As the end of semester approaches, GA duties often take the shape of grading. Hopefully, last Friday’s comics put you in a positive frame of mind to tackle whatever assignments, labs, or essays you have to evaluate. Today’s tips focus on making the grading task a little easier.
Ideally, assignments were designed based on the course’s learning outcomes. This means that the work students have completed aligns with the stated learning objectives. When this is the case, assessment directly measures how well students have mastered the learning outcomes set out at the beginning of the course.
Using a rubric simplifies the task of grading. Rubrics help you maintain grading consistency from the papers graded at the top of the pile right through to the bottom. Using a rubric keeps you focused on the skills being assessed and when they are returned, students can see what is expected at each level of mastery. This can help cut down on questions like “what do I have to do to get an A?”
Some professors provide their grading assistants with rubrics, but don’t despair if you did not receive one. There are many examples available online or you can create one based on the assignment outline. Try searching online for “rubric + (your discipline) + higher ed” for a template.
Do you have any other tips for grading? Please share them in the comments below.
Great advice, Candace! Also, the CTL will help people with rubrics if they would like consultation, advice, etc. Anyone reading this can email me!
Rubrics are a big time-saver too when you find you keep writing the same comments on student work. Add that comment to the rubric, circle when appropriate, and return to student!
I am going to join the chant for “pro rubrics”. What a time saver and stress relief. Not to mention that rubrics are extra handy when working (and marking) as part of a team of GAs and/or TAs…thank you consistency!