Marking ≈ Watching sports?

Right now it's exam season for a lot of us, so I thought it might be an appropriate time to finally finish this post....

I was marking tests, and this thought came to me.

Marking is kind of like watching sports.

The more I thought about it, the more I was getting out of this analogy.  So I thought I should probably write these down before I forget.

The similarities

1. We cheer on the players

Most teachers I conference mark with has great positive reactions when students are simply doing awesome.  Even when they're just improving.  We cheer them on, and we are happy for their accomplishments.

2. We look intensely for where they can improve and how we can help them

If they've approached a problem wrong, that isn't the end of it -- or at least it shouldn't be.  We constantly look for where we can help them, how they can improve, what they do understand, what they don't understand... etc.

3. We are disappointed when they don't succeed

"Succeed" is a loaded word -- and probably not the right word, but I won't go there for now.

4. There are multiple opportunities in a season

Students get more than just one high-stake test that determines their life.

There are definitely a lot of similarities.  I could go on, but the above are the main ones.  What is interesting to think about - are the differences between marking and watching sports.

The differences
Besides the fact that marking isn't actually the same as watching sports, let's take a look at where this analogy fails (at least for me).

1. We are not just spectators

We are also coaches, trainers, motivators, analysts, physiotherapists... and so on.  Our roles are varied, and each of us are good at different supporting roles for students.  But we are involved way more than just spectators.  We use our knowledge from each game students play, to improve their performance and to maximize their potential.

2. We don't have favourite teams

Or at least, we shouldn't.  We cheer for each individual players, and we want each of our students to succeed.  We don't only root for students that we like, and we don't antagonize students that we dislike.  I mean, there shouldn't even be the label of "like" and "dislike" to begin with.  As human beings, that is definitely difficult for a lot of us.  To a certain degree, I think we are affected by our tendency to support those that want to be supported, but nonetheless as teachers, we do not only cheer for individuals.

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I think the reason why marking, grading, and evaluation hasn't become a chore for me, is because I genuinely enjoy the many aspects of it.  I know a lot of teachers that dread marking.  I am hoping that I won't get to that point...