Word: grader
(lookup in dictionary)
(lookup stats)
Dates: all
Sort By: most recent first
(reverse)
...students learn through a continual dialogue, assigning a term paper due after the end of the course gives the student no chance to learn from graders' comments. In large lecture courses, these comments take the place of frequent personal communication as the only means for the teacher to maintain his end of the dialogue. The student can learn nothing of immediate usefulness from the grader's comments on his term paper, since he gets his paper back only after the course is over. If it is true that improvement requires continuing personal instruction and correction, how can such a system...
...grader, harried by having to read and grade as many as a hundred papers within a single week, must restrict his comment to a few marginal notes and a perfunctory summary at the end. The summary often goes something like this: "Able job. Well-organized and effectively argued. Especially strong in the middle section." Given such vague, abstract criticism, it is no wonder that students look forward only to learning their grades when they go to pick up their papers. What can anybody learn from such comments? Close critical comment is valuable, especially when made available to the student while...
...large lecture course, students ordinarily lack access to the Great Man, who is busy with his own scholarship. But for most undergraduates, talking with interested graders and section men would prove no less valuable. Thus one immediately practicable way to restore the educational dialogue in the large, upper-level lecture course is to have more graders; two graders for a lecture course of 200 is not sufficient for the kind of continuous interaction described here. The problem is more than one of more than one of more men and more money, however. Graders in courses money, however. Graders in courses...
...graders like David Littlejohn have said, talking about a paper before writing it, especially in the case of longer papers, can help a student to find a subject that will genuinely appeal to him and engage his interest. The grader can often suggest new and fresh ways of treating material...
...again it is plain that the assigning of one long term paper to be handed in at the end of a course, militates against any kind of worth-while communication and instruction. Dividing the paper work through the course of the term would, incidentally, relieve the burden of the grader in reading hundreds of final examinations and term papers...