Case
Culminating Performance Tasks = Hours of Grading

With the implementation of the new Georgia Milestones Assessment, Copy County is doing away with multiple choice summative unit assessments and are replacing them with culminating performance tasks that are usually two parts. Unit One's culminating performance task involved writing a 3 paragraph reflection for part A, and part B required students to write an argumentative speech. How can Mrs. Teacher-by-day-mom-by-night grade 120 essays and watch 120 speeches without losing her mind??

Posted on: 10/19/14 | Views: 881
Solution #1
When I have a significant amount of work to grade, I set aside a specific amount of time each day for grading. Once I reach that time, I put away the material for the day. If I have extra time during the school day, I will use it to grade as well. I also find specific times that work for me. I know that I am better at staying on task with grading in the morning, so I will get to school early to grade papers if I have a large amount to complete.
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Solution #2
I completely understand! We have had to implement Writing Portfolios and I feel like I am constantly grading essays. My suggestion would be grade for specific items, instead of the overall paper. For example, if you have taught sentence structure and how to organize your paper then focus on grading those two items only. Whatever you teach in class have them implement that in their writing and grade them on that content so you don't burn yourself out by looking at every aspect of the paper. Grade what you can; when you can!
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Solution #3
Figure out a number that is feasible to grade each day and start to chip away at the workload. It might be worth asking other teachers their strategies. Most audio sources have an option to speed up the recording. This helps condense the speech without losing the content.
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Solution #4
Try providing the students with rubrics and sample work and have them buddy grade!
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