Chapter 5 is a follow up to all the information in chapter 4. Response strategies are “techniques that teachers use to communicate the grades tehy have arrived at by using one of the approaches in Chapter 4,” (75). Bratcher offers three common ways of responding ot student writing: oral responses, written responses, and grades without comments.
In terms of oral responses, writing conferences can be implemented. Using this response method, teachers sit down with students one-on-one and orally discuss the evaluation. If the conference is being used to put a grade on a piece, first ask the student what grade he or she would give the assignment, and why. Next, state what grade you think the assignment should have and why. Finally, negotiate between your two positions if there is a difference, (76). However, if children are finished with a particular assignment and have no unresolved issues, there may not be very much to say in a conference, (78).
Advantages of Written responses: They provide a permanent record of teacher response, they can be brief or lengthy, or they can be made without the student being physically present, (80).
Disadvantages of Written responses: Traditionally they have focused on the negative, and they are often ignored or overlooked by students, (80).
Advantages of grades without comments: In situations where students will not have their papers returned or where they will not revise, grades without comments get the job done quickly and efficiently, (81).
Disadvantages of grades without comments: It communicates very little to students, and they can be disappointing to students who have worked hard on their writing, and only a few students actually approach the teacher for comments, (81).
The end of the chapter also offers numerous exercises to try and helpful references.
Bratcher, S., & Ryan, L. (2004). Evaluating children’s writing: A handbook of grading choices for classroom teachers (2nd ed.). Mahwah, NJ: Lawrence Erlbaum Assoc.