Colleagues get surprised when I say I enjoy “marking” and I always think that is because their focus is wrong; I see it as “giving feedback and feedforward” rather than just marking or grading. This blog has many excellent tips on providing effective #feedback and #feedforward - despite the clunky name. I think seeing the process for what it really is could help lecturers get more out of it. #SoTL
https://www.facultyfocus.com/articles/educational-assessment/ten-tips-efficient-effective-grading/
@mcaleerp I enjoy marking certain assessments, hate marking others.
It mostly depends on the assessment, there's a lot of badly designed ones around unfortunately.
@nicolaromano ah yeah I can understand that. I think for me I would still say even on those assignments I like the process of trying to help people learn, through the feedback and feedforward, as best I can. And then secretly grump about the assignment with colleagues in the background ;-) That said we have a fairly collaborative team so often we debrief on assignments after the feedback is given to see how the assignment can develop for next year and that can really help.
@nicolaromano absolutely. We have an assessment and feedback committee to help as well. Not going to lie and say everyone listens all the time but that’s just part and parcel of working with people :-) But definitely agree those sorts of groups and committees are great to have and be involved in, and can really start to make the process of giving feedback enjoyable.