A different approach to commenting on students’ works Recorded oral correction in all subjects

Numéro: 

3

Rubrique: 

Volume: 

30
ROBERGE, Julie

Correcting a written assignment involves the teacher, their discipline, their relationship with the student, and their own skills and knowledge. This is an eminently complex act that consists not only of reading the student’s text to evaluate to what degree competency has been achieved and to make comments citing the strengths and weaknesses, all the while offering justification for the mark. For comments, all types of indications can be used, whether spoken or written, regarding subject content, text structure, or language. These various types of comments are usually written directly upon each assignment. However, since writing takes time, teachers tend to limit this type of feedback. One way to provide students with extensive feedback without monopolizing more of the teacher’s time is recorded oral correction. This involves recording audio comments rather than writing them on a copy, as the corrections are being made. This approach makes it easy to comment on all types of written assignments, from a laboratory report to documentary research, from a thesis to an activity sheet. 

Julie Roberge has long been making oral corrections to provide feedback and convey her comments to her students on their written assignments. In the winter of 2016, she suggested that her college mentor a dozen teachers in various disciplines who were interested in experimenting with this method for correcting written assignments. The author presents the main features of this project as well as the key components of this correction method that usually proves very popular with students.

Article available in French only.

The AQPC acknowledges the financial support, in 2014-2015, of the Government of Canada through Canadian Heritage, Canada Periodical Fund, Business Innovation component.

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