What criteria do we use to judge poems
Feedback criteria - evaluate and assess texts
1. Criteria catalogs
As a form of performance review, we need to evaluate and grade texts. Various forms have meanwhile become established, experience has shown that these are essentially criterion-oriented verbal assessments or lists or grids of criteria. Criteria grids are often supplemented by a summarizing comment.
Since we can actually always fall back on the basic experiences of children with texts, it makes sense to develop criteria catalogs with the students (see e.g. ping pong story, motivating writing occasions) and then adapt or revise them to current patterns.
The criteria catalogs that Becker-Mrotzek suggests are very useful, as they include, for example, a criterion such as revising or risking.
A general example that is based on the Zurich text analysis model looks like this:
Such catalogs of criteria can be used both as a writing aid and for assessment.
Funding-oriented correction or commenting therefore requires certain competencies on the part of the lecturer.
Lecturers who work in a support-oriented manner
- change their posture. They rather understand each other than Editor because as proofreader .
- fundamentally understand writing as a process.
- have linguistic and content-related criteria. The Zurich text analysis sample provides good starting points for this, and content-related criteria can be worked out and determined very well with students.
- can formulate comments in a way that is appropriate for the target group.
- have the ability to diagnose strengths and weaknesses, also taking into account biographical circumstances such as a migration background
- can formulate differentiated tasks
- can describe a student's level of learning and develop a corresponding support concept.
- have a high degree of self-reflection and can critically question the requirements.
2. Evaluate as a dialogue with the text
"This way of dealing with the student text becomes visible using the method [...] Your side - my side [...]. For all texts that are written, the side opposite the student text remains free for marginal comments. This avoids interfering with the student's [...] text and documents respect for the student as a text writer. The marginal comments are the results of the cooperative and dialogical reading process. "(Becker-Mrotzek, p.97)
The comment under a text can also be understood as a dialogue.
For a comment, which is also a separate type of text, a few principles should be taken into account in order to promote writing motivation and a long-term willingness to deal with writing processes.
Becker-Mrotzek wrote so-called maxims on this:
Maxim for making a comment on student work:
- Address the student personally.
- If possible, start with a positive comment (but not in principle); encourage the student!
- Let the writer know your understanding of the text.
- Let the scribe know what triggered the text.
- Explain your comprehension difficulties to the writer. Give your answer in the form of a subjective statement.
- Justify your value judgments.
- Your comment must be understandable depending on the age of the student.
- Give the writer learning opportunities or suggestions for revising his or her text.
- Rate the writer based on the breadth of his personal achievements.
- Let the parents know about the purpose and nature of the comment and its criteria.
This dialogue situation can be carried on even further if the students are encouraged to comment briefly on the comment, such as “I understood everything, especially that I should incorporate verbatim speech so that the essay becomes more lively” or “I can do it it just doesn't make up a story and at the same time pay attention to the correct spelling. But next time I will look up more "suspicious" words in the dictionary. "...
3. Writing advice
Gerd Bräuer has dealt extensively with this topic (www.schreiblesezentrum.de). In this detailed form, the writing advice can certainly not be used across the board. However, the following principles are also helpful when discussing a text:
- Instead of determining, we ask:
What do you want to tell me with this passage? instead of You can't put it that way.
- We perceive instead of anticipating
I read in your text…. instead of In my opinion, your text expresses ...
- We anticipate instead of prescribing
Did you mean to say ... in this passage? instead of The you have to put it like this!
It is not about ready-made recipes for how to write a text, but rather the development of action and writing concepts.
(See worksheet: The non-directive advisory method)
Feedback criteria: Download [doc] [45 KB]
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