1. Grading Exams and Papers

2. Why should you work on this skill? Grades matter There are simple steps you can take to be as fair as possible!

3. Exams

4. What is there to think about? What should they know? Scores between students Scores between graders The post-grading rush

5. What is there to think about? What should they know? Scores between students Scores between graders The post-grading rush

6. Exams What should they know? Be sure to review their materials!

7. Exams What should they know? Extra, unneeded information Eloquence

8. Extra Information Introduction to Psychology –Senior Neuroscience major gives strong answers to questions about brain anatomy including outside details. –Freshman gives strong answers including only details covered in class.

9. Extra Information A student includes extra information that is incorrect Has the student convinced you the he/she has understood the material? Comment for learning purposes. Think about where points need to be taken off.

10. Exams What should they know? Extra, unneeded information Eloquence

11. Exams To what extent is writing style useful in helping an exam score? –One student explains an answer better than you explained it in your section –One student draws a clear and accurate outline/diagram Have they clearly communicated that they’ve understood the material?

12. What is there to think about? What should they know? Scores between students Scores between graders The post-grading rush

13. Scenario You grade 20 exams only to read one response that makes you feel as if you’ve been grading too strictly. –i.e. It explains an answer you had not been accepting in a way that seems acceptable. Prevention

14. Scores between students Decide ahead of time –What the students should know –How many points you plan to give for each piece of knowledge –Answers you will accept –Stick to your plan as much as possible –Go back to previous questions if someone really opened your eyes.

15. Scenario You grade 20 exams only to read one response that makes you feel as if you’ve been grading too strictly. –i.e. It explains an answer you had not been accepting in a way that seems acceptable. Prevention Assign scores at the end Re-grade first few in stack

16. What is there to think about? What should they know? Scores between students Scores between graders The post-grading rush

17. Scores between graders If you are splitting exam grading with other TAs, sit down and come up with a grading rubric before you start grading. –Suggestion: Come up with rubric ahead of time and tell students Correspond with one another if complications arise. –team grading in the same room for quicker communication

18. What is there to think about? What should they know? Scores between students Scores between graders The post-grading rush

19. The Post Exam Rush! Several students think they should’ve gotten a different grade. Address one person or question at a time, if possible (usually during office hours or via e- mail) to avoid chaos Explain how you graded and why the answer is incorrect –Remember, it’s still a learning process for them, any additional discussing of material is helpful for them. Implement entire re-grade system

20. The Post Exam Rush! You didn’t grade the exam? If you agree with the student, be respectful of fellow graders Correspond with grader

21. The Post Exam Rush! Use your own discretion on whether or not or how many points should be given back. –Don’t be afraid to use partial credit Try not to accept an answer that you would’ve marked incorrect because of a students debating skills. Stick to your rubric as much as possible

22. Summary Did the student display that he or she has learned what he or she was expected to learn? Get organized with a grading rubric.

23. Questions?

24. Papers A longer version of exams with more emphasis on writing technique What should they know? Scores between students Scores between graders Giving feedback

25. Papers What should they know? Scores between students Scores between graders Giving feedback

26. Papers What should they know? –What knowledge do you expect them to have coming into the course? Introductory Course Upper-level Course –What did they learn? How to put a paper together? How to critically analyze work? Facts?

27. Papers What should they know? Scores between students Scores between graders Giving feedback

28. Scores Between Students Decide ahead of time –What should they know? –How you will distribute points APA-style (10pts) Page limit (10pts) Introduction (10pts) Methods (10pts) Results (10pts) Discussion (10pts)

29. Scores Between Students Another Technique –Grade all papers and score afterwards based on the overall writing level.

30. Papers What should they know? Scores between students Scores between graders Giving feedback

31. Scores Between Graders A little more difficult than exam grading due to time consumption Communicate as much as possible beforehand about expectations. It’s tough, but try not to mark off for things relating to personal style…this can deviate a lot between graders

32. Papers What should they know? Scores between students Scores between graders Giving feedback

33. Giving Feedback You want to mold the perfect writers, but how much feedback is too much? –Feedback beyond what they are learning can be overwhelming. –Don’t underestimate the writer and not give enough feedback –You can give feedback without deducting points if it’s not too much. “See Me” –Feedback that is more difficult to explain

34. Summary Does the students paper display what he or she has been taught? Did you give enough feedback to be sure he or she can grow from any errors?

35. Other Considerations for Grading Exams and Papers Time of day Distractions Having an opinion of the student Build-up versus Mark-down

36. Questions?