7 Grading and Feedback

Introduction

The question that arises again and again from content-area instructors is “should I deduct marks for language on assessments?” In this part of the module we will explore this question and offer some guidance on how instructors can support English Language Learners in language development while focusing on development of content knowledge.

I wish my professor knew…  I wish I had learned more words and had increased my vocabulary significantly. Sometimes I simply run out of words necessary to express what I am actually thinking. I usually find a substitute word, but often that word only be semi-fitting [sic] with my thoughts (anonymous student cited in Leki & Carson, 1994).

Reflect

Before we begin, take a moment to assess your current beliefs and practices around grading. Look at the following statements and decide if you agree or disagree with them. There are no right or wrong answers!

  1. When I grade assessments I focus more on the content knowledge than on language proficiency.
  2. I take into account different cultural approaches to organization and development when grading.
  3. I offer multiple ways for learners to demonstrate their knowledge either by offering choice in assessment or multiple types of assessment throughout the semester.
  4. I offer opportunities for feedback and revision on assessments.

Students’ Perspectives on Feedback

Watch & Share

Watch this short video or read transcript – Transcript-Understanding-Differences-in-Assignment-Expectations [Word] [PDF] where students explain their reactions to the feedback they have received and the suggestions they have for both their professors and fellow students.

I wish my instructor knew… Sometimes, the grading and writing are also very different. How they graded the paper was very different from what I knew. For example, they wanted me to write my idea in a more direct way, rather in a sophisticated way. I tried my best to learn in the class, and sometimes, I need [sic] more time to get used to it (Sayuri, Japan cited in Wu, Garzon & Guzman, 2015.)

Grading English Language Learners

Instructors often have many questions about how best to approach grading English Language Learners. There are many different approaches to this that may be influenced by the content area, the institutional rules and expectations, the beliefs of the instructor, and the needs of the learners in the class. We will explore a variety of perspectives and approaches to grading below.

Listen & Share

Listen to “More Effective Strategies for Assessing English Language Learners: Do This, Not That”. The podcast focuses on elementary education, but the concepts are applicable to post-secondary. As you listen, write down your answers to the questions below. When you’re finished, click on the question to see some possible answers. Word: More-Effective-Strategies-Transcript; PDF:  More-Effective-Strategies-Transcript

While many of the strategies discussed in “More Effective Strategies for Assessing English Language Learners: Do This, Not That” will apply in the post-secondary setting, they will not work for all programs or courses. In the next activity, you will look at questions that often arise in post-secondary education.

  Expand Your Knowledge

Next we will look specifically at the post-secondary experience. Explore some questions from faculty and some suggested approaches from the University of Toronto by reading “Grading Multilingual Students: Issues” by Leora Freedman.

When you have read the article, return here to answer the following questions:

For guidance on how to approach feedback and grading on specific writing issues, consult Grading Multilingual Students’ Papers- A Practical Guide by Leora Freedman (used with permission).

Idea iconKey Takeaways

  • Language learning is a long process and all learners are at different stages.
  • It is important to allow opportunities for learners to demonstrate their content knowledge through multiple means.
  • Make sure that learners have the necessary cultural knowledge of both content and form to successfully complete an assignment.
  • Involve learners in the assessment process for greater success.

Apply

  1. The next time you are grading learner work, use the information above as a guideline on how to grade and give feedback.
  2. After you are done, reflect on the following questions:
    a. Did I ensure that the learners had the cultural knowledge of both the form and content of this assessment to be successful?
    b. Did I focus on the demonstration of content knowledge or was I distracted by language issues?
    c. Did I provide feedback on language in a way that was digestible and helpful for the learner?
    d. In what ways could I modify this assessment or the grading criteria to be more equitable?

License

Supporting Post-Secondary English Language Learners Copyright © 2022 by Seneca College is licensed under a Ontario Commons License, except where otherwise noted.