We try to spot check the types of comments GTAs make on reports at least once each year. We randomly select 4-8 reports for each GTA, ideally with at least one report having a score from each of our grade bins (1, 2, 3, and 4.) We then use an abridged version of our GTA comments codebook to classify the types and numbers of comments they are attaching to reports.
GTA comments are classified according to:
Subject. What does each comment focus on (basic criteria, writing flaws, logic, etc.)?
Structure. How is the comment worded? Is the comment a simple pointer or informative? Is there general or specific information contained in comment? Is it directive only, or does the comment foster broader thinking?
Agency. Where is the locus of control in the comment? Is the instructor the primary source of knowledge, or does the student retain agency and choice? Does the comment provide explicit directions, or ask the student to reflect on their writing issues and discover their own answers?
We reiterate to GTAs that this is a professional development opportunity and not a punitive review. If a GTA's grading deviates from expectations or past performance, we meet with them to discuss their grading strategy and identify ways to make corrections going forward.
We try to spot check the types of comments GTAs make on reports at least once each year. We randomly select 4-8 reports for each GTA, ideally with at least one report having a score from each of our grade bins (1, 2, 3, and 4.) We then use an abridged version of our GTA comments codebook to classify the types and numbers of comments they are attaching to reports.
GTA comments are classified according to:
We reiterate to GTAs that this is a professional development opportunity and not a punitive review. If a GTA's grading deviates from expectations or past performance, we meet with them to discuss their grading strategy and identify ways to make corrections going forward.
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