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| Author | Topic: General Grading Issues |
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Kim Welch (Moderator) |
posted 11/18/03 7:46 PM
What are the biggest problems you face as you grade students' work? |
| vaibhave |
posted 11/19/03 2:02 AM
The biggest problem i face during grading is that people write all sorts of answers possible, that are quite often different from the solutions i have, so i have to read up their answers , interpret it and then decide whether it would work or not. This takes a hell lot of time, that increases the irritation. So sometime i dont give them points at all, thinking that if student thinks that it is right then the student will come back to me and explain me what he wants to do than me trying to find what he has done |
| Merridith |
posted 11/20/03 4:14 AM
The biggest problem I face is that each of my students is at a different place in their development as writers. When I grade writing, some students struggle considerably with sentence construction. Others have very few problems with grammar and need to develop more sophisticated areas of their writing (transitions, logic, concession, nuance, etc.). For those who are behind, however, I have to spend ridiculous amounts of time just to get them to construct cogent sentences. As a result, I feel that I force the "argumentative" component to take a back seat. When I read papers with an abundance of grammatical mistakes, I feel that I loose sight of the argumentation. |
| Joel Daniels |
posted 11/20/03 7:36 PM
My troubles focus on how much partial credit do you give? I believe that I may be looking for too many reasons to give partial credit as I am spending several hours on grading assignments that should be taking much less time to complete. Then to top it all off at the end I feel that the average score does not reflect the average understanding of the assignment. |
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Kim Welch (Moderator) |
posted 11/26/03 0:53 AM
I've been thinking about the different difficulties you've all mentioned here and I think that many of your colleagues find themselves in the same situations. I've talked it over with different people and I have some suggestions, but by no means will this advice work in all situations--so I guess take it for what it's worth. 1. (Vaibhave) I understand the time factor of grading, so I can see why it would be easier to leave something wrong and hope that the students will come to speak to you about it, but I have to say that most students won't take the effort (be it shyness, confusion, submission, or whatever). So, maybe it would be a good idea to write a note on those papers and say that you will give them a grade once they come in to talk to you. It might take more time, but hopefully there aren't too many of them. 2. (Merridith) I was a writing instructor and we always had difficulties with the question of weighting the grade toward grammar or content. Especially at a university level, it can be extremely frustrating to have to do what might be seen as remedial grammar work--not to mention the time factor. If you feel like your course calls for more of a content focus than you're getting, I would say it's perfectly alright to send those who are still at the grammar level to a tutor (Student Services Building). 3. (Joel) Wow, I want you as a teacher--someone who's actually looking for a way to give the students points! As for the point system, I liked what James Angel said in 'Fairness in Grading' about making a rubric or even a point scale so that there's no question as to what works and what doesn't (sometimes, though, these have to be extremely detailed). I don't know if that helps your case, though. I usually make a rubric and then I leave myself 10 points of leeway where I can decide if it was above or below what the rubric points suggest. Does that make sense? |
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Kim Welch (Moderator) |
posted 11/26/03 0:55 AM
Thanks for all of your comments! We want to congratulate Satya Krosuri, Vaibhave and Joe Ulatowski who have been chosen to receive a free pizza from 'the Pie'. We wish we could give a free pizza to everyone. Please join us again as we discuss 'Classroom Management' in January. |
| linda bruel |
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