Yet it is possible to read several times this fast while maintaining comprehension. To do this requires practice, going a little bit faster until it seems natural, and then pushing to go faster still.
Going faster is similar to progressive training of the body, with greater speed or strength developing over time. My aim is to be fresh and to maintain concentration so I need to read an essay only once and retain a short-term memory of it, perhaps jotting down a few notes along the way.
I then type all my comments. Time for a break. Even the most efficient marker can be daunted by the prospect of hundreds of essays. If you have some control over assessments, then there are ways to cut back on the marking load. One option is to simply reduce the number of assignments. Students are often overloaded with work, and could do a better job on fewer assignments, putting more effort into each one.
Another option is to mark some student performance during class. I used to have students do short oral presentations. With a simple template, I would scribble feedback on a sheet of paper and give this to the students at the end of the class. One advantage for students was getting feedback promptly, which seldom happens with essays.
Yet another option is to have frequent small assignments, but only mark some of them. For example, in one class students had to write eight mini-essays, one per week. However, only two these were marked, in weeks chosen randomly after weeks four and eight. Some students complained that they wanted all their submissions marked; I responded by saying that marking just two of them was equivalent to having an exam in which only two of eight possible questions were asked.
Another source of essay marking overload is writing too many comments. I discovered that some students were discouraged by too much red ink.
Others never bothered to read my comments at all. In one case a student — one of the weakest in the class — glanced at the mark and immediately deposited the essay in the rubbish bin. All the effort I had put into commenting on strengths and weaknesses was for naught. For final assignments, some of my colleagues have a policy of asking students to say in advance whether they want comments.
Years ago, I used to correct spelling and grammar as well as give comments on content. So I stopped giving detailed feedback on expression, and concentrate on content. The general comments explain my expectations and elaborate on how essays could be better. This approach avoids the need to write the same comments on essay after essay.
Monotony is a great source of pain in marking. Thinking up assignments that are stimulating for students to carry out and for me to mark is not easy, but it has been worthwhile.
Two ways of doing this are to give students quite a bit of choice in their topics and to invite or require them to use unconventional formats. In an environmental politics class, we covered a series of topics such as sustainable development and the precautionary principle. Then for the final assignment, students had to write a dialogue between two characters, as in a script for a play, with footnotes as appropriate.
Each character had to represent or embody some theory, for example Mao Tsetung for Marxism and Gandhi for pacifism.
The characters had to discuss some environmental topic. So one possible dialogue would be between Mao and Gandhi discussing sustainable development. For marking purposes, this assignment was delightful. Every submission was different, and many students were creative in their choices.
Percy was a Rastafarian and used rasta slang; footnotes explained unusual terms. When designing such unorthodox assignments, it can be challenging to explain to students exactly what is expected. These show the format expected, for example a dialogue, and by demonstrating really good work can provide an inspiration to do well.
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