Grading Dread

Like in many courses, I am required to give writing assignments in my intro / principles courses. I really, really, really dislike grading these papers.

Looking back at my notes from the past few weeks, the first mention of grading dread appeared on 11/30. None of the big written work assignments were due until 12/6, yet a week in advance I was bumming about it.

I feel physically anxious when grading deficient work. My pulse quickens; I feel jittery.

I've tried all of the standard tricks to make grading easier:
- well-written rubrics
- grade 5-10 papers at a time and then pause to do something fun
- stagger due dates
- build in ample turnaround time
- cherry pick a few papers that I know will be good to read and save them for after I read a terrible one
- remind myself that it will all be over soon

I find myself wondering what I can do to change my relationship to grading. Where exactly does the dread come from? What is the source of the resistance?

Near as I can tell, there are several contributing factors.
- time consuming (I'd like to spend my time on other things)
- frustrating (Why don't students follow the carefully written directions and rubric?)
- defensive mindset (Student X will be upset that they didn't receive a higher grade and they'll want me to change it.)
- subjective summative nature (while I do have a rubric, I believe there is subjectivity inherent in paper assessment)

That last point gets me thinking...
In general, I'm a fan of assessment. However, grading lies on the summative end of the assessment continuum.

I dislike the summative. Rendering a Final Judgement in just one number - yuck. In most situations (academic or in real life) I much prefer receiving and giving formative feedback.

I like the formative so much that in just about every class meeting, I give a non-graded assessment. Students see where they are in terms of understanding the material and I see where students are in their learning.

Now that I think about it, I don't mind the summative nature of final exams. All through the semester I give formative feedback. It feels like a natural progression that after approximately 30 formative assessments, students would receive a summative one.

Where the disconnect arises for me is written work.

Hmm.