Grading Tips and Tricks
- Grading Written Assignments, Writing Center, University of Washington. Tips on grading piles of written assignments - includes a sample checklist that covers most topics.
- Strategies for Teaching Large Undergraduate Classes, Hanover Research. Reviews common strategies and guidelines used by universities to best teach high-enrollment undergraduate classes.
- Tips on Grading Efficiently, Teaching Resource Center, University of California Berkeley. How to make grading more efficient - includes a checklist for students to make sure their work is up-to-par before submission.
- Working with Student Writing - Grading Essays, Teaching Resource Center, University of California Berkeley. Guidelines for how to respond to student writing, including the differences between summative and formative comments.
- Improving College Grading, Gerald S. Hanna & William E. Cashin, Kansas State University. Issues with traditional grading models, and how grades can be more meaningful/reflective.
- Teaching Tip: A Simple Grading System, Office of Educational Excellence, Ball State University. Example of a way to breakdown points and assignments to lessen student confusion with course grading.
Curving and Assessment
- If You Hate Standards, Learn to Love the Bell Curve, Douglas B. Reeves, Center for Performance Assessment. Article examining potential issues with leaving educational standards behind, and the flaws that the bell curve has to grading.
- Pros and Cons of Typical Grading Practices, Office of Educational Assessment, University of Washington. Typical methods, strategies, and when each practice is most appropriate.
Ethical Considerations in Grading
- Calibrating Multiple Graders, Pamela R. Bennett, Andrew J. Cherlin, Michael J. Reese, Center for Educational Resources. Importance of having numerous people looking over key pieces of work.
- Grading vs. Assessment of Learning Outcomes, Eberly Center for Teaching Excellence, Carnegie Mellon University. Difference between grading and assessing learning, issues with using grades as an indicator of proper overall assessment.
- What Should Grades Mean?, Michael A. Covington, University of Georgia. Short paper discussing the purpose of grades, and how they should be used in the classroom.
See also: Rubrics