Grading smarter, not longer: Strategies for making your grading as efficient and effective
Adapted from https://cft.vanderbilt.edu/2012/09/grading-workshop/ and https://www.psychologicalscience.org/ teaching/tips/tips_0101.html
Let go of practices that do not benefit you or your students
- Grading work that is not the objective of the assignment.
- Correcting everything.
- Grading everything, there are other ways to motivate students.
- Giving a lot of feedback.
- Grading all assignments in the same way.
- Only checking work outside of class time.
- Grading that you really can’t deal with.
p.s. don’t let go of fairness, being supportive and kind, providing meaningful and understandable feedback, and consistency
A few types of assignments and grading for efficiency
- Multiple choice
- Simplified scale (0, 0.5, 1 point)
- Test correction and draft assignment points
- Audio feedback on blackboard
- Have a document with standard responses
- Select representative problems to grade
- Group assignments
- Classroom assessment techniques (CATs)
- Minimal Marking
- Rubrics (below)
Steps to Creating a Rubric in Blackboard
- Go to the Control Panel
- Click the Course Tools
- Select Rubrics
- Click Create rubrics
- Name Your Rubric
- Provide a Description
- Select the type- percent, percent range, points, or points range
- Select your criteria and assign a number value (percent or points)
- Input your criteria in each area. You can also change the heading titles (instead of novice, etc.)
- You can add rows or additional columns
- Go into the assignment on BB.
- In the grading category, select “add rubric.” Determine the availability of the rubric to the student.
- Allow students to view before grading
- Allow students to view after grading
- Block student access to the rubric totally
Plan assignments to minimize grading
- Create assignments with clear goals and criteria
- Use different grading scales for different assignments. Grading scales include:
- letter grades
- numerical scale
- 0, 0.5, or 1 point (check or no check)
- No grade
- Consider why you are grading in a particular way for each assignment. Is there a way to reduce your time?
Create a semester’s grading plan that is fair to you and your students.
- Decide which assignments can be formative and which need to be summative.
- Measure learning in multiple ways.
- Prepare students for summative/formal evaluations with activities of a similar challenge level.
- Responding to student anxiety and questions takes time too, so things to reduce time there:
- Include grading policies, procedures and standards in your syllabus, including late assignments.
- Teach your students how your grading and feedback works (like CATs, and minimal grading and rubrics).
- Teach your students about your expectations.
- Select assignments and grading strategies so that assignments can be returned promptly.
- Ask for student feedback on grading mid-semester. While grading policies should not be changed usually, one adjustment mid-semester can be productive.