Ch. 7 THE RIGHT TO BE ASSESSED WELL

I can recall when my favorite English teacher in sixth grade scored my writing assessments. She would always write a passionate response in the far corner of my paper. Consistently, I would search for the comment, not the grade. Her recorded reaction meant more to me than a number or even a rubric (My teachers did not use rubrics in the 80s). When I entered the teaching profession in 1997, I thoroughly enjoyed reading my students’ writing. I anticipated hearing their voice through their work. It defines who they are. I have learned more about my students in their writing than any other subject. When assessing their published piece, I used a rubric along with a honest and heart-felt response.
Many teachers feel the same way as I. Writing is such a unique, yet intimate part of our being. It would be detrimental to simply record a grade and not a comment. In a perfect world we could record a comment on every piece of our student’s writing. But that’s unrealistic. In chapter seven, Spandel encourage teachers to evaluate writing with passion and compassion. Everyone needs encouragement, especially in writing. Confidence is such an enormous piece in promoting effective writing.
Yes, our nation is becoming more and more data driven. Unfortunately, we may experience less prominent authors in the future due to our statistic frenzy. If we all could heed to the words of Samantha Abeel (pg.112): “Look for me in my writing. You will know if my written voice matches my outer voice. It’s not eloquence or beauty; it’s about honesty”. We need to see our student through their writing, and respond appropriately. Fortunately, I work with many teachers who demonstrate the ability to look beyond the words and acknowledge the voice of their students’ writing.