>First, sorry if you came here under false pretenses. This is about doing multiple drafts of a grading run, not grading drafts of student papers. Stick around, though! Shoot, lost ’em. Oh well, here are my thoughts about this anyways.
I like to grade on the bus when I have time where I can’t do much else. I don’t have internet on the bus and I don’t own a smart phone. When I started grading papers with my voice I thought I’d have to give up the bus part but I found the bus time could still be useful if I printed out the paper to read on the bus and then screencast my comments later.
Today on the bus I realized that I really like this new set up. Have you ever marked up a paper, putting tons of effort into a comment on a particular page and then later realized that they fixed the problem on a later page? I used to hate that because I’d have to back to the earlier comment and cross it out or add “nevermind” or something. With this new system of mine they never see the paper copy so I can mark it up any way I like. I don’t have to worry about mistakes I make because the student will never see them.
All I have to do is make sure there’s enough there for me to know what I was thinking when I get around to screencasting my comments to the student. This is usually the next day but sometimes a few days go by before I remember to do it. When I see a crossed out comment or “nevermind” I know to just skip that, or, possibly, comment to the student that the order of the paper was a little different than I thought it should have been.
The other thing I like about my bus system is that I go through the whole stack of papers before doing my final “draft” of grading with the screencasts. This helps me normalize my grading.
It’s funny how I encourage my students all the time to use a drafting process on things and now I’m seeing a similar benefit in my own grading. I’d love to hear how others have benefited. Use the comments or let me know on Twitter @arundquist