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| Author | Topic: Fairness in Grading |
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Kim Welch (Moderator) |
posted 11/18/03 7:03 PM
How do you keep grading as fair and objective as possible? |
| James Angel |
posted 11/18/03 10:35 PM
It is difficult to ensure that problem sets at the bottom of the stack are not graded either more leniently or more harshly than those encountered first. The more assignments you see, the more familiar you become with the problems and the kinds of mistakes that students are making. It can be very difficult to deduct points consistently for the same mistake in assignments you grade hours or days apart. I've found that an explicit grading rubric can help tremendously, but in some cases it is very difficult to come up with a rubric without reviewing a large number of assignments first. Even with a rubric it is impossible to eliminate subjectivity entirely. Does anyone have a strategy to help ensure consistency in grading without devoting twice the hours to every assignment? http://cs.utah.edu/~angel |
| Atara MacNamara |
posted 11/19/03 6:22 PM
When I have essay questions, I grade all of the Question Ones, then shuffle the papers to grade the next question. It doesn't entirely solve the problem, but at least it randomizes the order somewhat so that the person at the bottom of the pile isn't last on every question. |
| Satya Krosuri |
posted 11/19/03 9:02 PM
I always go through all the papers BEFORE actually grading them. Since I know the content of most of the papers I think that helps with grading impartially. |
| vaibhave |
posted 11/20/03 2:55 AM
It's difficult to be fair all the time. I always decide the points for each and every part of the question beforehand and also divide the points in each part, so that it makes grading easy and fair. As for the people on the bottom of the stack,my strategy is that for one question I start grading papers from the top and for the next question from the bottom, so i think i am fair to most of them. |
| Joel Daniels |
posted 11/20/03 7:51 PM
i tend to read a few of the assignments prior to grading, that way you can get an idea of the more common mistakes and develop a grading scheme. keep track of what you are dropping points for and just add to the list as you find new and exciting mistakes. the pre-reading adds a bit of time, but it actually helps things go a little bit quicker because you will have already decided the points to deduct for the common mistakes. |
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Kim Welch (Moderator) |
posted 11/26/03 0:13 AM
On behalf of the Center for Teaching and Learning Excellence, we want to thank you for your comments. Your strategies of designing rubrics, making point systems and shuffling the papers for fair grading are all examples of great teaching techniques. We have randomly drawn names out of those who have responded and we want to congratulate Satya Krosuri, Vaibhave and Joe Ulatowski. Each has won a free pizza from 'the Pie'. As for those of you who responded but did not win, we are sorry that we can't give a pizza to everyone. We hope that you will all join us again next January when we discuss 'Classroom Management'. |
| jojo |
posted 5/6/04 7:11 PM
¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ sorry |
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