As teachers, our jobs are about supporting students in their learning and development. Teachers are constantly in service of their students, their students’ families, and their school community. But we are also human beings who have bodies, families, and relationships.
On Friday I missed my self-imposed weekly blogging deadline because I was up past my eyeballs in English exam papers. As I marked, I was wrestling with a dilemma: increasing my marking workload with a view to student learning, or protecting my wellbeing by streamlining the marking process.
When you have 120 papers to mark in a short time, the easiest way to do that is to put a mark only on each paper, and publish a markers’ report that synthesises comments and feedback to the group. The long, hard way to do it is to annotate and write a comment on every paper. My dilemma was that, while a marker’s report is useful for students, I believe that annotations and comments on papers will help students to understand why they got the mark they did and how to improve for next time. That annotating and commenting on every paper takes much longer and results in more time and more pressure, while taking time away from other work streams and from my family. The other nagging feeling I had was that many students may not engage with the comments I was taking so long to formulate, making the whole lengthy exercise a waste of time. My experience with handing back exam papers, however, tells me that students can’t often make the connections between their work and a marker’s report; the annotations and comments can help them make sense of where they can improve.
In the end, I couldn’t stop myself from annotating and commenting. I decided to carve out more time (day, evening, and weekend) so that I could provide students with information they could use to help them do better next time. Students will have a number of assessments, plus their end of year exams and their tertiary entrance exams, still to come. As a teacher, I couldn’t pass up the opportunity to do what I hoped would be helpful for students in preparing them for the learning that comes next.
But it has meant that I’ve spent less time with my kids, less time looking after myself (I tend to find less time to make meals for myself and to exercise while under a heavy marking deadline), my neck has seized up (probably thanks to hours spent cocking my head as I read and write on papers), and have come down with a cold (it’s winter here so perhaps that is coincidence rather than evidence of compromised immunity).
While exams are a summative assessment, when my students receive their exams back, they will be led through a formative process of reflection, action, conferencing with me, and target setting. This process is based on the UK’s Assessment Reform Group’s summary of the characteristics of assessment that promotes learning. According to the ARG, assessment that promotes learning:
- is embedded in a view of teaching and learning of which it is an essential part;
- involves sharing learning goals with students;
- aims to help students to know and to recognise the standards they are aiming for;
- involves students in self-assessment;
- provides feedback which leads to students recognising their next steps and how to take them;
- is underpinned by confidence that every student can improve; and
- involves both teacher and students reviewing and reflecting on assessment data.
Student engagement with their own work, its feedback, the marker’s report, and subsequent setting of next steps and how to take them, can help summative assessments like exams become learning opportunities. My students will be required to act on the feedback, as recommended by much feedback literature. My annotations and comments on students’ papers will form part of this process of engagement, reflection, and action.
As teachers, we often find it impossible to compromise our desire to help students, even if it means sacrificing our own time and wellbeing to do so. It’s why we need to make good decisions about where to expend our efforts. We also need to carve out time for self-care when we can, and find ways to nourish ourselves during the peaks of our workload. I’m looking forward to an overseas family holiday in the next holidays!