English sentences with grading students in context,
4 exact matches For example, when I'm grading students' academic essays, I enforce some norms of language use, because I believe that this is necessary to help them become more effective writers.
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Not grading students?
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And as a teacher, I am still responsible for writing lesson plans and grading student work during this time.
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Grading students poorly on the building blocks of abstract thinking because they can't do enough abstract thinking to interpret the assignment is absurd.
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Since high schools, and even individual teachers, differ so much in grading their students (ENG4U, anyone?
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I'm willing to bet you will never be in charge of grading mba students.
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I tend to watch your reviews while grading my students' work (lazy teacher).
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At the very least student-teacher sexual relationships are an abuse of authority by the teacher and create what is known as a conflict of interest on the teacher's part...they cannot be impartial any longer when grading that student in particular, and that is not in the student's best interest...that is looking at the subject impartially and professionally.
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Additionally, could you "farm out" some grading to students or grown-ups?
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I procrastinate when it comes to grading, so students don't get feedback very quickly and thus it's harder for them to know how to improve.
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First, it's not "grading other students' work", as if some undergrad is in the back of the class with red pen and an answer key.
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Teachers have a lot to do on their days "off" - lesson planning, grading, evaluating student development, continue professional development.
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I'm not going to tell you whether to be easy or hard on the students; I will say, however, that in my experience, grading harshly with a ton of comments (red ink essentially covering the entire page) for the first assignment or two goes a very long way towards getting students to take their assignments more seriously.
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As for grading and planning: I know your students are young, but can you implement more peer grading?
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The main problem with 10 point scores is that it is to easy to compare to high-school grading for a decent student.
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I haven't had a big issue with grading/planning, but this quarter picks up more on student outcomes/projects so I expect more problems when we come back from this break.
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The SAT was originally created as an equalizing tool between students, because grading scales and curricula in schools in the US are so different as to be incomparable, but then it turned out that memorizing some synonyms and being able to circle a certain number of dots isn't all kids do in college, so my personal feeling is that now it's kept around because 1) a lot of especially state school scholarships/honor board admissions are pegged on a minimum SAT value, 2) the people who make money from administering the SAT have a strong lobby.
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Not only are questions on MyMathLab rarely the same, it is also automatically graded, provides instant feedback and suggestions to students and saves time from manually grading.
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I thought you were a professor grading assignments, and sometimes students wouldn't account for those special cases so the circuit would catch on fire, burning you on the process.
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Before grading a problem, read a couple student solutions to get a feel for where the sticking points are and what the arguments are going to be like.
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Grading work I love to look at/experience is awesome... Also, taking a second after I grade it to notice how the student is growing over time...
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I also use a standards-based grading system that rewards students who continue to work towards mastery during the year.
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She was the prof I TA'd for, and she also taught me a great lesson about grading - and evaluation in general - read every homework before you begin grading, because often you will not understand how to grade or guide the students until you have seen every different approach to the problem.
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Rules, homework, grading, curriculum, all up to the students.
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The way the grading here awards you only credit, but in my experience and from what I have heard from other students, those who seek out more information from their professors on how to excel or do supplementary work tend to get it.
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i'm a film student, and as a cinematographer, i must say i despise color grading due to the amount of time, effort, and skill it requires.
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When I was still a student, I used it for taking notes on lectures on graduate mathematics, programming, grading, and general life organization.
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Grading on a curve with some, not all, students on adderall will set a definite divide.
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In addition to this, I'll assign students random numbers that they will use to mark their exams, so that my own personal biases will be eliminated during grading.
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In addition to grading, like the poster above said, it's also the time to communicate with parents, help students, prep for the next days lessons, etc.
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Legal academia's set up to reward the best researchers, not the people who are best at teaching, meeting with students, and grading things on time.
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The prep time of preparing curriculum, student evaluations, paper work, and grading would take any teacher worth his or her salt more than 10 minutes a day.
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Not to mention the grading and communication with parents/students.
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Even when I have to spend time grading papers or talking one on one with students about the stats aspect, that is time I could have spent covering the intended course material.
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Even if a teacher has reputation for grading harshly the students who openly disagree with them, these students still gather the courage to speak their minds.
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Professor subjects a student to different grading criteria from other students.
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What I would really like to do is go down to the office and talk to my principal about how I need these lessons to properly assess my students, especially since we're moving to standards based grading in the coming years.
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Then just tell it to only random numbers between 0-5 (Assuming A, B, C, D, E, F grading scale), or 0-4, then each time it returns the random number make it print the corresponding letter grade, and of course the students name.
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Are you not permitted to have the students grade (we call marking grading in the US) their own papers?
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If you look closely at the first picture, you can see that she's in the midst of grading some exams, and judging by the machines on her side and the book on her butt, she's a CS grad student.
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In which a decision has to be made that sacrifices either the integrity of the assessment or streamline the criteria for grading to reduce the time needed per student.
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One of the things I'm working to mesh with my new grading policy is that I still give tests, the grading is just a bit funky (I usually have students work in teams after completing their exams individually to evaluate how they've done and to also correct any errors and speak to each other or myself about any questions they might have.)
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If participating community colleges are grading on a curve (as would be expected if they want their credits to be eligible for transfer) then by definition only a fraction of their students will be competitive enough to transfer into a 4-year program, which is why they're also going to want participating programs to push high graduation rates and good student outcomes.
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It's easier to compare students when the grading system is the same throughout every student.
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My husband always comes home so pissed when the students have the day off and instead of being able to catch up on grading and shit he spends the whole day sitting in some ridiculous training that does not help.
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Also, why in God's green earth would high school students be subject to a grading curve?
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Personally, I think every student should have comprehensive grading reports on CC through out the semester.
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1.5 hours of answering school related emails, emails from parents, making parent phone calls, grading papers/projects/reading student writing, writing back to notes from kids, etc.
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Moreover, the Court stated that each student grader, by grading assignments, did not constitute a person acting for an educational institution within FERPA.
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It's so stressful, unpaid (well actually paid, in that I pay to have the opportunity to student-teach) work for 8 hours, not including extra time for any grading or prep not finished during the school day.
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