All readers experience a text differently so when I was assigned to teach EWC4C – The Writer’s Craft which is a grade 12 English course that centers on creative writing, I was anxious. My concerns stemmed from worrying that although I may not identify with aspects of student’s writing, other readers may. As such, I questioned how I could evaluate student work and assign it a grade. How could I position myself to not be the judge, but to instead, be a part of the jury? That led me to de-center the evaluation process.
How does this process work?
It begins with students deciding what they want to write in the course. Some things that students can write include a memoir, poetry, song lyrics, the chapter of a novel, a graphic novel or anything else.
Once they decide what they would like to write, they are put into groups with other students who want to write in the same form. They then collaborate to identify the criteiria of that writing form. “What makes a good ____________?” From that, they co-construct a rubric. Once they have developed a rubric, they bring me into the conversation. We collaborate to solidify a final rubric that their work will be evaluated using. Students are telling me the tool they’d like their work to be evaluated using.
Then students get writing. However, the writing process is not done in isolation. Students are leaning on their group for ongoing assessment and support. If that proves unsuccessful, the student brings me in. That sometimes prompts me brainstorm with them, teach a mini-lesson or offer them a strategy to try. Students need to recognize when they need help and then they can count on my. I become a coach, rather than a teacher.
Once students are done their piece, we all gather around a table to co-evaluate the work. The writer is part of the evaluation process but so are their peers. I am a voice at the table but I’m not the only voice. We all sit together to evaluate the writing piece – including the author.
When I quiet my voice, it amplifies theirs.
This process of round-table evaluation is so powerful because firstly, it empowers the writer to share their purpose and perspective. Secondly, it empowers the peers to share their experience with the piece of writing. They share what they liked but also what they didn’t like. Finally, it shows students that I’m just one voice in the process and that their voice is just as important as mine. It teaches students that I’m not the judge of their piece – we all evaluate and conclude a grade together. When I quiet my voice, it amplifies theirs.
Why does this process work so well?
Besides the empowerment through the evaluation process, more importantly, is the learning during the writing process.
Firstly, students are constantly collaborating during the writing process. My students know that audience and purpose are at the forefront of writing so they include their peers in that process. They’re constantly asking, “Do you connect with my protagonist?” or “Does this make you feel angry?” If the answer is no, students are prompted to revise and edit. This leads me to my second point. Students are truly engaging in the writing process. They’re constantly writing, sharing, gathering feedback, revising and then re-sharing. Students have learned that writing is a process – it’s not something that you sit and complete at a given time.
Secondly, students are learning to trust. Students learn to trust their instincts when it comes to writing. They’re taking risks and writing about topics because they want to. Although they’ve never tried these forms, they’re trying. Also, students are trusting each other. They are allowing their peers to read their work in draft form so they can get feedback. And, the feedback is so good. Because students are being entrusted with their peers’ work, they’re offering detailed and thoughtful feedback.
Thirdly, it makes the process of evalaution transparent. So often, when students get marked work returned, it’s not clear why they lost marks or, more importantly, students don’t know who to fix the errors for next time. By having the writer listen in and particiapte in the process of evaluation, they hear what they’ve done well and what impact it’s had on the readers. They also hear what facets of the rubric readers struggled with or didn’t experience. The writer hears exactly what their readers think and feel.
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In the end, for years, I’ve tried to de-center the classroom when it comes to how I teach and now I’m trying to de-center the classroom when it comes to evaluation because it allows students to participate in authentic and relevant knowledge construction. #SPARKC
Stories from a 21st Century Classroom 