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Grading handbookThis is an excellent resource from the University of

Maryland. Download it from:

http://www.cte.umd.edu/teaching/resources/GradingHandbook.pdf

Marking for TA’sA copy of today’s PowerPoint is on our CTL website

. http://www.ubc.ca/okanagan/ctl/tagrad/resources.html

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Marking for TA’s

TA Marking - John Parry - UBCO -CTL 3

The Guardian

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One of your assignments this semester is to mark student work.

You have been handed a stack of 100 papers.

What information do you need to know before you can begin?

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FCSI.WS

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What do you need to discuss with your supervisor?

TA Marking

Develop a plan! Supervisors and TA markingcolleagues, discuss the following:

•What should we communicate to the students prior to•submission?•What are the objectives of the assignment?•What should we look for in order to evaluate the essays? •What constitutes an excellent, good, adequate, or poor paper?•What should we include in our comments?•How can we manage our time? How long should we spend on marking?

unitymanagement

Discuss the following with your supervisor:Clarify the relative weighting of content, expression, format, grammar, etc.

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Discuss the following with your supervisor:Clarify the relative weighting of content, expression, format, grammar, etc.

Share sample essays to calibrate your marking: have each marker read essays to locate excellent, good, average, and poor. Share these and discuss.Develop a set of attributes tied to each of the letter grades.

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Stress expectations and university standards.

Include detailed formatting expectations. Identify the required documentation style. Clarify precise expectations related to

submission. Discuss plagiarism, how to avoid it,

consequences, and process. Double spaced ? Binders ?

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SWBAT …

Consider using letters (tied to UBC numbers) rather than numbers. Sometimes numbers communicate quality (A=excellent), and quality is what you are looking for.

A+ 90 – 100 B+ 76 – 79A 85 – 89 B 72 - 75

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What does a good paper look like?

Average?

Failing paper?

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Sites.fcps.org

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StyleComplexity

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How much commenting should I do?

Comments that run through the paper should help the student understand what they are doing wrong or incorrectly as well as what they are doing well or right.

These comments help the student understand the grade.

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• A marking sheet helps reduce the amount of writing you have to do!

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• A marking sheet helps reduce the amount of writing you have to do!

• Your final, summative comments should help the student understand why his or her paper deserved the mark it received.

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• A marking sheet helps reduce the amount of writing you have to do!

• Your final, summative comments should help the student understand why his or her paper deserved the mark it received.

• Include what he or she did right and what he or she should do to improve on the next assignment.

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• A marking sheet helps reduce the amount of writing you have to do!

• Your final, summative comments should help the student understand why his or her paper deserved the mark it received.

• Include what he or she did right and what he or she should do to improve on the next assignment.

• End on a positive note (“I’m looking forward to reading your next paper.”)

Marking sheets and grade descriptions

To identify standards, objectives, and expectations for students (and markers!).

Consider providing students with self review sheets that correlate to the assignment and the marking sheets.

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sd23

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• Calibration meetings:

• Before marking, to discuss assignment

and expectations.

• Early in marking, to recalibrate based on sample papers.

• After marking, to compare experience and discuss difficult or special cases.

Seton.com

If you suspect plagiarism or cheating …

Any papers that raise concerns related to academic integrity must be returned

immediately to the instructor.

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If you feel that you are being bribed notify the instructor and clarify the issue with the student.

If you sense that a student is depressed or anxious notify the instructor, your unit’s administrative assistant, the Health and Wellness Centre (http://www.ubc.ca/okanagan/students/health-wellness/welcome.html).

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Always discuss in private

Be prepared to explain criteria

If you have made an error, correct it

Explain that the student should consult further with the professor

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This is his first semester at A&M, and Jeff is used to getting “A’s” in high school. He has just received his first “C” ever on the midterm in the course you are grading. He has emailed saying the test was unfair and asked to meet with you. What do you do?

Careful planning and assignment design can help students, streamline marking, ensure fairness and accuracy, and reduce questions and queries.

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http://www.cte.umd.edu/teaching/resources/GradingHandbook.pdf

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Grading Resources  Walvoord & Anderson (2009) 2nd ed. Effective Grading: A Tool for Learning and Assessment . San Francisco: Jossey-Bass (1998)  IDEA papers: http://www.theideacenter.org/category/helpful- resources/knowledge-base/idea-paper

Improving College Grading: http://www.theideacenter.org/sites/default/files/Idea_Paper

Nilson, Linda. B. (2003) Grading: Tests, Assignments, and Course Performance. In Teaching at its best: A research-based resource for college instructors. 2nd ed. Bolton, MA: Anker Publishing p. 211-220  Edwards, N.M. (2007). Student self-grading in social statistics.  College Teaching, v 55, no. 2, p72-75.  Landrum & Dietz (2006) Grading without points. College Teaching, v 54, no. 4, p298-301.   http://t4.jordan.k12.ut.us/teacher_resources/Rubrics/Rubrics.html

 

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