Grading Student Work
Grading challenges instructors. We want to be sure we are evaluating student work fairly, in the sense that our judgment is not subjective or inconsistent. Students deserve fairness and GSIs work hard to deliver it. But this work can consume a lot of time as we evaluate sometimes subtle differences of accomplishment in problem sets, presentations, essays, and exams, and as we decide how to comment on students’ work. GSIs need to make their efforts at grading efficient as well as fair.
Effective grading requires an understanding of how grading may function as a tool for learning, an acceptance that some grades will be based on subjective criteria, and a willingness to listen to and communicate with students. It is important to help students to focus on the learning process rather than on “getting the grade,” while at the same time acknowledging the importance that grades hold for students. And since GSIs are students themselves, it’s important to balance the requirements of effective grading with other workload and professional commitments.
It helps to consider grading as a process. It is not simply a matter of assigning number or letter grades. As a process grading may involve some or all of these activities:
- Setting expectations with students through a grading policy
- Designing assignments and exams that promote the course objectives
- Establishing standards and criteria
- Calibrating the application of a grading standard for consistency and fairness
- Making decisions about effort and improvement
- Deciding which comments would be the most useful in guiding each student’s learning
- Returning assignments and helping students understand their grades
This section contains general tips on how to make your grading both more effective and more efficient. You will also find specific suggestions here about designing assignments, setting standards and policies, using grading rubrics, and writing comments on student work.
You might also find relevant information in other sections of this online guide, for example, Working with Student Writing (for working with student essays), Academic Misconduct (for addressing cheating and plagiarism), and Evaluating and Improving Your Teaching (for assessing and learning from your efforts).
In This Section
- Grading Policies
- Assignment Design
- Statement of Grading Criteria
- Steps in the Process
- Examples of Rubric Creation
- Practice Creating a Rubric
- Practice Using a Rubric
- Writing Comments on Student Work
- Practice Commenting on Sample Papers
- Returning Student Work
- Helping Students Understand Their Grades