If you aren't ready to take the no-grade plunge (or your particular corner of the pool will never support that choice), there are still ways to shift your thinking about assessing student writing.
One of the biggest is to move away from focusing on deficits and mistakes.
Avoiding mistakes is not a useful focus for writing. For one thing, not making mistakes is an easy path to mediocrity. You can play the game without making any mistakes and still lose. You can perform the piece of music without a single wrong note or missed entrance and still be boring and bland. You can step out on stage, remember every line, hit every mark, and still be forgotten five seconds after the final curtain falls.
It is not enough to not do something wrong. You have to do something right. We've reached the point where software can write mediocre essays, and we've been stuck for years at the point where software can tell if a student has produced, at best, a mediocre piece of writing (though it also may fail to notice if the essay is far worse than mediocre). That's because all software can do is sample a gazillion chunks of what has been written before and kind of mush together and spit out a homogenized version of it.
Human writers should do better than that. They should bring something new to the table, some CONTINUE READING: CURMUDGUCATION: Better Writing Assessment: Do Something Right
