On Assessment

Mindlessness. I was just introduced to this concept this week, well, sort of. After reading a few brief paragraphs on the subject, I concluded that I have indeed practiced mindlessness regularly throughout my entire life. Wow. How’s that for a revelation. I am mindless! I made this discovery this week during a date with my wife. We are both somewhat introverted, and so a perfect date for us is a trip to the local library where we both, separately, walk in silence in out and around piles, stacks, and shelves of silent books. So here I am, scanning the “hot-pick” shelves, waiting for a non-fiction book to jump out at me when I notice a picture of an elephant standing on a box. Perplexed, I pick it up: How to Train A Wild Elephant and other adventures in mindfulness. I scan the contents. Satisfied that I have uncovered a book worth reading, I sit down and begin to acquaint myself with the text. Mindlessness…is deliberately paying attention to what is happening around you and within you –in your body, heart, and mind. Mindfulness is awareness without criticism or judgment (Bays, 2).

I have also made it a practice to listen to the CBC on my way to and from the university. The topics being discussed are interesting, informative, and educational. Because I don’t have TV, this practice allows for input on what is going on in the world and keeps me up-to-date on various global socio-political and economic issues. Over the last few weeks, central themes of the programs have revolved around the work of Marshall McLuhan and his critique of technological mediums. Many of the programs have involved interviewing psychologists concerning the affects of the internet and social networking on the human brain. A general and crude summary of the findings show that if we are not cautions, the excessive use of technological mediums can result in mindlessness.

Obviously, the subject of cognitive awareness: mindlessness and mindfulness has been easily accessible in my memory as I continue to gain more and more knowledge about it. Having just read “What Can You Do with Student Writing?”, has caused me once again to reflect on the occurrence of mindlessness amongst educators. This article explicitly argues that teachers and professors, when “grading student writing” must be careful to provide scaffolding for improvement rather than a value judgment. The author argues that teachers tend to read papers to give students a grade, rather than read to instruct students in proficient writing skills. Having graduated with a BA in English, I was somewhat resistant to this idea, until I read further and realized that many of my college professors followed this method, believing in the “writing process” rather than the value of just assigning a grade. I remembered the value I felt when I received a note explaining the strengths and weaknesses in my paper, a few suggestions for what I could improve, and a chance to revise my paper for a higher score. “Wow!” I thought. “You mean that I have a second chance at this paper!” I was aghast. Not one time during my entire education has a teacher allowed me to redraft a paper for a higher mark. I was elated. The end result was that I learned more about writing than if I had just received a grade and I also felt valued an affirmed as a writer.

For most of my “editing life” as a literature student, I have resorted to copy editing. Having read this article almost made me sick: “What have I done!” Needless to say, I will no longer be practicing that form unless I begin a career as a copy editor. Another point the article addressed was the mistake many teachers make in timing their reading and assessment of student work. Often, teachers will spend too much time on the first few papers, only to realize that they have only a certain amount of time to finish grade the remaining papers. The result is that the second half or two thirds of students papers are rushed and not accurately assessed or lack helpful feedback for students. This is an injustice to the efforts and hard work of students and must be altered.

Finally, I was perplexed and then amazed by the brilliance of allowing students to comment on their papers before they turn them in. This one simple practice of reflection allows students to take ownership and responsibility for their work, initiating an honest and transparent dialogue between the student and the teacher. I am thankful for having read this article because I feel that I will be able to avoid a few pitfalls that many teachers make. I know I won’t be perfect in assessment as I begin as a teacher a year from now, but I do expect to be intentional about feedback and utilizing process writing to help students understand the joy of clearly communicating through their writing.

In “The Politics of Correction: Learning from Student Writing,” the author states that teachers should not begin by focusing on what students are doing wrong, but rather encourage them by pointing out what they are doing right. It is tempting when you know the right answer, to hold back when someone else is struggling to get it. One of the most difficult challenges in teaching writing is the fact that everyone takes their writing personally. I know I do. Our writing style and abilities (or lack thereof) is an essential part of our academic and professional self-perception. If I know I am struggling in an area, I am going to be that much more sensitive to criticism. Where a teacher may desire to help by providing “constructive criticism,” those efforts are likely having an opposite effect, discouraging students from even trying.

Teachers, because of their familiarity with their subject, are prone to think “forest” rather than “trees.” But the opposite is needed when teaching foundational principles. Students who are learning can only focus on one “tree” or one “grove” at a time until they have gained proficiency. To make a student consider the entire “forest” of writing skills when they know that they cannot correctly identify a cedar tree is overwhelming. That is why it is essential for teachers to assist students in focusing on one common error at a time. One must keep in mind, especially when working with non-native speakers, that it is likely not beneficial to being with writing conventions. Teachers in this situation would be wise to consider encouraging production with the aim to focus on one or two small errors at a time until students gain confidence and precision in that skill.

Teaching and assessing writing is a challenging task. But when it is approached in a supportive way, teachers will be amazed at the capability of their students. As teachers, we cannot be mindless by continuing to do what we’ve always done. We must be mindful in our attention to students, their work, and our methods of helping them discover their own voice in their academic writing.