Grading Tips

• Grading Written Assignments — Writing Center, University of Washington
  • Tips on grading piles of written assignments
  • Includes a sample checklist that covers most topics
• Strategies for Teaching Large Classes — Faculty Focus 
• Grading Student Work — Teaching Resource Center, University of California Berkeley
  • How to make grading more efficient
• Working with Student Writing - Grading Essays — Teaching Resource Center, University of California Berkeley
  • Guidelines for how to respond to student writing, including the differences between summative and formative comments

• Matching Instructional Objectives, Subject Matter, Tests, and Score Interpretations - IDEA Paper No. 18 — Gerald S. Hanna & William E. Cashin, Kansas State University
• Low-Stakes Assignments — DePaul University
  • Using smaller assignments and breaking down larger assignments to help students succeed in class

• If You Hate Standards, Learn to Love the Bell Curve — Douglas B. Reeves, Center for Performance Assessment
  • Article examining potential issues with leaving educational standards behind and the flaws that the bell curve has to grading
• Before You Begin Grading — University of South Carolina
  • Pros and cons of four common grading philosophies and how to use them
  • Coming up with grading criteria

• Bridging the Grade Gap: Reducing Assessment Bias in a Multi-Grader Class — Kates et al.
• Grades and Grading — Poorvu Center for Teaching and Learning, Yale
  • The problems with grades and strategies for overcoming those problems 
• What Should Grades Mean? — Michael A. Covington, University of Georgia
  • Short paper discussing the purpose of grades and how they should be used in the classroom

Rubrics