Getting Started - Course Instruction

Grading Tips

• Policy Communicated in Course Syllabus: One of the most important aspects of grading involves an instructor’s policies being specifically communicated in the course syllabus. Specific information to be included would be the percentage value or points utilized for each letter grade, such as 90-100%=A, 80-89%=B, 70-79%=C, 60-69%=D and 0-59%=F. Also, the percent value of each area of student work and how it impacts the final course grade should be clearly communicated, such as: “Four exams at 20% each for a total of 80%, a project worth 15% and attendance/participation worth 5%.”
• Consistency and Fairness: All student work should be graded in a consistent and fair manner. For example, grading one student’s project with certain criteria but not holding another student’s project to the same criteria is inappropriate.
• Objectivity: Establishing and communicating specific criteria for grading work should enable an instructor’s objectivity. Ideally, such criteria communication should occur at the time work is assigned. When an instructor is going to use an evaluation instrument for grading a project, then that instrument could be distributed before students begin the project work.
• Utilizing Rubrics: A grading rubric for an assignment might include formatting a checklist table with the grading criteria listed in rows and the degree of effort or compliance identified as column choices. For example, criteria for oral reports might include citing specific examples for illustrating the speech’s key points. The use of specific examples could be one of the rubric’s rows and the column choices might include extensive, moderate, minimal, and none. Suggestions for rubric development are found at San Diego State University’s Webquest Page for Rubrics.
• Feedback Timing: Once students complete coursework, they should be informed when the instructor’s feedback will be provided. For example, “Tests will be graded and the results communicated at the next class meeting following the exam,” or “Feedback for oral reports will be provided at the end of the class meeting in which the report is delivered.” It is recommended that timely feedback be provided as soon as possible so that students can improve their work.
• Feedback Specificity: Providing students with specific feedback increases the likelihood for improved student performance. Informing a student of the specific reasons a particular grade was assigned provides the student with very important information.
• Privacy and Confidentiality: Student information should not be communicated to anyone else without permission.
• Use of a Curve: Sometimes an instructor writes an unreasonably difficult examination but doesn’t realize such until after the exam has been administered. Some instructors utilize a grading curve as a way to address the problem.
• Extra Credit: If an instructor offers extra credit opportunities, then such an offer should be clearly stated and offered to all students. For example, attendance and participation at a college leadership series workshop could be encouraged by awarding extra credit.
• Number of Graded Activities: Increasing the number of graded activities provides a basis for smoothing the effects of the grade from an inordinately difficult exam or assignment. For example, having four assessments in a course provides the student with multiple opportunities to demonstrate learning, rather than having a course grade being determined by a single final exam. See sample course syllabus (PDF).