I wish I could format my homework and exams differently! I think there are ways to have the students learn the same thing that would also allow for the instructors to have an easier time grading. For example, instead of writing a paper and discussing the structure of the skeletal system, you could have a labeling exercise. The student would learn the same thing, but the labeled image is much easier to grade!
I work for a university that wants to make sure all the students in that program are learning the same thing, so all the students have the same assignments, regardless of section. This unfortunately makes for some difficult grading that I have no say in creating. I just have to get it done.
As for class prep, I did use one of the examples that was given in the module. When I first started teaching my class, I was the first instructor to teach that class in the program. There were no other instructors to "borrow" materials from. I was a new teacher, so I had no idea how to create my own class from scratch. So, I contacted the publisher of the textbook and had them send me all their instructor materials. That was the biggest help. I was able to take those powerpoint presentations and tailor them to my class.
Thinking about how my classes were structured when I first started teaching and how they are now, they have evolved quite a bit. While I tend to use the same materials each class, I will change or tweak a few things each session to make the class even better. I'll even experiment with things. See if the students seem to like this or that better. If it works, then I keep it; if it doesn't, then I don't use it anymore. I try to do something a little different each session to find out what works and what doesn't.
Yes, drawings are harder to grade than text-based exams. Often, there is an element of subjectivity that comes into play that can make grading a challenge. Trying to formalize grading criteria in advance of your evaluation may speed the process.
Yes, providing students with an outline is a great technique for grading. It also helps your students organize their thoughts around course content.
Joseph/Dr Read, rubrics saves the day. I should have listed this in the stress thread. I can't live without them.
Reginald
At our university, the assignments are already created for us. One thing that I have found that does save time is providing the students with grading rubric. The student are pleased to have some type of direction/guidance. I think the way the task list is worded and the rubric that I have created have allowed me work efficiently.
I used to use essay exams all the time as I was interested in seeing my students analyze situations, but I found that doing that take so much time to grade. I hve since gone to a lot of short answer questions. They are to the point, but still allow me to see that my students have a grasp on topics that I deem necessary to successfully complete the course they are enrolled in.
I also utilize T/F and some MC questions and use a Scantron machine to grade. That is the fastest way to grade these objective tests.
Dr Read, multiple choice is the way to go for me. Unfortunately, there are courses I teach where a course manager has created the exam and the instructors don't have the flexibility to alter the structure.
Reginald
Yes, so many instructors are already benefiting from rubrics these days as you can see in this forum. They are definitely worth a try for those who have never used them.
I was going to mention rubrics here, but I see a lot of people have beaten me to it! An investment of time in assignment grading rubrics at the beginning of a course certainly streamlines the grading process. Just as we can tinker with our course materials with each session, we can do the same with rubrics.
The topic of rubric seems so prevalent here that perhaps it should be part of the module. :-)
Hello All,
This module truly brought to light the importance of taking the time to understand not only what works best for the students but for the instructor as well. The elements presented within this lesson will have me rethink many elements within my courses and make positive modifications. I would ask the students to highlight the main points within their essay responses and reflect upon the online test making engines to further assist me.
In the field that I am teaching (audio engineering)I don't have to do much grading so it is not a time issue for me.
I will use the idea of having students underlining the key points in their essay questions, and will also use essay questions only when absolutely necessary. This module has given me permission to limit essay questions!
I like the idea of passing out homework to other students in the class to review and grade. This idea will be used by me in the future if needed. Thank You!
Eva,
It would be so nice to have a class were you just went over material. How do you assess what your students are learning?
I have asked my students to number their assignments and to only write the answer next to the number. This has really saved me a lot of time. There are times when students copy each question and then write their answers, which does slow down my grading process.
Melissa and all-
I would like to be able to streamline grading essays although it's not clear how-any ideas?! haha.
It would be nice to have exams that require much less time although this hasn't occurred in the English classes.
Ironically I went to college to teach speech so I wouldn't have to grade so much written work-hmm.
We have no exams and actually have no say in the assignments. our courses are setup and modification is difficult.
So I will not make any changes because I can't.
but if something truely bothers me I will feed it back to my management.
I teach classes again and again, so I know which assignments are easy to grade and which are time consuming, so obviously I get excited when the easy ones come up, but I prepare and establish timelines when the difficult ones are due.
Hi Dr. Read,
My university uses Discussion Board assignments and Individual Projects. We do not have tests in our courses. I will ask students to underline the main points in their assignment. I hope this will speed up my grading process!
Sophie, I am not a big fan of using rubrics because I feel that in some instances it puts the student in handcuffs. They may not be willing to be creative in a response if they feel the answer won't fall in line with the rubric. I am teaching business courses right now and the answer is not always cut and dry. I want my students to think out of the box because sometimes they might come up with a solution that is off the wall but might work in a real life business situation. So do you think it depends on the course you are teaching that dictates if a rubric works well or do you think a rubric should be used all the time?
Melissa, with CTU being a paper oriented school for most classes I find it best to read through the assignments thoroughly and make sure I have a clear understanding of the task. Then in my class discussion I outline what I am looking for in hopes that the students will follow the points I discuss so that when they write their papers I will be able to pick the points out quickly and speed up my grading process.
James Libell
