I think it is very important to keep the questions and grading of the students work/skills/test answers as objective as possible. I try not to have any subjective grading points in my syllabus. This way the student cannot say that I did not like them, and their grades are based entirely on the work that they produced. There is no basis for arguement over grades if those grades are completely objective.
Hi Rebecca:
A good way to look at grading is to determine "what are the essential points or material students must learn". That information should be given the greatest weight. In a way, grades and points are not as important as "did the student learn what they should know?".
Regards, Barry
The biggest challenge to setting up a grading system is assigning points. I have a basic format, however I go overboard. I assign additional assignments that were not originally on my score sheet. I have a hard time keeping my score sheet simple.
Hi John:
Very good point. I think both in teach and testing, practical examples related to the course content make the most sense, and students are likely to remember and apply the practical information better than "dry" facts and theory.
Regards, Barry
In a general education class like food science for eventual kitchen professionals I see the biggest challenge is to ask questions on quizzes and exams that use the real world of food as the basis for the chemistry question. Like give two esamples of protein coagulation using different cooking methods rather than asking a dry chemistry question concerning protein coagulation and denaturing. Over the years of teaching food science I find that this is easier for our students at the culinary academy and results in better understanding of the learning objectives.
Hi Dennis:
Fair and consitent, for me, describes the best reason for setting up a grading rubric. Also, although you sort of touched on this, students can determine in advance how much effort and to a degree, what grade they want to try to achieve. I have to say, I have still have had students argue my decision on what level they performed. Just to say, rubrics are great because they're objective - but not perfectly so.
Regards, Barry
Hi Peter:
Individuals outside your organization should not be making these kind of decisions. That said, my advice is to analyze what information and skills the student is supposed to accomplish at completion. From there, I would suggest you look at which components contribute most to identifying the student has attained the desired proficiency. From there, you should be pretty close to defining your component weights for the class. Many times, there is a trial and error aspect to grading systems. You might have to experiment a little to find the right balance, one you're satisfied with.
Regards, Barry
Rubrics are my lifesaver. They let me grade more quickly since I know what I'm looking for. They let me grade consistently and fairly. They help me give more concrete feedback to the students. Rubrics help the student because they know what I'll be looking for.
I struggle with determining what percentage of the overall grade should be comprised of daily production, participation, exams, projects, etc. Everyone at our school agrees that in a career college, hands-on production should be the largest percentage of the final grade, but there doesn't seem to be a consensus as to what that percentage should be. 60%? 70%? More?
Hi Rachel:
I think grading policies and the grading process are different animals. The diversity of classes a student takes requires that some organized system of awarding points (and eventually a grade). Many times the teacher is the best one to decide how that is to occur.
However the grading policy should be uniform, consistent throughout the institution, and applied fairly to all students.
Regards, Barry
The school system in which an instructor is working in should have a standardize grading system so it adds a consistence flow to instructors and more importantly for the students. By doing this a student can feel that they are being graded fairly throughout their time at the education facility. It also does make it very consistent for the instructor as well.
Hi Penny:
Being fair and consistent is very important. I think any grading system should reflect the student learning outcomes, daily course objectives. When this is done, the component weights of the various assignments and activities will reflect a more objective basis for a balanced grading system. Also, using a grading rubric usually assists in objectively assigning weights to the course.
Regards, Barry
Trying to be fair to all students and keeping it consistant with all students.
Hi Oriole:
Sounds like you've got all the bases covered there.
Regards, Barry
Because we do a final presentation in front of the whole department the soft skills are included as part of the presentation.
Attendance is graded separately.
Hi Dr. A:
I think one approach to setting up a grading system is to examine the Student Learning Outcomes (SLO's), course objectives, and program description. Using a variety of assessment instruments to grade against the SLO's improves the chances the student demonstrate their knowledge.
Finding the right mix is a challenge, is never easy (requires trial and error), and requires a committed and caring instructor to continuously try to discover the best balance. Good Luck!
Regards, Barry
For me exams are the most difficult area to set up. While I try to keep my points system balanced, I tend to see lower grades when I administer exams. The irony is that all the test questions are directly out of the required text books. What I find happens is that the grades drop drammatically because of poor test scores. I am still trying to determine the perfect testing protocol.
Hi Ellen:
I agree reviewing your established grading system and assisting students understand how they can best succeed in your course is crucial to follow through by students through out your course.
Regards, Barry
Hi Rocco:
Simple is good as long as it is fair, objective, and measure student performance accurately.
Regards, Barry
I believe the biggest challenge instructors confront in their grading scale is making it difficult. Some instructors, me included, assign points to daily participation, homework, projects and tests/quizzes and then give them weights like tests/quizzes are worth 50% of total grade and so forth. This really makes it confusing for the student and more difficult for the insttructor to provide students with a true grade at any given point.
Another challenge is grading system that is not supported by a well-thought out rubrics and too much subjectivity goes into the grade given to an assignment which then creates more grief for the instructor.
I think keeping it simple is the best way to go!
