find out more about these events and register now.<\/a><\/strong><\/strong><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\nanother way to build a steadier stream of graded feedback into your course without making grading a full-time job is to maintain a simple grading system for short assignments.\u00a0 for example, you can grade papers on a three-to-five point scale, with specific pieces of information required for each point.\u00a0 a check\/check-minus\/check-plus system also makes your job as a grader quicker and easier while providing feedback to instructor and student alike.\u00a0 it\u2019s important to realize that you need not grade everything on a 100-point scale with copious comments.<\/p>\n
finally, by utilizing a detailed grading rubric for papers and other assignments, you can streamline the grading process and reduce the need for extensive written comments.\u00a0 rubrics can also obviate problems of inconsistency when you\u2019re dealing with more than one ta grader.\u00a0 effective rubrics can thus facilitate a faster grading system that is also fairer for students.<\/p>\n
ultimately, you do not need to choose between superficial or minimal grading and a grading system that leaves you and your tas overwhelmed.\u00a0 with the right strategies and techniques, you can both give your students frequent feedback, graded and ungraded, while still maintaining some semblance of a social life.\u00a0 good luck!<\/p>\n
-professor p.<\/p>\n
some recommended readings<\/strong><\/p>\n <\/strong>carbone, elisa lynn. <\/span>teaching large classes: tools and strategies<\/em>.\u00a0 thousand oaks, ca: sage <\/span>publications, c1998.<\/span><\/p>\n <\/span>cooper, james l. and pamela robinson.\u00a0 \u201cthe argument for making large classes seem <\/span>small.\u201d <\/span>new directions for teaching and learning<\/em> 81 (2000): 5-16.<\/span><\/p>\nheppner, frank. <\/span>teaching the large college class: a guidebook for instructors with <\/em>multitudes<\/em>.\u00a0 san francisco: john wiley & sons, inc., 2007.<\/span><\/p>\nstanley, christine a. and m. erin porter. <\/span>engaging large classes: strategies and techniques <\/em>for college faculty<\/em>.\u00a0 boston: anker publishing company, inc., 2002.<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"ask professor pedagogy is a twice monthly advice column written by 2022年世界杯中国小组赛积分 staff. one aspect of our mission is to cultivate dialogue about teaching and learning, so we welcome questions and concerns that arise in the classroom; particularly those from vanderbilt faculty, students, and staff. if you have a question that you’d like…<\/p>\n","protected":false},"author":452,"featured_media":9660,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"spay_email":"","_links_to":"","_links_to_target":""},"categories":[167],"tags":[168,61,28,88],"acf":[],"jetpack_featured_media_url":"https:\/\/cdn.vanderbilt.edu\/vu-wp0\/wp-content\/uploads\/sites\/59\/2018\/07\/09154331\/mailbag.png","_links":{"self":[{"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/posts\/13111"}],"collection":[{"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/users\/452"}],"replies":[{"embeddable":true,"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/comments?post=13111"}],"version-history":[{"count":0,"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/posts\/13111\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/media\/9660"}],"wp:attachment":[{"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/media?parent=13111"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/categories?post=13111"},{"taxonomy":"post_tag","embeddable":true,"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/tags?post=13111"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}