In the future, I definately plan to utilize sites such as easytestmaker.com. For quick grading, I have found sites such as quickgrade.net to be very helpful in cutting down grading time. I agree with the lesson's suggestion that instructors look to incorporating mobile devices in the future. I think it's important that instructors evolve with the changing times.
Currently, my exams have a mix of multiple choice, T/F, matching, discussion, and short answers. I still grade them manually, out of habit, I suppose. About a year ago, I started using the Scantron for my multiple choices questions on finals and this has been a life-saver. I can start using the scantron for MC, TF, Match, and ask the students to underline the important phrases in the discussion questions. Regarding homework, I like the idea of having classmates grading as it can start them thinking critically. I would really like to put the exams on-line, but my class is not set up with computers in the classroom. We could do it in the library as a group. I am not sure about proctoring. How would I make sure they weren't e-mailing each other regarding the answers?
Karen, Yes, I fully support waiting until all papers are in before grading. Set a decent cutoff so the rest of the students don't have to wait for their grades. Grading all in one batch will make you so much more efficient and effective. It takes a lot of time to go back and grade one or two exams, because you have to get into the routine again.
Dr. Melissa Read
Evangeline, I totally understand your concerns. To get around these issues, some instructors will ask students not to write their names at the top of their exams. Instead, students will use a code number. This way, exams can be graded by students anonymously and then the instructor uses the code number as a reference when assigning grades.
Dr. Melissa Read
I agree that objective exams and quizzes or faster to grade. Thanks for the easytestmaker online site information and color coding classes has been helpful too. At our campus instructors cannot let students grade each others exams due to student infromation privacy policies.
As a math instructor, I am notorious for long, problem-centered tests. Fortunately, I can grade papers very quickly, but I have been contemplating some online testing for basics. For me, problem solving is paramount and a student's ability to wend their way through a problem is important. Having said that, there are basic concenpts that can be tested online, and I hope to do more of that in the future, saving time and affording students faster feedback on basics.
My tests are mostly multiple choice, graded on a Santron machine. Homework assignments are multiple choice and short answer. When there are multiple pages to grade, I do one page at a time for all the students, then the next page. this helps thing go a litle faster. What I find takes up a lot of time is grading late homework and tests. I accept late homework only if the student is absent the day the assignmnet is due. Also, the students are allowed to take one "make-up" test per course if they are absent the day of the test. Instead of grading things right away, I may start to wait until all the late papers are turned in. I think that will be a big help.
Most of my examinations follow the multiple-choice format, which patterns the State Board Exam. For me the most tedious task is grading workbooks. When teaching anatomy courses I find labeling the diagrams to be a very good study tool, so they are assigned and graded. I found it much easier to make them due the week before the final, so I can grade them and return them for review, but not have all 40 exams and workbooks the last day of class. We must submit final grades within 48 hours. Last module I had four classes, 96 students and finals usually have 100 questions. (One reason ED110 interested me).
That sounds like a great idea, plus it really helps with students that have a difficult time with writing in answers.
We already use mostly multiple choice questions which are easy to grade. However, I have been trying to get more short essay questions incorporated and using underlining would be a good way to quickly grade the essays.
It is easy to see that there would be a considerable amount of time saved grading homework and exams if they are in short answer or multiple choice forms. I will have to see how our current curriculum could be revised to streamline our grading processes.
Craig, It sounds like you already have a great organizational system in place. Since this is the case, all you have to do is keep up the great work!
Dr. Melissa Read
My homework assignments cover lecture material previously presented. They are more of a study guide than anything else. They are handed in before the exam related to the assignment and I grade them during the exam. The students know the more work they put into the assignment the better the exam outcome will be. The assignments completed docount in the tabulation of their final grade. The assignments are handed back after the exam.
My exams are multiple choice/ true false. They are run through a scan tron machine so thay are graded quickly.
The information in this module is very important for new instructors finding their way or for established instructors who tend to be disorganized. For me, the module reinforced what i already do for exams and assignments.
I agree. If you find the key word you can overlook all the other "mumbo jumbo" in the answer which in turn results in a faster grading process.
I have learned that I should have an answer sheet to streamline exams and homework rather than having to flip pages over and over to obtain the grade. I really feel this will save time.
I'm probably not going to modify my current assessment approach very much. Nearly two decades ago, as an undergrad, i was taught, and still adhere to, a balanced objective/subjective approach to test construction. I usually reserve 70% of a test for objective questions and 30% for discussion responses, which allow each area to have enough weight that both are necessary for high marks. Furthermore, the balance speeds the grading process as the objective portion usually grades swiftly and the two or three deeper discussion questions really challenge the students' knowledge and analysis skills while not miring me, as an evaluator, in an excess of heavy reading. This balance has always seemed valid and satisfying. I highly recommend a balanced approach. Quizzes, I would suggest, should remain objective since they are benchmarks leading to a culminating major assessment at the end of a unit or course.
Kelly, That sounds like a wonderful investment. You should let your administration know about your positive experience if you haven't already. Sometimes, a little positive feedback can keep your team heading in the right direction and help you succeed too!
Dr. Melissa Read
Glenda, Sounds like a great plan. Small changes like these can make such a dramatic difference, especially as we use them over time.
Dr. Melissa Read
Jeanette, Excellent approach! This will save you a significant amount of time. It will also help your students focus on providing all components of each answer.
Dr. Melissa Read
The school that I teach for began recording grades via a web site called engrade. I think it is wonderful and it saves me time. It allows students to access their grades at any time via the internet. I no longer have students asking me what their grades are or what assignments they have missed. This saves me time. There is also a calendar on the site where I can post exam dates.
