The feedback from the Graiders have been more than I could provide as a veteran teacher and specific enough that students could log into their writing and fix without the teacher’s explanation. Students often receive feedback after three days, a timeslot when students can use the feedback to improve writing. This transitions the feedback from simply justifying a grade to an instructional tool. Students also become attached to the Graider and feel a connection, almost as if the Graider is purely there to help them write better and not “out to get them”. The trust and honesty in that relationship does much for student acceptance of feedback. As an English teacher, time is freed for me to create more specific instructional means that differentiate instruction based on the data returned. The specifics on the evaluation sheet for teachers can be used to determine weaknesses that in turn, drive my instruction.
High School English teacher