I did not realize how anxiety provoking the grading process can be. There are numerous issues I had not taken into consideration. I always assumed I would just assign a point value to the assignments and overall grade and then grade them. Perhaps this is because I had been a TA so many times before and it was never my problem if the grading scheme was off. Now that I have read the issues regarding grading, I think I will be a bit more equipped when those issues come up. For example, there are different types of grading styles that are useful. However, I think that a lot of the suggestions both books point out would not work out well for a large class. I am specifically referring to assigning grades here and not strategies reduce arguments etc. I think for a larger class the only way to go about assigning grades is the basic absolute standards approach. However, if one was to be teaching a smaller upper division class, then things like achievement of objectives would be preferable.
The first thing that I have to admit is that I was considering grading on a curve. Not a traditional curve in the sense of a certain amount of students receive an A and so on, but one in which the highest grade for each test, paper, and assignment sets what the 100% mark means (or something along these lines). However, after reading Lang’s scathing review of grading on a curve, I’ve pretty much dropped this thought. I know he wasn’t specifically talking about what I was thinking of doing, but he makes a good point about the students being graded off of my standard, instead of what the other students are doing.
The second thing I plan on doing is giving extra credit. Before reading these chapters I was not going to do so. I am still not going to give the extra credit in terms of a set of extra points for completing a task, but as both authors suggest, I’m going to give them opportunities to prove effort. Basically, I will have a question every class and if they respond, I will then give them attendance (or effort) “points”. At the end of the semester these points will be put toward bumping up a letter grade if they are teetering on the edge.
Finally, I may actually allow them a chance to appeal a grade on a test or paper. There was a brief part in the Davis book that mentions some teachers have students to come up with a short appeal that provides evidence from the material to back up their claim. I think this is a neat idea. While I don’t think many students would do it, it provides them a chance to back up their claims. This is what we are supposed to be teaching them to do, right? If they are correct and may grading was faulty, then I can change it without further issue. If they are wrong, I think that doing so may get them to stop and think where they may have gone wrong, and then stop pursuing the issue.
Adam, I don’t think that the type of curve you considered using is necessarily bad, and I don’t think that Lang was directly opposed to that type of “curve”. Unlike using the traditional curve, taking the highest score and making that equal to 100% on the test/assignment doesn’t mean that only a few people can score high and that a few people have to score low. Also, although your “curve” means that students’ scores are based on at least one other person’s score, it does not completely undermine students’ sense of control over their grade (see my comment to Michelle’s blog). It is entirely possible that everyone can still get an A with this grading method. Additionally, this method can help adjust for any bad questions or items.
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ReplyDeleteI too think that I will give extra credit for attendance by using in-class questions. This can be done very effectively in small or large classes by using PRS clickers. Not only is it a good way to commend the students for showing up and listening, but you can also use the response to test for comprehension during or after a lecture.
ReplyDeleteYou final paragraph touches on a huge pet peeve of mine! As an undergraduate student, there were times that I tried to appeal an answer on a test or assignment. Many of my instructors took the time to explain why it was wrong or if it was correct, give me points for it. This process in and of itself, is a great learning experience for most students. I also had a few who would not explain why it was wrong, just that it was. To a student, this has to be the most frustrating thing. One of the primary goals of a college instructor is to teach students to be independent thinkers and to question ideas and methods that they may not agree with. I am definitely going to allow and even encourage students to appeal a grade if they think they have a valid argument. I also plan to supply detailed assignment sheets/rubrics so both the student and I have a concrete example of what was expected.