Episode 284: Team EB's Favorite Grading Hacks

On this episode of the Teaching Middle School ELA podcast, we're diving into a very opinionated topic: Grading.

The majority of the team members that make up the behind-the-scenes of EB Academics were once educators themselves at a variety of different grade levels. So we thought it would be perfect to "poll the team" and gather their most helpful tips for managing the demands of grading work in the ELA classroom.

We breakdown the tips below and more:

- Use TeacherMade or Google Forms to turn those hard copies digital and foster faster grading

- Allow students to select which in-class essay they most want you to grade

- Allow students to revise essays for a higher grade but only after they've met for a 1:1 conference with you

- Staggering your units between classes so your grading doesn't pile up at once

- Grading as you go through a unit or essay

- Resist the urge to grade the full essay; focus on improvements in a specific part of their essay

-Randomly select items that will be graded rather than grading every piece of work

- Lock your door during grading sessions to prevent interruptions

- Shake the guilt of not grading everything

- Always use rubrics and even consider letting students self-grade

- Batch Plan so your prep periods can be used for grading instead of planning

After listening in, you're sure to have a few tips to add to your routine to shave off those very valuable minutes you spend grading!

Get ready for an incredibly practical and helpful episode!

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Pretty incredible, right?Click the link below to add your name to the priority list today:

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Transcript

Speaker 1: 0:00

Well, hello teachers. We are excited for another awesome episode. Today we are sharing a ton of tips that we collected from Team EB, and these tips are all focused on our team's tried and true hacks for managing grading all of those ELA assignments, from essays and speaking and listening skills to multiple choice and short answer questions. As an ELA teacher, your time spent grading can add up to just astronomical numbers pretty darn fast. So after listening today, I am positive that you are going to walk away with at least a few tips that will easily help you steal back some of your time. All right, I can't wait for you to dive into today's episode. Hi there, caitlin here.

Speaker 1: 0:44

Our mission at EB academics is simple Help middle school ELA teachers take back their time outside of the classroom by providing them with engaging lessons, planning frameworks and genuine support so that you can become the best version of yourself both inside and outside of the classroom. So if you think you might be ready to try something new, because you know you simply cannot continue the way that you have been that, I'd invite you to take a moment to check out the EB Teachers Club, the EB Writing Program or the EB Grammar Program by visiting the links in the description of the podcast. We hope to continue to support you within one of our programs in the future and in the meantime, we look forward to serving you right here on the podcast each week. All right, you guys, hopefully you are as excited for this episode as we are and that you saw the subject line or the title of this episode and you're like I'm in. I got to listen to that.

Speaker 1: 1:45

This is all about Team EB's favorite grading hacks. So maybe you didn't know this, maybe you did, but Team EB has over 100 years of combined teaching experience. I actually wouldn't be surprised if it's more than that, as we've added a couple of more members to the team recently. So we thought that it would be fun to share our tried and true grading tips with you, and these are like little golden nuggets that you can use now, at the end of the school year, when grading is like the last thing you absolutely want to do, or you can use these throughout the school year. That's going to help you create a well-run grading machine.

Speaker 1: 2:21

So we're going to tell you who it's from and then we're going to read the tip that they share with us. Sound good to you guys? Yeah, love it Awesome. All right. So the first tip is from Melinda, and if you are an EB teacher, you know that Melinda is inside our Facebook group all of the time. She is one of our community managers and, in addition to supporting the EB community with her in-depth knowledge of all of our resources, melinda also teaches fifth grade in Texas. Okay, so here is her tip. She says use TeacherMaid. It turns your hard copy resource or PDF file into an interactive digital activity and it significantly helped her grading process. Melinda says she was always a big fan of utilizing Google Forms and response validation for giving students feedback, as well as using the connected sheet for grading purposes, and, as a self-professed Google nerd, she's even Google certified, I believe right.

Speaker 1: 3:19

Yes, melinda says it hurts her a bit that she uses TeacherMaid for all of that now instead Like it hurts her heart a little bit that she feels like she's betrayed um Google. So she says that she wants to point out that teacher made is a paid platform but you can do a free 30 day trial and see if it's a good fit and then we pitch it to your admin to help you guys cover the costs. So Melinda's previous school district paid for this resource for all teachers because it allowed teachers to give their students exposure to all of the new question types on the star test. And though Melinda used it for that, she said, she quickly realized that she could provide feedback to students more seamlessly than in a Google form. Melinda loved it so much that when she switched districts, she now pays for it for herself. So it integrates with Google Classroom Canvas, teams and Schoology. That's how you pronounce that. One right Schoology.

Speaker 2: 4:13

I think it's Schoology. But I think it's Schoology.

Speaker 1: 4:17

You guys know what I'm talking about. So I want to tell you guys why. Melinda shared with us why she prefers this to a Google Form. So, while you can add images into a Google form, questions are not formatted directly on the image. So TeacherMaid allows you to do this and this makes it a lot clearer your expectations for your students. So she shares this example.

Speaker 1: 4:40

If any listeners are currently using our EBb digital vocabulary quizzes, if you use teacher made, you can insert a short answer question type into the blank space of the sentence or an actual image, and then an answer key can be built for every single question type too so many more than what google forms has to offer. So this is a great workaround, because we ran into all sorts of issues with our digital quizzes, with forced copy links and people changing the URL and making edits to our quizzes. It's a long story. But one other reason Melinda prefers TeacherMaid to Google Forms is that when a student did not demonstrate understanding on a Google Form assignment and she wanted them to resubmit it, the student would essentially need to start over by submitting a whole new set of responses, whereas with TeacherMaid, you can reopen the unsatisfactory assignment for the student after it has been submitted and it will automatically show the questions a student answered incorrectly. So it's so helpful because now students know exactly what needs to be corrected, whereas in a Google Form you would have to email the student their original responses for them to know which ones to reattempt.

Speaker 1: 5:50

That seems like such a waste of time. Right? Then they would need to complete a new form, including re-answering anything that they already had correct. So with TeacherMade, you can set the activity to not accept responses below a specific grade, which allows you to know who is struggling and who to support in real time. So you can see up-to-date on the progress of each student as they are working, which allows you to adjust timing for your class period as needed. So I don't know about you, but Melinda just convinced me. I feel like she's a salesperson for this company. Maybe she has another job with them. Just kidding, melinda, we love you. You can't go to them. So check out teachermadecom and give it a try for free for 30 days, like Melinda said, to see if you like it, and you can find a ton of value in giving feedback and then also in saving time. So that is a tip from Melinda.

Speaker 2: 6:42

Our next tip comes from Patricia, who is the creative genius behind our EB resources and you've heard her on the podcast several times. So Patricia taught high school English, including AP students, and her grading tip focuses on balance, because her AP students had a lot of in-class essays to complete because they practiced for the AP timed rights. So she was doing in-class essays all the time, she said, and their need for practice far outweighed Pat's capacity for grading. So she used these two strategies in particular, which would also work for you if you give your students lots of writing practice, so you can have your students number their essays that they're writing and then roll a die. Then you grade and give feedback on the essay with the number that comes up on the die. So again, this is if they're doing lots of writing assignments, so you can have your students choose the essay they most want to give feedback on or they want you to get feedback on, sorry. So Pat notes that, surprisingly, because she allowed rewrites for a higher grade, higher performing students did not always choose the essay they thought they did the best on. So I just like that. There's some student choice here. So Pat says it's really important and this makes sense to be upfront with students that you're going to be using this method before they write, and explain your reasoning. And the reasoning might be that the practice of writing is important because you don't want to reduce their practice just because you don't have the capacity to grade everything right. But then I get it because no one wants to grade six, seven, eight essays a month or whatever it is you're doing. So if you're up front with your students and you tell them look, you're going to roll a die and I'm only grading a few of your essays at least they know up front. So it's very disheartening for students to write something that they think their teacher will be reading and then they find out oh no, you didn't actually grade that. So that's why you want to let them know that you're doing this before they write.

Speaker 2: 8:42

And then, if you allow students to rewrite essays or narrative stories for a higher grade, require a short one-on-one conference with you first to go over your feedback on that first paper. This can even take place in class when other students are working on something else, and then this eliminates students from turning back in writing. That's only been fixed for spelling and punctuation, without any real revision. Like hasn't that happened to all of us. We're like wait, what did you even change? Right Now I've had to read it twice. It just seems like a waste of time, so you don't want to do that.

Speaker 2: 9:15

So once Pat put this policy in place, where she conferenced with students first, only students who were really serious about putting in the work revised their papers and they did a much better job. And Pat adds that she would ask students to write one or two things at the top of their paper that they really wanted her to look for, like how are my transitions or is my rebuttal strong enough? Again, these are AP students, so those questions might be different. If you know, you're teaching sixth graders. But that way, when she would read the paper and give feedback, she could make sure she was at least addressing the part of the essay that they were personally trying to improve. So I think that's a great one.

Speaker 2: 9:56

And Pat also told her students that if they kept making the same error over and over, she usually only marked it once or twice.

Speaker 2: 10:03

Caitlin, I believe you did this too.

Speaker 2: 10:04

I know I did, yeah, and then they'd have to read the paper to see if they were doing that anywhere else.

Speaker 2: 10:09

So I might mark it in the first paragraph if it was like an issue with I don't know a certain comma that they're using in a series, and then I'd say keep.

Speaker 2: 10:18

If it was like an issue with I don't know a certain comma that they're using in a series, and then I'd say keep looking, or something like that, so they'd know I was not going to mark it every time. So it helps with repetitive errors and it makes students think more about their mistakes. And then, finally, pat shares this and I think this is a tip that all of us at EB agree on and she says it seems like sometimes teachers feel pressured to keep assigning stories, essays, like one assignment after the other, but some standards and strategies can be practiced and assessed with smaller assignments, like a paragraph, an evidence tracker, a one-pager, a graphic essay. So we encourage you to think outside the box and maybe don't assign a full-blown essay, but just assign the lead for a narrative or just assign a body paragraph, and it can be really helpful because you're being intentional about matching assignments with what you want your students to practice and be assessed on, and then that makes the grading so much easier for you.

Speaker 3: 11:12

Excellent, that's a great tip. So our next tip is from Sarah, who our EB teachers will also know from the Facebook community. And Sarah is just truly a wealth of knowledge when it comes to EB resources and also ELA. She's actually taught ELA for the last 12 years and she's taught both just her standard ELA class and then honors eighth grade ELA. So Sarah's favorite grading hack is to actually stagger due dates and grade along the way. So she does this by having two different units going on at the same time and she says this is very manageable. So she usually has two classes doing one unit and then her other two classes doing another unit, and that way she only has two writing assignments coming in to be graded at a time instead of four.

Speaker 3: 11:54

So Sarah swears by grading as she goes. So on writing days she'll ask students to come up and show her or read to her their introductory paragraph, for instance, or maybe a narrative lead, and she'll mark it on the rubric right then and there. Then during that next round, she'll ask students to share their claim, premise, evidence, whatever's next in that specific writing assignment and then she'll mark that during class on the rubric. So it takes a matter of one to two minutes for students, and a bonus is that students actually catch their own mistakes and revive for clarity right there on the spot, which, of course, is a win-win for everybody. So finally, this is something everyone on the on Team AB supports. Sarah mentions not to grade every single part of a writing assignment every single time. So sometimes just grade maybe the body paragraph or maybe just the lead or how the dialogue moves the plot along. Whatever it is, it's perfectly okay and actually encouraged not to assess every single standard on every single assignment every single time. So that's a great tip from Sarah.

Speaker 1: 12:52

I want to say one other thing before you move on to the next tip from Brooke. So, talking about staggering due dates and the way Sarah does it with her two classes but I even did this with, like, just my basic class is when we had a big research paper. Especially do at the end of the school year. Is I still staggered deadlines? But students you know I had five of them turn them in the first week of May. The next five was the second week of May, third week of May, et cetera. And the way that I did that is they could pick which week they wanted to do it and then, if they didn't choose or didn't care, we would just do a random drawing and sure, like you got to know your population.

Speaker 1: 13:25

You might have parents who get mad at you, but I just didn't care if parents got mad at me. To be honest with you. Um, but that's my personality, I know that's not everybody's, I know that's not everybody's and it works really well because there are so many students who are like I just want to be the first week, Like let me just get it over with you know. So that's another way that you can do it too. Yeah, Just get it done, Just get it turned in. I don't want to think about it anymore. A hundred percent.

Speaker 3: 13:57

And that way, like you have five and you teachers will also know Brooke from our Facebook community. So when she's not there supporting teachers, she's also coming up with our fun challenges that keep teaching exciting. You probably remember our most recent March Madness Poetry Challenge that happened in the community. So Brooke most recently taught seventh grade and she says her best tip for grading is similar to Sarah's in that she used to grade as she went. So if you're working on something larger especially, just choose a few things throughout the process of the unit that you would grade and only grade those specific items. Perhaps something smaller that you know almost fairly know fairly well trying to figure out what she's saying here and then perhaps something smaller, Pick something that your students are probably going to do fairly well on Like.

Speaker 2: 14:45

maybe it's not a super hard assignment.

Speaker 3: 14:47

That makes sense. Okay, that makes sense. So you're thinking that they have the knowledge to actually tackle it, right? So then, likely the grading will be easier, right, because they're probably going to do well on it. Perfect, thank you, jessica. So Brooke also has some mini grading tips to share.

Speaker 3: 15:02

If it was not a large unit that she was working on perhaps something like a bell ringer or weekly work Brooke would just spot check and then choose them at random rather than grading everything. Brooke also liked taking a grade for things that students had a fair had done a fair amount of time on, or given a fair amount of time to do so. For example, during, like, silent reading, she would have something that students kept in their book where they could fill it out as they read. So things like inferencing or justification from the book, character observations and motivations, conflict resolution, whatever it was. So they were filling that out as they read. Students would also have time each day for a few weeks to read and then work on actually filling this thing out. So by the end of that time period, brooke would also have a solid assignment that she could perhaps even pull two grades from, depending on the skills that they were covering. So sometimes for things like written responses, brooke says it was fun and easier to mix it up and let students read their writing to a flip grid if you're familiar with flip grid so it felt a bit easier to grade, you know, hearing their responses rather than actually just reading everything.

Speaker 3: 16:06

For essays, then, brooke really leaned in on meeting with students individually, holding those little conferences at various stages of the writing process, kind of like Sarah. So by the time they finished the essay she potentially had one or two daily grades already and she knew about where their final essay was kind of sitting because she'd already conferenced with them about it. And then Brooke also shared a practical grading tip that I think we can all relate to. She'd lock the door during her prep periods on days that she just absolutely needed to grade and knock out a stack of assignments, whatever they were. And if you've ever attended a batch planning live session with us, you could absolutely just hang that, do not disturb, sign on your door so that people like me, the teacher that always is wanting to socialize on their prep period is not bothering you.

Speaker 1: 16:50

I love it.

Speaker 1: 16:51

That's hilarious, okay. So the next tip is from Katie. Katie's in charge of our social media at EB. She's our actually marketing project manager. She holds me in line and keeps me in check and makes sure that I meet all of my deadlines that I'm supposed to for social media and comes up with all of our funny ideas on Instagram. So if you see any funny things, katie's responsible for that and sourcing things from the team. So this tip is from her.

Speaker 1: 17:14

She spent her time in middle school as well, like most of us at EB, and she didn't grade everything right A common theme among team EB and she points out that you don't need to feel guilty about it. I think that that is hugely important when it comes to making the decision to not grade everything. I mean, we have conversations about this in the Facebook group. I feel like all the time and we're just like just don't grade it. People are like but the students did it and yeah, so what? That's okay, we don't have to grade every single thing, but release that guilt.

Speaker 1: 17:41

So Katie would tell her students in advance also whether particular assignments would be graded for accuracy, where she would give them an actual grade, or if it would be graded for completion, where they would check to be sure it was done and go over it together. So she set them up for success by communicating with them the expectation around this particular assignment. So she says this actually seemed to help with, like the mental aspect for both her and her students, that assignment wasn't just done for nothing, or so it seems right, and I would do that with my students too. I'd let them know like, hey, I'm not grading this and this is why we're still doing it, this is why it still matters, this is why you still need to put your best foot forward.

Speaker 2: 18:21

Yeah, it seems like exactly what Pat said too. So again, another common theme. All right, now I'm going to share my grading hack, and what helped me the most was creating an overall grading system. So because I batch planned, it really freed up my prep periods, which then I could use for grading and copying only, so I never took work home with me to grade ever, ever, ever. I just did it during my planning periods because of batch planning.

Speaker 1: 18:47

And I can attest to that being true, because you only brought a purse to and from school. That is true.

Speaker 3: 18:52

And I'm like what is your teacher bag?

Speaker 2: 19:00

So I used rubrics for all major writing assignments and I barely wrote comments on them because, like other team members have said on here or shared in their tips, I'd already conferenced with my students and I knew they weren't going to really read my comments anyway, maybe a quick glance to see what they got.

Speaker 2: 19:17

But we'd already talked about their essays in depth. So I was really just circling things on rubrics, which really sped the process along. And then whenever I felt like I needed a break from grading, like I just didn't feel like assigning an essay, I would see if I could come up with an assessment that was focused more on the speaking and listening standards, and I think so often these standards are overlooked, so it's a great opportunity to bring them into your classroom. So instead of like a short answer, response or a reflection or, like I said, an essay, I would switch it to a Socratic seminar, so I wouldn't have to grade anything except what they were doing in that moment. I'd have my Socratic seminar rubric. By the time the Socratic seminar was over, my grades were done and again, I wasn't writing a bunch of comments on the rubric, I was just circling things. So it was so nice to be like oh great, got an assessment in and it was a worthwhile use of our class time.

Speaker 1: 20:06

I want to interject something with that, Jessica speaking and listening standards really fast.

Speaker 1: 20:10

So, um, as a part of our new platform that we're coming out with this summer on June 26th if you're an EB teacher, and in July if you are not an EB teacher, when we release it to the public we have scope and sequences for fifth grade, for sixth grade, for seventh grade through eighth grade.

Speaker 1: 20:24

So literally like this is what you would teach as your core curriculum using our EB materials. We were working on the scope and sequences actually yesterday as a team. I was noticing, like how much the speaking and listening standards are incorporated into so many of our resources, and I love that because, like you said, this seems like it can be one of those aspects of the common core standards or skills or whatever your standards are that you use that are just kind of like an afterthought, that are forgotten about, and I love how much our curriculum team has made them so integrated into just like the day-to-day, because speaking and listening is such a life skill that we can't just kind of forget that they exist. So I love the concept, too, of bringing this into a way to help you make your grading life easier as a teacher.

Speaker 2: 21:15

So I just wanted to share that that was something I really noticed yesterday and to add on to that, before Megan shared the tip, I think it's important to note that when you do decide to do these speaking and listening standards, yes, it makes grading easier in the moment because you can grade on the spot, but at the same time it actually benefits you later on when you go back to grading essays, because students are still practicing finding evidence, introducing evidence, justifying their evidence right, using academic language. If they can do that in natural discussions, then you better believe they're going to start to do that in their essays, which of course makes it easier to grade.

Speaker 3: 21:50

Yes, I also think those speaking listening activities are really impressive for administration.

Speaker 2: 21:58

Oh, I use them all the time I'm like, then I don't have to teach, you just get to watch my students in action and see what they're doing, how I teach every single time and isn't that the point, shouldn't that be? The point.

Speaker 3: 22:09

Yes, and I pretty much every principal you talk to will say. The first thing they're looking for is what the students are saying and doing, so use those for observations, my friends. All right, here's my grading tip and I will preface this by saying this won't work for everybody, but this is something I did towards the end of the year with my eighth graders when they had practiced writing responses to literature, writing those essays throughout the year, and I felt confident they had that framework and they were doing well with their writing essays throughout the year. And I felt confident they had that framework and they were doing well with their writing. But this is what I would do if I wanted them to just focus on one area of growth in their writing. So I was kind of meeting them where they were.

Speaker 3: 22:42

So when students were working on their first drafts in class because we did all of our writing in class I had huge 100 minute ELA blocks so we could I would circulate while they were writing their first drafts and just conference with each student no more than five minutes Typically it was more like two to three minutes and I would give them all a heads up beforehand that I would be asking them for one thing they wanted to do to improve their writing for this assignment and I usually in my head had an idea of what I might be thinking about, based on their previous assignments as well. So it could be like a specific grammar skill we are working on in class. Maybe they wanted to include stronger justification or more descriptive words, no capitalization errors whatsoever, whatever it was. So when I would conference with the student, we together would decide on that one thing and we created a very specific goal for what they would do within that writing assignment. I had a spreadsheet with me when I was conferencing.

Speaker 3: 23:32

I would write down that one goal so I could keep track of what they had said and then when I was grading, as long as that student incorporated that one goal and did it perfectly within their writing assignment, they got a 100%. So I was looking for that one thing within their writing. It cut down on my grading time. I would skim to make sure they actually had five paragraphs, whatever that kind of thing. But they were still practicing their writing and they were showing growth in their writing and part of the reason I did this was I got to thinking throughout the year. There are probably some students who have not never got 100% on a writing assignment in their life. So what could this do to actually see that perfect score, like the confidence it gave them in their writing?

Speaker 1: 24:11

they were still showing growth, they were still practicing their writing and it cut down on grading time for me, so, yeah, and it's amazing what instilling confidence in a student can do for them, like that could totally change their belief that they have about themselves as a writer.

Speaker 2: 24:25

Exactly, yeah, it reminds me, megan, of when Dr Harper Dr Rebecca Harper was on the podcast a while ago. I don't remember what episode number it was, but she was basically sharing ideas like that too, of like, why do we have these massive assignments? What if we had very specific skills and goals for students to work on? And they do feel success. So if you want to learn more about that, definitely go check out the Dr Harper episode.

Speaker 1: 24:47

Do you want me to try to find which episode number it is?

Speaker 3: 24:50

Back in November.

Speaker 2: 24:55

I want to say Is that when it was, you guys are good, let me type in her last name. I think her, she is just fascinating, so it's worth a listen.

Speaker 1: 24:59

Episode two 52 and it aired on October 31st.

Speaker 2: 25:03

Oh, Megan, you were so close.

Speaker 1: 25:07

All right, I'm going to share the last tip. This is from me, um, and I love this one and I can't believe no one else on the team said this actually. But I always had my students not always, but often had my students grade their own essays before they submitted it to me. So I had them use the rubric that I was going to grade them on. I had them provide their reasoning and what was very interesting about this is they knew what I was going to say before I even had to say it. But it's so interesting that they don't do it when they first write that first draft or they're working on that in-class essay.

Speaker 1: 25:41

And I was thinking about this. I kind of equate it to like I'm super into fitness and going to the gym. I know what the exercise should look like, but unless I record myself on a camera and watch myself back doing the exercise, I don't know how I did Right. And I think the same is true for our students. If they just write the essay and turn it in and don't take the time to go back and rewatch it, quote, unquote or review it or grade it, they're never going to see where that kind of disconnect is on the certain aspects of their essay. So I would give them the rubric. They would grade it like I would grade it if I was grading it for them. And then what I loved about this is when I got it back from them, I would either disagree or agree with their reasoning and then give it back to them and they would rewrite the paper based largely on their own feedback to themselves, which I think is really powerful that they have, are now developing that skill set, and if we don't give this to them, they're not going to be able to acquire or practice that skill of self-assessment, of self-reflection. I know we do that with certain other assignments and certain things that they are self-assessing or self-reflecting.

Speaker 1: 26:54

I think this is at just like a different level, and what I found, too, is that students would often grade themselves way harder than I would, or I would have that student who has no self-awareness and I'd be like you have no idea, bro, but that's fine, you know. That's where I had to come in and help them and have a conversation with them. Um, and that also showed me too, like, okay, this student we'll just say Brennan is the first name that came to mind. This was not Brennan, for the record, brennan, if you're listening to this, I was like I knew like, okay, I was going to have to sit down with Brennan specifically and have a conversation with him, whereas you know, kathy, I wasn't going to have to worry about because she got it, she just understood, um. So I love that one Um, and you can do that with a variety of things.

Speaker 1: 27:35

I did that with group projects, all kinds of stuff where they graded themselves before they submitted it to me. Um, okay, so that is it, the team EB's favorite grading hacks. We'd love to know if you try any of these grading hacks in your classroom, um, and how they work out for you. So next week on the podcast, we are going to be talking about why you should ditch new lessons at the end of the school year, and I would assume that most people would be like, yeah, let's do that Right.

Speaker 2: 28:03

You would assume. But Facebook groups say otherwise. Facebook groups say otherwise.

Speaker 1: 28:08

I like it. Research on the ground. All right, we will see you guys next week on the podcast. Have a wonderful week, you guys. Bye, everyone, bye.