Hi Edward:
If you use a rubric, then you have to define specific elements of how you describe "creative", then write brief statements that ascend from poorly meeting the descrpition, escalating to outstanding achievement meeting the description. Remember, it's your class, and you get to define the way you see better performance, so I wouldn't get hung up on the creative part. It's doable, and students just need to understand what's required if they want the better grade.
Regards, Barry
I teach graphic design. Most of the grade points for students comes from Projects. The biggest challenge in setting up a grading system is determing how a subjective element should be given a point value.
All projects have a grading rubric and some of the items are definitive such as following instructions, but giving points for creativity can be difficult.
Hi Mitchell:
For me, I think first and foremost, we want to have a grading system that accuretly measures learning. I see many traditional systems (templates) in place that, although they may be wonderful assessment tools, they may be misplaced or out of alignment with measuring learning. We want to decide what is the best way to measure learning? Using a variety of assessment tools is better than just a few. And if we are using many assessments, that means we are also using multiple media, instructional strategies, and learning activities as well.
In the exstreme, we don't want to see an "A" student (earned by the grading system) who can't perform on the job or is weak in performing needed career tasks.
Regards, Barry
Relevance. The grading structure must be relevant to keeping the students motivated to the end of the course. If they are engaged in the course, and the grading system is relevant to the curriculum, they will be more engaged.
Having a grading system that is fair to the material you are teaching. For example if your material is mostly theory than exams should count more and if your class is more hands-on than your grades should be base more on labs.
Hi Betty:
Weights aka components always take some thought. Since you have control over how much, a methodology I would think is important would include your course objectives (CO's) and Student Learning Objectives (SLO's). Also what media and related resources you have access to or need.
Next, weights. One approach is to think about which grading criteria you want to use, then assign the weights afterwards. For instance, will there be a mid-term? Final; project; homework; class exercises; quizzes; essays; group project; class participation; skills; research; these kinds of things.
Whatever is relevant, the next step would be to weigh the relevant importance to the overall course. Some have used a simple 8X2 process. The large number represents the number of componets. In this technique, each component (i.e., homework) is assigned either 2, 4, 6 or 8. If the weight is light, thats 2X2 =4. Say the final and mid-term are weighed the same. Higher weight, higher number, say 6. So 6X2=12 + 6X2=12. Follow this process until all components have a number. You've now defined the relative weights. You can convert these to percent, or modify them. It's just a way to sort relative weight. I'm sure there are dozens of other approaches including just approximating and see what looks about right.
Regards, Barry
Hi Sabrina:
Grading is about measuring learning. Or perhaps the degree to which a student has learned.
So a grading system should consider factors such as met course objectives and student learning objectives, participation and effort, application and analysis of key course material, and skills testing (if applicable).
The more variety in measuring will better determine the most accurate grade.
Regards, Barry
I think we have to constantly evaluate our grading systems. If there are better ways to evaluate our students, then we need to be investigating! I expect a lot from my students which means I need to give my complete effort to provide them the best opportunity.
I see the biggest challenges is deciding how I want to grade each student. Then deciding about extra credit. At the college that I work at were are allowed some flexibility about the % of each category and that is always a challenge to decide what is most important in the class. For example when I teach Law and Ethics I put alot of % in the participation category because the class involves the student participating.
By utilizing a rubric and presentating to the class the grading rubric will provide less time in grading and more time for the learners to learn course objectives. The grading rubric is presented the first day of class to learners, allowing for fairness and timely assignments.
The biggest challenge is giving every rubric in the grading system a fair weight. It is important to make every form of evaluation equate to a valid grade point.
It is the students ability to adapt. I am an instructor in a fast pace private school where the students are either fresh from high school or from a very long hiatus, that retaining lessons that needs to be learned are for them hellish. Setting-up a grading system for them might be construed as unfair for those who either study well or blessed with ingenuity and talent.
Hi John:
Many institutions determine the grading systems. But as it appears you do, the teacher has control over what grades and points the student earn. Conveying this information to students will be appreciated the more frequent it is shared.
Regards, Barry
It really is not an issue for me. The institute sets up the peramiters. I just set up an excell spreadsheet so students know where they stand at any time in the course.
Hi Jolyn:
In it's basic form, a grading system should measure to what degree the student has learned the required material. Using course objectives, student learning outcomes, and master skill assessments (if applicable), the challenge is to come up with the best way to measure. Best, for me, suggests fair, effeicient, comprehensive, and representative of what was taught (not what should have been taught).
There are many measuring methods. A grading rubric can help assure some order of objectivity, but isn't applicable to alll settings. But it is important that to the degree possible, the students will know beforehand what will be assessed and what grading system will be used.
Regards, Barry
The biggest challenge is in maintaining fariness for subjective grading. In objective methods, grading is easier and fairness is built in. The exception to this is when wording of questions is not clear. I have a pool of methods for evaluation and will use test items that have been tried and worked in the past. I also like to post the grading system for the student before the evaluation period so they will have full knowledge of the evaluation metodology.
I have been using the rubrics system for the 10 years of teaching as I find that it allows me to 'defend' the students' grades if ever there was a challenge. It also lets me grade students fairly, whether they excel or whether they tend to be 'slackers'.
Hi Jennifer:
One good way to assist in this area is to look at your course objectives and use them to help you decide which objectives are mos critical, and then weighing these components heavier.
Regards, Barry
The biggest challenge I struggle with in my grading system is to get the elements (assignments, text items, essays, etc) grade level appropriate.
The biggest challenge in developing a grading system is removing subjectivity from the grading process. By developing a rubric that has many separate points for each area, it gives the instructor the opportunity to remain objective,and not take away so many points for each area.
