
> Rob
>
>
> Dr Robert Lawson
> Lecturer in Linguistics
> School of English
> Birmingham City University
> Birmingham, B42 2SU
> The Social Linguist <www.thesociallinguist.wordpress.com>
>
> Fulbright Scottish Studies Award, 2012/13
>
> On 19/05/2015 11:57, "Dave Sayers" <[log in to unmask]> wrote:
>
>> It's marking season... so let's hear your tips for how to break it to
>> students gently that their beloved essay or dissertation is actually,
>> well, a bit of a dog's breakfast.
>>
>> Personally I try to point out how each and every shortcoming could
>> have been improved (e.g. "Your analysis of the data was a little
>> impressionistic and could have been improved by performing a test for
>> statistical significance"). That way it feels less like a series of
>> complaints, more like a constructive dialogue.
>>
>> Of course, I'm seeing plenty of excellent work too, but it's much
>> easier to give students that message!
>>
>> Dave
>>
>> --
>> Dr. Dave Sayers
>> Senior Lecturer, Dept Humanities, Sheffield Hallam University
>> Honorary Research Fellow, Arts & Humanities, Swansea University
>> (2009-2015)
>> [log in to unmask] | http://shu.academia.edu/DaveSayers
--
-Angus B. Grieve-Smith
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|
