U i Using the Virtual th Vi t l Red Pen: Best Practices for Grading Online Amy Armstrong Cengage Learning/IADT Online Cengage Learning/IADT Online
• Introduction • Grade Inflation • Grade Inflation • Rubrics • Substantive Feedback Substantive Feedback • Additional Tips on Grading • Questions and Discussion Agenda Agenda
Introduction Introduction
Introduction Introduction
(Rojstaczer and Healy qtd in Rampbell) Grade Inflation Grade Inflation
• University emphasis on graduation rates i i h i d i • Inadequate emphasis on academic standards … to prospective students and families • I Increased reliance on part-time faculty d li t ti f lt • Use of course evaluation forms in personnel actions • Increased tendency in student complaints about grades and grade appeals • U Use of a curve f • Increased use of Scantron exams • Competition among departments to maximize enrollments in lower-division general education courses general education courses • University identifying and reporting … classes with low grades • Peer pressure from other faculty • • Faculty members possibly having set unrealistic academic performance goals Faculty members possibly having set unrealistic academic performance goals Reasons for Grade Inflation (Smith and Fleisher 5)
For the institution For the institution For the student For the student • Reputation at risk • Graduate admissions’ standards effected standards effected • Course enrollments C ll • Employers’ uncertainty • Faculty job security • Lack of effort • Lack of effort • Number of majors in N b f j i (Rampbell) department • Inaccurate perceptions (Abbott 33) of competence f • Grade challenges Consequences of Consequences of Grade Inflation Grade Inflation
• Awareness • Faculty self-monitoring • Administrator monitoring • Understanding • Action • Rubrics Rubrics Avoiding and Correcting C Grade Inflation Grade Inflation
Rubrics : The What Why and How Rubrics : The What, Why, and How
• Defined by Nilson: “An assessment and grading tool that lays out specific expectations for an essay or assignment” (305) What’s a rubric? What s a rubric?
• Make grading more consistent and fair • Save time in the grading process • Identify student strengths and weaknesses very specifically in order to teach more effectively specifically in order to teach more effectively • Track changes in student performance over time and evaluate teaching practices accordingly • Reach agreement with other faculty on common exams, R h t ith th f lt multiple sections, or sequenced courses • To introduce greater distinction into one’s grading • As data for departmental and general education assessment Why Rubrics? (Walvoord and Anderson 44) Why Rubrics? (Walvoord and Anderson 44)
• Choose assessment criteria • Write out descriptions at various levels of quality • Assign letter grades, points, or words to each level • Share rubrics with students in advance of assignment Sh b i i h d i d f i deadline • Provide examples Provide examples • Return rubrics to students with feedback How to Create and Use Rubrics? (Nilson 305 307) (Nilson 305-307)
• Choose appropriate assessment criteria pp p • Measure of time and quantity • Content • Form F • Engagement and responsiveness • Demonstrating original thoughts and insights Demonstrating original thoughts and insights • Identifying unusual or unique patterns and relationships • Identifying and establishing links to current happenings • Keep these rubrics more simple Discussion Board Rubrics (Boettcher and Conrad 124) (Boettcher and Conrad 124)
xamples of Rubrics… Other E R b i
• What constitutes effective feedback? • Provides evidence of the learner’s effect relative to the learner’s intent • Avoids being controlling • Avoids being controlling • Is specific and constructive • Can be quantitative • Is prompt • Is frequent when practice is vital to the desired learning goal goal • Is positive • Is delivered in a meaningful way Substantive Feedback (Wlodkowski and Ginsberg 136-137) (Wlodkowski and Ginsberg 136-137)
• Student name, thanks for your post this week! I like how you presented a Q&A format, which was a creative approach to the assignment. You gave “Jamie” good advice; I just would have liked to see you be a little gave Jamie good advice; I just would have liked to see you be a little more specific. For instance, what could she do each week for herself to relieve stress? What type of luxury items might she cut back on? It helps to support your points with examples. No responses to peers were posted, which were worth 20 points. Please be sure to add your peer responses this week, and your grade can potentially improve. Also, keep in mind that your peer’s really welcome your feedback. I look forward to reading your posts again this week to reading your posts again this week. E E xamples of Feedback xamples of Feedback
• I appreciate your effort on this project, Student name! I agree that the job market is tough, so getting a degree to be more competitive was a j b k i h i d b i i great decision you made. I could really tell how passionate you are for Graphic Design from your paper. Your paper needed more development. In particular, you needed to discuss the strategies deve op e . p cu , you eeded o d scuss e s eg es you've learned thus far that have helped you, which was part of the content requirements. For instance, are there any time management strategies you're using now that work well? It can help if you compare your rough draft of an assignment to the assignment h d ft f i t t th i t description checking off all the content requirements as you go; this way you can better identify any missing content. Also, feel free to email me your next project for review before the deadline, and I’ll be y p j happy to help you determine what, if anything, needs to be added. I’ve seen such great improvement from you over the past few weeks, and am excited to see your continued progress! E E xamples of Feedback xamples of Feedback
1. Click on the Review tab 2. Click on Track Changes 3. Make edits 4 Highlight text and click New Comment to add comments 4. Highlight text and click New Comment to add comments Using Track Changes in Using Track Changes in Word 2007 Word 2007
• Read through the entire assignment first before commenting (Webster 176) • Save nonsensical papers for last • Use a stopwatch or alarm to stay on task (Webster 195) • Develop some common verbiage for each assignment and adapt for each p g g p student • Use the student’s name in your feedback to further personalize your comments • End on a positive note • Always make at least one specific reference to a student’s content, including assignments that receive an “A” assignments that receive an A • Don’t feel pressure to respond to every error directly • Get creative and use technology • Jing Ji Additional Tips on Grading Additional Tips on Grading
• Grade inflation is a problem, and should be curbed via p , awareness, understanding, and action • Rubrics should be used on assignments to maintain consistency of grading practices and aid in student i t f di ti d id i t d t learning • Substantive feedback should accompany rubrics and be p y specific, positive, and constructive • Technology can be used to make feedback more meaningful for students i f l f t d t Summary Points Summary Points
Questions and Discussion Questions and Discussion
• Abbott, William M. "The Politics of Grade Inflation, A Case Study." Change 40.1 (2008): 32-37. Education Research Complete . EBSCO. Web. • Boettcher, Judith V., and Rita-Marie Conrad. Online Teaching g Survival Guide : Simple and Practical Pedagogical Tips . John Wiley & Sons, Inc. (US), 2010. eBook Collection . EBSCO. Web. • Nilson, Linda Burzotta. Teaching at Its Best : A Research-based Resource for College Instructors . John Wiley & Sons, Inc. (US), 2010. eBook Collection . EBSCO. Web. • Palloff, Rena M., and Keith Pratt. Assessing the Online Learner : Resources and Strategies for Faculty . John Wiley & Sons, Inc. (US), 2009. eBook Collection . EBSCO. Web. Works Cited Works Cited
• Rampbell, Catherine. "A History of College Grade Inflation." New York Times (blog) . New York Times, 14 July 2011. Web. 31 July 2011. <http://economix.blogs.nytimes.com/2011/07/14/the-history- of-college-grade-inflation/>. • Smith, David E., and Steven Fleisher. "The Implications of Grade Inflation: Faculty Integrity versus the Pressure to Succeed." Journal of Research in Innovative Teaching 4.1 (2011): 32-38. Education Research Complete . EBSCO. Web. • Walvoord, Barbara E. Fassler, and Virginia Johnson Anderson. Effective Grading: a Tool for Learning and Assessment in College . 2nd ed. San Francisco, CA: Jossey-Bass, 2009. Web. Works Cited Works Cited
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