1. the best and worst of teaching
Assessment & Grading
the best and worst of teaching

2. instructional objectives
for yourself and your students
help keep organization and focus
make sure they are observable, measureable, and outcome-directed
examples:
Students will be able to explain differences in the theories.
Students will be able to use various types of scoring in classrooms.

3. types of assessment informal formal
question-asking
observations
formal
types: homework, exams, attendance, quizzes, essays, performance assessments
remember that assessment is about distinguishing between those who know and those who do not. Don’t confuse with those who are good test-takers, make it look good, etc.

4. writing assessment tasks
ALWAYS write then walk away. Gives you fresh eyes
performance assessments: make as authentic as is feasible; focus on skill-attainment/demonstration; design (and share with students, if comfortable) good scoring; make sure you have the time for design, administration, and scoring; tend to lend themselves to higher-order skills
essay-type assessments: allow you to assess writing/communication skills in addition to knowledge; nice for allowing variations in responses, but trickier for scoring; tend to lend themselves to higher-order skills
traditional exam-type assessments: clarity!; format to maximize efficient and effective responding; look carefully for unintentional cues you provide to the right answer

5. types of scoring these may be mixed within and between tasks
checklists
distinguishes “done” from “not done”
best when you have a specific list of tasks within the assignment
can be worth multiple points, but should be used for all-or-none credit
e.g., “Paper was double-spaced” “Included example of concept”

6. checklist example
Checklist (all-or-none) Assignment uses the designated chart ____ (+2) At least 3 Bloom’s are analysis or higher ____ (+2) PA indicated ____ (+1)

7. rating scales generally 3-5 categories
more than yes/no, but not so many categories to be fine distinctions
use parallel descriptors
avoid “average”
assign point values to descriptors
like checklist, breaks the assignment into specific tasks, but includes quality markers
e.g., “Concept description was detailed. Excellent-Good-Fair-Poor-Not Done”

8. ratings scale example Expert Apprentice Beginner Novice Not done
points 4 3 2 1
PA/task choice
PA/task covers the instructional objectives and standards indicated.
Expert
Apprentice
Beginner
Novice
Not done
PA/task design allows students to demonstrate mastery of content.
Excellent
Good
Fair
Poor

9. analytic rubrics
like the ratings scale, but each point value has a specific description
rating scale is more detailed for task, analytic rubric has more detailed individual point values
e.g., “5 points=fully explained description that links to theory. 4 points= somewhat vague description. 3 points= missed a theory link...”

10. analytic rubric example4 3 2 1
Habit description
Behavior description
Description clear, behavior measureable
Description mildly vague or somewhat not measureable
Description very vague or not measureable
Description very vague and not measureable
Not described
Stimuli description
Clear description, precede behavior, how (dis)associate
Mildly vague description, or not all precede, or vague (dis)associate
Very vague or none precede or no (dis)associate
Cannot assess those identified as stimuli
No identified stimuli or misidentified as stimuli
Daily log
Behaviors each day
5 days
4 days
2-3 days
1 day
No behaviors described
Plan when fail
All changes described or no failures
Missing changes for at least 1 fail
No changes described for all failures

11. holistic rubrics grade overall assignment with a single grade
still have descriptors for grade/point assignments
used when cannot be easily broken into tasks or allowing A LOT of freedom in responses
generally fastest scoring to use, but tough to justify and tends to be less reliable
e.g., “10 points= presentation was complete and accurate. 9 points= presentation well done, but could have used more evidence

12. holistic rubric example
10 points = The report is well-organized, complete, and reported in a unique fashion. 8 points = The report needs more detail or organization. 6 points = Good content, but format was not unique 4 points = Report needs major changes. 2 points = Report is incomplete or poorly executed

13. extra credit check department and other instructors’ policies
make available to all students
consider how the extra credit affects final grade- usually do not want to raise all grades one letter
effort- or ability-based?
keep as a separate column in gradebook so you can separate ability from other factors

14. borderline grades do they exist in your class?
if so, what is borderline? (.5%? 2%? may or may not want to include cut-off in syllabus)
identify what you use to assign the higher grade
most assignments in the class are at that grade level
effort-based components (all assignments in on time, attendance, participation)
beware of being influenced by personality/negotiation factors or characteristics that you really can’t measure (effort, potential)- unfair
apply borderline grade changes consistently
realize that borderline situations can increase and decrease student grades if done fairly

15. student
atten
part
ex1
hw1
pres
ex2
paper
final
excr
total %
10 pts 20 40 50 25 85 75
(5)
335
Brady, Marcia 10 17 24 48 21 32 79 66 3
300
89.6%
Bundy, Al 18 30 33 72 28 5
268
80.0%
Halpert,
Pam 4 14 27 15 29 70 52 2
233
69.9%
Jefferson,
George 9 49 38 82 71
302
90.1%
Simpson, Lisa 7 26 16 80 68
266
79.7%
Stark, Ned
292
87.2%
White,
Walter 47 39
averages
7.7
13.4
25.9
35.1
21.7
34.4
78.3
61.9
(2.7)
281.1
84.0%

16. process of grading optimize self and environment
have time, not tired or cranky (tough when facing a stack!)
minimize distractions (friends, significant others, kids, Facebook)
more subjective tasks usually require more time and concentration
read through a few assignments before grading to get a sense of content and quality
try to keep student identities unknown as you grade to avoid biases
if grading both, grade mechanics (grammar, spelling) first, then content
aim for two positive comments for each improvement comment- think of grading as a conversation between you and the student, not a punishment
make comments on a separate page (or version if electronic) and go back occasionally to see if you are grading the same as you had initially
if others are also grading the assignment, have everyone grade a few to ensure consistency
for selected-response items, grade one page at a time to give yourself a sense of how well individual items are working
for multiple constructed-response items, grade one at a time for all students (e.g., grade everyone’s item 27, then everyone’s 28…) for greater consistency