Analysis and Exhortation in Grading Student Papers

The task of grading written assessment tasks is often regarded as a tedious end-of-semester task. Yet this is an important part of the teaching process and it can be argued that preparing a written record of how the marker has assessed and graded the paper provides an opportunity to provide students with constructive feedback on the work they have submitted. The aim of my paper is to set out a series of aims and methods for providing constructive critical feedback, via a marking rubric, which is part of the teaching and learning process.

First of all, I will summarise four biblical models for offering critical feedback – wisdom, prophetic, pastoral and personal encouragement.

The aim of my paper is to set out a series of aims and methods for providing constructive critical feedback, via a marking rubric, which is part of the teaching and learning process.

Then secondly, in the light of these four models I will set out my aims and methods for offering constructive critical feedback.

Thirdly, I will collate responses from various ACT unit moderators and from students who have received feedback via a marking rubric.

As the feedback provided in a marking rubric is intended to contribute to an ongoing learning process, I will conclude with several suggestions as to how teachers might learn about their teaching methods and students might further develop their skills as learners.