I have just finished marking a whole bunch of flash animations as part of a grade 8 computer skills examination, and the topic of the animation task just happened to involve a zombie. After assessing about a hundred of these things, I felt pretty zombie-like too! But the point I wanted to make is actually about rubrics. When I was a kid, teachers never used rubrics, or not that I was aware of anyway! The mark you got seemed fairly arbitrary for it appeared at the bottom of your essay with a circle around it and a disembodied comment such as “Good” or “Poor”. After a glass of wine, we speculated, the comment might have become more expansive, but also more illegible! Perhaps this is an unfair assessment of my teachers. There were, after all, helpful annotations in the form of underlined spelling mistakes, and red lines through phrases felt to be inappropriate or colloquial. I have to say though that I seldom understood why I had been given a particular mark, or how to go about improving my performance.
These days, the emphasis is on using rubrics to try to help students understand the criteria by which they have been assessed, and there is no doubt that a well-designed rubric can lay bare where marks were gained and lost. There is, though, still something awfully mechanical and routine about the whole assessment process. Anyone who has ever had a sizeable number of scripts to mark will know that catatonic, zombiesque state that marking induces. The petty nit-picking, or the cavalier acceptance of partially correct responses, the moments of self-doubt and angst over whether to deduct marks for spelling or not! Even intelligent human beings can be reduced to mind-numbing pedantry when faced with the challenge of assessing a pile of scripts that need to be finished before Monday 8am!
One hears stories about teachers who deliberately lose scripts rather than mark them, or the legendary stair method – throw the scripts down the stairs. the ones at the top get an A, the next step a B, and so on! Go into any staff-room during exam time and listen to the hysteria build after days of being forced to sit in front of piles of marking, armed only with a red pen and the promise of caffeine and nicotine at predetermined moments of the day, rewards for each batch of twenty, or every half-hour crossed off the boredom of the day! Some teachers mark a whole script at a time, while others tackle questions or batches of questions in sequence. If it gets too much you can count the scripts remaining. Some mark in solitary isolation, others in groups calling out particularly juicy answers to each other as they draw a red line through the page!
I’ve drawn a pretty gloomy picture about what is probably every teacher’s least favourite part of the job – the part that is least rewarding, and perhaps the least affirming both for student and teacher. Even loving, caring individuals become like zombies when marking!
One aspect of marking online is the magnificent affordance offered by rubrics. The screenshot shows my rubric for assessing the zombie flash animations which have haunted the last few hours of my life! The rubric module on Moodle allows you to set up a rubric, which you can then use for delivering feedback and assessment. After opening the file to be assessed, you simply click on the relevant box in the rubric, and attach relevant comments for each question, and a comment at the end. You can attach a feedback file if you wish. The one assessed here was perfect, except for one error, which has been noted. At the end I attached a positive comment and the software automatically adds up the marks and appends them to the grade-book which can be downloaded as a spreadsheet at the end!
Using a rubric in this way minimises a great deal of the pain, and possibility of error associated with adding up manually, or transferring to a grade-book, leaving more time for helpful comments! Rubrics can be saved as templates, and re-used, edited, or tweaked over the years. As soon as you have marked an assignment the feedback, rubric and mark becomes available to the student on their Moodle page together with any memo or exemplar you upload. I often make a screen-cast video of myself doing the exam, talking through sticking points and why something has been assessed in the way that it has. I post this on the Moodle page so that students can check their work against the exam questions. I find this works very well, and makes the task of handing back exam papers less fraught!
I do worry though that using the rubric module has made the process so slick, that I am running the risk of just going through the motions. Using an electronic rubric frees up the time to prepare a memo video, and to write out longer comments, but it is in many ways as zombiesque a process! Electronic or otherwise, … tick … tick … tick! Click … click … click!