It is important so that they can know how they are doing in the class and where they stand as far as their grade. I like to give those students who may not be doing so well a "heads up" and let them know where they stand and what they could or need to do to get where they want to be.
Yes - my job is to pull for my students! In some ways, I feel like I make it easy for my students (e.g. chapter review notes AND bolded items on those notes that will be on exams; chances to re-do tests if grade of C or lower; chances to re-write papers/assignments after my review of them to boost a grade; etc.). On the other hand, the purpose of my teaching is that my students (1) understand the topic and (2) feel a sense of accomplishment in the class. I don't want them just memorizing a bunch of stuff!
Hi Eli:
The more current and more often you share grades with students the better, whatever system you use. Students are always more receptive to teachers when they sense the teacher is pulling for them.
Regards, Barry
Hi Randy:
I think students just do better when they know their status and grades for a class. It's hard when they ask "what do you think my grade will be?" , especially at the middle of the term. Still frequest grade sharing provides an opportunity to connect on a personal basis anout student performance.
Regards, Barry
I too use an Excel spreadsheet for my grading. Dad to day scores are definitely a challenge but I try to add grades week to week. This not only helps to keep me from falling behind (and forgetting important content) but it also is "current" information that I can provide to those students who inquire about their grades.
I give a daily exam over each chapter. It's always open book. I score each exam and give it back to them the next day this way each student has a clear understanding of wherfe they are in the course. If there is a problem, then I discuss the problem with the student without waiting for them to come to me. Make up exams are a different version that they are allowed to take home to complete. This has worked for me over the years.
Hi Mark:
I've found the advantage of electronic scoring is it keeps fields and cells accurate as long as correct information is initially inputed. Paper records offer a little more convenience for some instructors. In either case though, having students know what their status is "at the moment" can be a call to motivate, work harder, or offer encourage and suggestions. So, really not a predictor, but an opportunity to build a stronger relationship.
Regards, Barry
Hi Eli:
I'm glad you're getting some practical assistance and ideas from this course.
Regards, Barry
Great suggestions - I'm grading papers today so I'll put some of these to use! I do feel that it's important to be positive when grading assignments, papers, etc. so that the students feel motivated to continue with their studies.
Barry, I am still working on whether hard copy or electronic is the best. I use an Excel spreadsheet to simplify the calculations, as more data are added (each quiz, homework assignment, or extra credit scores). Day to day final scores are simply not possible, since attendence, appearance, and class participation can never be final until after the last day. It is funny though; students may think I have a crystal ball and can tell them their final grade in the middle of the course. I have a plethora of issues with this line of thinking by students. Suffice it to say; you are taking the whole course and not half the course, whether or not a hardcopy or electronic grade book is in use.
Hi Stephen:
Good points. Keeping students informed is as much of teaching as providing the lesson. Time for sharing grades, giving advice, providing suggestions for improvement - who would not want an instruct like that?
Regards, Barry
Hi Eli:
The good thing here is the quick response and definming how grading will occur from the outset.
Regards, Barry
Hi Eli:
One way to quickly add commentary without spending a lot of time is to compile a list of adjectives that can be added to the grade on the first page, such as "Super!", or Way to go!", or "Improvement noted". Those couple of words can have as much meaniong as a whole paragraph. Another thing you can try is underling or circling sections in the paper and add emphasis (exclamation point, question mark, etc.). Also sharing overall class performance and mention a few examples of particulary good work by selected students can be effective, especially if the student's mentioned arn't the typical "A" students.
Regards, Barry
Hi Eli:
Giving students all the information about grades, followed or accompanied with a show of assistance and concern for their success will a lot towards motivating a student to do better.
Regards, Barry
Yes, what I do mid-session is provide a Student Performance Checklist for those students receiving lower than a C. I think that most of them know who they are but, nonetheless, this Checklist outlines for them exactly what they need to make up, what they can do to improve their grade, etc. I also allow students one chance to retake an exam if they receive a D or F grade.
Yes. As a student, I remember sometimes getting papers back without any comments - just a grade. I remember wondering if my instructor had even read it!
I do try to give advice "gently" on papers, assignments, etc. that I return since I am not able to sit with each student to review the item. I try to balance good and bad comments so that it doesn't seem that my input/advice is only critical.
Like you, I try to return students' assignments, exams, papers, etc. quickly to them so that they have a good idea of their grade status. In addition, my students know the point value of each item that accounts for their final grade. For example, if a forum discussion is worth 20 points - they will get 10 points for a response to my initial post and I require that to happen within two days of my post. I also require that they respond to at least 2 other students' posts - for 5 points each. They can earn extra credit points on forums. I require substantive posts and I define for them what that means.
Students should know where they stand at all times so that the students on both ends of the spectrum are always aware of their status. Those that are the "overachievers" and are consistantly asking for "how they are doing" can be satisfied by knowing where they are at any point throught the course. Those that are the "non-achievers" will at least know that they are in danger and will not be surprised by their status when the final grades are handed out.
Hi Kathleen:
You're right about students being aware of and wanting to improve their grades. Sharing grade information does provide an opportunity to not only give advice about the course but also personalize the teacher-student relationship. Some teachers will provide grade summaries for students to monitor their progress.
Regards, Barry
Hi Eli:
Good practices! Yeah, no surprises. When instructors take the time to regularly share grades, not only does the student become informed about their status, but it also provide an opportunity for the instructor to give advice and show that they care about the students performance.
Regards, Barry
