assessing student learning<\/a><\/strong>http:\/\/static.slidesharecdn.com\/swf\/ssplayer2.swf?doc=slides1-100820103929-phpapp01&stripped_title=assessing-student-learning-5019799<\/a><\/p>\n

view more presentations<\/a> from derek bruff<\/a>.<\/div>\n<\/div>\n
ideas for grading
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\nconsider the following ideas for grading effectively and efficiently:<\/p>\n
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analytic rubrics<\/strong> – identify several aspects of your students’ work you would like to assess. then describe different levels of quality within each of these categories. optionally, assign a point value to each of these levels of quality. the result is a detailed description of your expectations for student work that you can use to align your grading with the goals you have for your students’ learning, to be more consistent in your grading, to communicate your expectations to your students, and to make grading go a little faster.<\/li>\n
light grading<\/strong> – not every piece of student work needs your full attention. sometimes it’s sufficient to grade student work on a simplified scale (minus \/ check \/ check-plus or even zero points \/ one point) to motivate them to engage in the work you want them to do. in particular, if you have students do some small assignment before class, you might not need to give them much feedback on that assignment if you’re going to discuss it in class.<\/li>\n
multiple-choice questions<\/strong> – these are easy to grade but can be challenging to write. look for common student misconceptions and misunderstandings you can use to construct answer choices for your multiple-choice questions, perhaps by looking for patterns in student responses to past open-ended questions. and while multiple-choice questions are great for assessing recall of factual information, they can also work well to assess conceptual understanding and applications.<\/li>\n
test corrections<\/strong> – see derek’s fall 2009 test correction policy<\/a> for an example. giving students points back for test corrections motivates them to learn from their mistakes, which can be critical in a course in which the material on one test is important for understanding material later in the term. moreover, test corrections can actually save time grading, since grading the test the first time requires less feedback to students and grading the corrections often goes quickly because the student responses are mostly correct.<\/li>\n<\/ul>\n
for more on this topic, consult our “grading student work<\/a>” teaching guide. which of your grading techniques do you find particularly effective or efficient?<\/p>\n
image: “making the grade<\/a>” by flickr user jakevol2, creative commons licensed.<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"
last week, cft assistant director derek bruff facilitated a faculty workshop titled “assessment of student learning: grading effectively and efficiently.” during the workshop, the participants surfaced a few reasons why grading can be challenging, particularly in small classes and when grading student papers. grading in small classes in a small class, students expect a lot…<\/p>\n","protected":false},"author":451,"featured_media":3481,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"spay_email":"","_links_to":"","_links_to_target":""},"categories":[8],"tags":[61,28],"acf":[],"jetpack_featured_media_url":"https:\/\/cdn.vanderbilt.edu\/vu-wp0\/wp-content\/uploads\/sites\/59\/2018\/07\/09153452\/3492052267_6f697d7e6f_m1.jpg","_links":{"self":[{"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/posts\/3480"}],"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\/451"}],"replies":[{"embeddable":true,"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/comments?post=3480"}],"version-history":[{"count":1,"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/posts\/3480\/revisions"}],"predecessor-version":[{"id":39443,"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/posts\/3480\/revisions\/39443"}],"wp:featuredmedia":[{"embeddable":true,"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/media\/3481"}],"wp:attachment":[{"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/media?parent=3480"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/categories?post=3480"},{"taxonomy":"post_tag","embeddable":true,"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/tags?post=3480"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}