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Annotated Bibliography on Grading in Writing

In recent years, grading has come into critical analysis, with some educational advocates arguing for its removal. There have been some who argue that grading writing does little to assist students in improving their education. However, a lot of research also shows that there is value in grading in its various forms, including assessments, peer reviews, and educator feedback. It is vital to review existing literature to determine the impact that grading has on aiding students improve their writing. The annotated bibliography of various sources that discuss the value of grading writing as it relates to aiding students to improve will be discussed in detail.

Achen, Rebecca M. “Addressing the ‘My Students Cannot Write’ Dilemma: Investigating Methods for Improving Graduate Student Writing.”
Journal of the Scholarship of Teaching and Learning, vol. 18, no. 4, Indiana UP, Dec. 2018,
https://doi.org/10.14434/josotl.v18i4.23040.

This source discusses the revision strategies students utilize to improve their writing and the views and perceptions of these students towards these revision strategies. In particular, the revision strategies that were under investigation were peer review, rough drafts, and rewrites. These forms of revision are very popular for revising and apprentice writers to improve their writing ability. The researchers found that rough drafts were the most valuable revision strategy prevalent among writers. This allowed the apprentice writers to return to the drawing board and rewrite their drafts to improve their writing skills. The overall consensus among the writers in the study is that writing is essential and urges for a move towards implementing critical thinking as part of writing assessment and grading to improve writing.

The article validates the value of grading in aiding students improve their writing by showing the impact that feedback and opportunities for revision have on student performance. Grading often involves assigning a particular grade to a specific task. It is the student’s obligation to evaluate where they went wrong and take action to improve. This is what propels them to success and makes them great writers. Grading allows teachers to provide feedback; students may use this criticism to improve.

Biango-Daniels, Megan N., and Mark A. Sarvary. “A Challenge in Teaching Scientific Communication: Academic Experience Does Not Improve Undergraduates’ Ability to Assess Their or Their Peers’ Writing.”
Assessment & Evaluation in Higher Education, vol. 46, no. 5, Taylor and Francis, Sept. 2020, pp. 809–20.
https://doi.org/10.1080/02602938.2020.1812512.

This work aims to offer a quantitative analysis that evaluates the significance of peer-assessed tasks in an undergraduate biology class at Cornell University. This paper aimed to investigate the effectiveness and significance of peer-reviewed and self-assessment learning. The paper also attempted to ascertain the process of acquiring scientific communication via writing. The article asserts that writing is essential in science and that while peer-reviewed learning is effective, it is not a substitute for assessment and grading. These tenets allow the students to know where they indeed are.

This article discusses the impacts of the Dunning-Kruger effect on learning. The effect often leads to overestimating someone’s ability in what they have understood. It is where an individual believes they are much better and smarter than they are. This phenomenon is very common in education, and it often affects writing. The article shows that grading counteracts the effects of the Dunning-Kruger effect by offering an individual their true writing skills and steps to improve them. This is something that other forms of assessment cannot adequately do.

Kahn, Jessica, and Richard Holody. “Supporting Field Instructors’ Efforts to Help Students Improve Writing.”
Journal of Social Work Education, vol. 48, no. 1, Taylor and Francis, Jan. 2012, pp. 65–73.
https://doi.org/10.5175/jswe.2012.201000018.

This article presents writing from a social work point of view. Social work is a field that aims to improve the state of society. The article hones in on investigating instructors’ role in improving professional writing skills. The article draws motivation from the Writing Across the Curriculum movement, which emphasizes the importance of writing. One of the article’s recommendations is that to support student writing initiatives, the field needs to bring initiatives that motivate writing. These initiatives include writing requirements for internship opportunities. They also emphasize the importance of feedback in learning and growing into good writing.

This article shows the importance of feedback and guidance in advancing writing skills. It suggests that field instructors should emphasize improving writing through feedback and revisions. Revision is one aspect of grading. When an individual gets a poor grade in a writing work, they must go back to the drawing board and write it again. This is an element of grading that aids someone to improve and ensure that they get better at writing. This article reinforces this belief.

Mphahlele, Letebele. “Students’ Perception of the Use of a Rubric and Peer Reviews in an Online Learning Environment.”
Journal of Risk and Financial Management, vol. 15, no. 11, Multidisciplinary Digital Publishing Institute, Oct. 2022, p. 503. https://doi.org/10.3390/jrfm15110503.

This article addresses the value and use of rubrics and personal assessments as methods of assessment in learning. Through an online survey, the researchers determined that rubrics were a vital part of learning as they outlined what was expected of them. With peer assessment, they motivate students to think more deeply and critically. This helps students to understand and utilize what they have learned properly. The consensus of the article was that assessment, in its various methods, is a vital part of learning and should continue to be used.

Rubrics are often used to grade a student’s work. They are a vital part of grading. The article helps to show the various impacts that grading, through rubrics, can be essential in education. The first is in providing feedback. The next is to guide them on what is expected of them. The third is its impact on the students, as it motivates them to deep and critical thinking. This helps to grow understanding for the student.

Conclusion

The research shows conclusively the various positive impacts associated with grading. The first impact is in its ability to improve the student’s writing ability through revision and feedback from the instructor. The second is that it allows the students to gauge where they genuinely are in the learning curve. Grading also assists the student in knowing what is required of them through rubrics. These articles all provide concrete proof of the impact that grading has on writing.