If you type “I hate grading” into google, you’ll get 5,800,000 hits. For many of us, evaluating students’ work is the part of our vocations that feels the least vocational. In part, that’s because there’s something fundamentally un-vocational in summing up students’ efforts to learn—their own current vocational work—with a letter or number. In part, it’s because grading reinforces power structures that most of us resist. But evaluation can also feel un-vocational because we just can’t do it as well as we want to.
We know good feedback is precious: the voices of others often help us find our vocational ways, and comments on assignments can be one of the most effective conduits for mentorship. But because this work is so important, we can feel all the more sharply that our efforts at it are imperfect. We don’t have the time, perhaps we don’t have the wisdom or diplomatic savvy, to do it well enough. That’s true especially if we’re laboring in courses, course loads, or evaluation systems (like minimal GPAs for scholarships) that don’t fit our vision of vocation. Then the mountain of assignments waiting for our response becomes not an invitation to nurturing conversation but a burden, not the essence of teaching but a distraction from the aspects of teaching we value.Continue reading