Onscreen grading is a revelation.
I have resisted the transition from paper grading to onscreen grading for a while now. I experimented last fall with having students submit a paragraph online once in a while, but I was reluctant to use Track Changes tools, as I knew most students weren’t familiar with them, and so I tried to mark by underlining and inserting comments in bold – tedious, time-consuming, ineffective.
This term, I clued in to the fact that if students are unfamiliar with reviewing tools, then it’s up to me to start making them familiar. So I’m now in the process of having all my classes submit small assignments to me online.
I have a repetitive stress injury in my writing arm that makes writing by hand physically painful. My hatred of grading is perhaps even more intense than other teachers’ because of this added physical suffering. I had no idea, though, what an eye-opener onscreen grading would be. I am actually ENJOYING grading these paragraphs. I’m writing three times as many comments as I normally do – which is to say that the tools aren’t really saving me any time, but they are making me a better, less miserable teacher.
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