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In EdSurge Case Studies, educators share their real-life experiences with edtech in their schools and classrooms.
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Amy
10th grade Composition teacher, Rauner College Prep, Illinois
College prep classroom, Project-based classroom, and Low income population

When I became the sophomore Composition teacher to 175 sophomores, I didn't realize the time and effort I would need to put in to giving my students detailed and timely feedback in order to grow. The Graide Network allowed me to do this.

Product Use: I gave my honors students' papers to The Graide Network. I submitted two assignments for those sections- a literary analysis paragraph and a 4-6 page research paper. I asked for overall feedback and "grow" and "glow" moments in each paragraph so that it would match my grading of the other classes.

What Worked and What Didn't: It was brilliant- my graiders followed my rubric exactly and pointed out feedback that I wouldn't have thought to catch. I realized that knowing my honors students personally made me grade their work in a more biased way. My graiders graded them fairly and tied their comments directly to my rubric.

Holistic grading is a bit harder to submit to the Graide Network. At times, I use simpler rubrics without numbers attached to every section. The point value was crucial to the grading if I wanted the Graide Network to complete it.

Age Group: High school students

May 19, 2017 Provide Feedback
Anonymous
11th Grade Social Science Teacher, Illinois
College prep classroom and Low income population

I am a 4th year teacher at a high performing charter school in Chicago. I teach AP US history and US history at the 11th grade. This year, I reached out to try EdPuzzle initially because I was interested in giving more feedback on student writing, but was struggling to find the time. A colleague in our charter network suggested I try the Graide Network.

Product Use: Once I actually began exploring the Graide Network, I found that it was actually more useful for me that just saving time! First of all, it changed the way I was able to teach writing in the classroom. I was able to have students outline, write, then re-write receiving feedback from the Gradie Network on their final essay. This was useful because my AP students found they had to write differently when their audience was someone other than me. It forced them to be more specific and detailed. The second benefit was that I was able to compare the Graide Network feedback to my own feedback. I found I was grading too harshly in some categories and was too lenient in others. This gave me time to take pause and consider what my student outcomes really were and plan accordingly. My students were also able to be reflective and consider things like why their writing may be the best in the class, but not the best in the outside world- thus setting a higher bar for each individual.

What Worked and What Didn't: Being able to see such descriptive feedback about my own students reminded me how important such feedback is and what a student is able to take away from it. I was also able to self-check my own biases about their writing to be more well rounded. There was one minor error in the report I was given at the end caused by a tech-glitch, but when I reached out it was fixed within the hour.

Age Group: High school students

Mar 28, 2017 Provide Feedback
Anonymous
Middle School ELA teacher, Illinois
College prep classroom, Special education students, and Low income population

The Writing teachers at our school had 150 students each with 1 hour prep period per day. Thus, the bulk of the grading work needed to be done in evenings and on weekends. This lead to a few things: not grading as many assignments, less quality feedback, less time to spend doing meaningful curriculum planning.

Product Use: We hoped through the Graide Network, that our teachers could just use their time more wisely. We had the "Graiders" score assignments for which a quick turn-around with indepth commentary for the students was preferred. One perfectly suited task for an outside grader, was our benchmark assessments. It was interesting to see how we scored our students and compare against an impartial grader to see where we were aligned and where we differed. Also, specifically for Writing, we invested out students in producing quality work for an unknown audience. Given that writers seldom choose who will read their work, we felt this was an authentic way to push clarity of written tasks. I'd say, "Remember, the teachers who read this besides me will not give you the benefit of the doubt. Show off what you know!"

What Worked and What Didn't: The staff of the Graide Network were extremely responsive and reflective. They asked for input and obviously are committed to allowing teachers to focus on what we do best - be fully present for our students in the classroom - without being inundated with stacks of papers looming in "to grade" piles.

Age Group: Middle school students

Aug 11, 2016 Provide Feedback
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