کد مقاله کد نشریه سال انتشار مقاله انگلیسی نسخه تمام متن
344263 617361 2014 15 صفحه PDF دانلود رایگان
عنوان انگلیسی مقاله ISI
“Get it off my stack”: Teachers’ tools for grading papers
ترجمه فارسی عنوان
"آن را از پشت من بردار": ابزار معلمان برای درجه بندی مقالات
کلمات کلیدی
نوشتن ارزیابی؛ تئوری فعالیت؛ درجه بندی کاغذ؛ حجم کار معلم؛ بازخورد معلم؛ نوشتن بهره وری
موضوعات مرتبط
علوم انسانی و اجتماعی علوم انسانی و هنر زبان و زبان شناسی
چکیده انگلیسی


• Feedback studies, increasing contextual, have missed teacher context.
• Using activity theory, I implement a case study of 3 first-year composition teachers.
• Coping tools are goal setting, dividing work, managing criticism, and sharing work.
• Productivity psychologists have found these same coping tools in academic writers.
• Researchers need to conduct contextual analyses of writing feedback processes.

Using activity theory to contextualize paper responding and grading processes, this qualitative case study uses interviews and artifacts of three first-year composition instructors to identify ways they cope with the tedious and copious work. Data reveal that teachers practice previously—discovered writing habits of successful writers. Those habits, among others, include creating self-imposed goals, dividing work into manageable chunks, using physical and psychological tools such as information charts and rewards, managing criticism from their paper-grading communities, and sharing work. In light of the results, the researcher calls for administrators’ increased attention to recognition and rewards and decreased criticism in the writing assessment world. Results also indicate a need for greater contextual analyses of teachers’ behavior, tool use, and community interactions. Attention to the social and cultural construction of the paper-grading process will help teachers with the real jobs they have before them that may not conform to the snapshots of isolated actions sometimes presented in writing assessment research.

ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Assessing Writing - Volume 19, January 2014, Pages 36–50
نویسندگان
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