Keywords
student self assessment, writing approaches, student engagement, common core standards, self assessment process
Submission Type
Research
Preview
I was recently introduced to a first-year English teacher and was asked what advice I would give this teacher about to embark on the journey of teaching. I half-jokingly said, “Be careful: Grading papers can take over your life.” We all kind of chuckled, but I knew that this new teacher was soon to find out that this statement is very real; every time I thumb through a mound of ungraded essays sitting on my desk, I am reminded of this reality.
The Common Core Standards (2010) suggest that students participate in several short and long-term writing projects. I agree, as more writing practice should ultimately help students succeed. However, increasing the amount of writing students participate in solicits this question: When will teachers have the time to read, grade, and give feedback necessary for students to succeed? In my class, I have tried several strategies to lessen the amount of time I spent on grading while still ensuring students had quality instruction and feedback necessary for them to meet curriculum objectives. One strategy I have seen success with is student self-assessment.
Recommended Citation
Lee, David B.
(2013)
"Increasing Student Engagement, Decreasing Teacher Workload: Student Self-Assessment as A Writing Approach,"
The Utah English Journal: Vol. 41, Article 4.
Available at:
https://scholarsarchive.byu.edu/uej/vol41/iss1/4