Efficient and Effective Grading of Student Work

Efficient and Effective Efficient and Effective Grading Grading

of Student Workof Student WorkAgnieszka Miguel*

Eric Larson#

*Electrical and Computer Engineering Department#Computer Science and Software Engineering Department

Seattle University

Why Do We Grade?Why Do We Grade?

• To assess student learning with respect to the course objectives and outcomes.

• Effective grading provides to the students: – a measure how well they comprehend the

course material, – an opportunity to learn from past mistake, – motivation to learn even more when

accompanied by a constructive feedback.

ASEE 2006ASEE 2006 Efficient and Effective Grading of Student WorkEfficient and Effective Grading of Student Work A. Miguel A. Miguel

Efficient Grading?Efficient Grading?

• Grading takes time!

• How can we make the grading process more efficient while remaining constructive and fair to the students?

• Optimization problem: – maximize student learning while

minimizing the grading time.


Types of Student WorkTypes of Student Work

• Problems:– solve a particular question (numerical answer).

• Computer programming assignments: – MATLAB, C++, or Java,– functionality, design, style.

• Writing assignments:– small paper, lab report, or a large proposal.

• Projects: – upper-level electives, senior design courses,– proposals, design documents, posters, presentations,

final reports, teamwork.


Grading Exam ProblemsGrading Exam Problems

• Design exams with grading in mind:– clear and concise directions,– limited options how to solve the problem.

• Develop a grading strategy:– grade one question for all students before

moving onto the next one,– use two passes:

• correct the problem and write comments, • assign points in a consistent way,

– sort problems according to the solution.



• Create a consistent partial credit policy:– assign points for the process of solving the question

(ex. 80%) and for the correct numerical answer (ex. 20%),

– use a grading sheet for point deductions/additions,– use the lowest number of grading levels that allows

you to achieve an accurate assessment of student learning.

• Use multiple step questions effectively:– consider splitting dependent questions into two

separate problems.



• Use multiple choice questions effectively:– require a couple of sentences to defend the

answer.

• Improve the clarity of student work:– communicating proper problem solving

methods,– enforce a standard for the clarity of

presentation,– include blank pages, box for the final answer.

• Make the final exam optional:– the final exam can only help the grade, not hurt

it.


Grading Homework ProblemsGrading Homework Problems

• Use quizzes instead of homework assignments.• Grade only a subset of problems.• Decide how strictly homework assignments are

graded.• Find a good textbook:

– broad selection of end-of-chapter problems,– numerical answers to some questions,– numerous examples of fully solved problems,– solutions manual with correct and detailed

solutions.• Consider listing numerical answers to all or

some of the problems.• Encourage neatly written homework.


Grading Writing AssignmentsGrading Writing Assignments

• Require standardized style for design documents.

• Require only one formal report that is graded thoroughly.

• Use frequent smaller writing assignments.

• Use rubrics:– clearly communicate to students what is

expected,– make grading consistent and objective.


Rubric ExampleRubric Example

EvaluationCriteria

Points Score Comments

Format 15 Is the report format correct and professional? Are there any mistakes in the tables or figures? Are the tables and figures labeled correctly and referred to by name in the text?

Introduction 15 Is the most important report information highlighted in the executive summary? Does the introduction describe a clear report purpose?

Content 35 Is any information missing? Are the findings and statements accurate? Are the ideas fully developed? Are pictures placed effectively to explain text?

Conclusion 5 Does the conclusion address the main points?

Writing Style 15 Is the report carefully proofread (no errors in spelling, minimal errors in grammar, punctuation, etc.)? Is the writing concise and tone formal? Are clear transitions used between sections and ideas?

Appendix (source code)

15 Is the program easy to read? Are there enough comments?

TOTAL 100

Grading ProjectsGrading Projects

• Break down projects into parts and give feedback on each part:– familiarizes students with the

process of dividing their projects into tasks.

• Make each individual accountable in team projects:– require weekly status updates

(status reports, time sheets, meetings, or a project notebook).

• Get input from other sources:– panel grading of project reports or

presentations.ASEE 2006ASEE 2006 Efficient and Effective Grading of Student WorkEfficient and Effective Grading of Student Work A. Miguel A. Miguel

Grading Computer ProgramsGrading Computer Programs

• Automated grading:– use a series of tests to grade program functionality,– encourages students to test their programs before

turning them in.• Grade style by looking at a portion of the

source code.• Use rubrics to grade style.• Let students find their own errors:

– do not debug their code!– allow them to hand in corrected version to earn some

points back.• Require other submission material such as a

test suite or a design document.


Student FeedbackStudent Feedback

• Why is feedback important?– motivates students,– builds their confidence,– encourages further learning,– informs students that they lack

knowledge or skills in a particular topic,

– notifies them what improvement is expected by the end of the quarter.


Student FeedbackStudent Feedback

• Go over answers in class.• Provide a handout with solutions.• Hand back a feedback sheet/rubric.• Ask students to see the instructor.• Skip feedback on the final exam.• Restrict options for grading disputes:

– require the students to consult the solutions handout first,

– only allow a limited time for grading disputes.


General TipsGeneral Tips

• Hire a teaching assistant or a grader:– ask them to grade homework and lab

assignments, but not exams,– establish clear expectations with regard

to the quality of the TA’s work and rules for grading (and monitor it closely),

– ask the TA to solve the exam questions in advance.

• Find a grading environment and schedule that works well for you.


ConclusionsConclusions

• Think about grading before handing out the assignment.

• Clearly convey your expectations and grading criteria.

• Experiment!


AcknowledgementsAcknowledgements

• Professors Adair Dingle, Jeffrey Gilles, Jean M. Jacoby, David Joslin, Mike Larson, Alvin Moser, Paul Neudorfer, Susan Reeder, and Margarita Takach (Seattle University)

• Professors Richard Ladner, James Peckol, Mani Soma (University of Washington).

• Eddy Ferre, the former Teaching Assistant at the University of Washington.


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Efficient and Effective Grading of Student Work