1. Effective Grading Babson Faculty Workshop August 23, 2012 “I love to teach, but get paid to grade.” Anon.

2. Resources: Walvoord and Anderson, Effective Grading, 2 nd ed. Jossey-Bass 2010 Bean and Peterson, Grading Class Participation, 74 New Directions for Teaching and Learning 33,(1998) Croxall, How to Grade Students’ Class Participation, ProfHacker, 5/5/10. Maznevski, Grading Class Participation, http://trc.virginia.edu/Publications/Teaching_Conc erns/Spring_1996/TC_Spring_1996_Maznevski.ht m http://trc.virginia.edu/Publications/Teaching_Conc erns/Spring_1996/TC_Spring_1996_Maznevski.ht m

3. The Assignment-Centered Course What do I want my students to be able to do at the end of the course? How do I construct assignments that get students from the start to the finish? What’s my assignment skeleton? How does it build the skills to get students where I want them to go? Is the assignment skeleton sustainable for them and for me?

4. Grading Criteria Descriptions: what’s the difference between an A, a B, a C? Disclosures ▫The Checklist Grading Rubrics ▫Constructing the rubric  What counts?  A simple scale  Communicating to students

5. Grading Efficiently Conducting your grading audit Grading vs. editing ▫The sample edit Minding the fundamentals Comments as teachable moments? Will students read them? ▫Drafts vs. finals

6. Grading Class Participation: Issues and Opportunities

7. Criticisms of Class Participation Subjectivity Cultural insensitivity Quantity over quality More?

8. Effective Class Participation Grading Purpose? What am I trying to accomplish with this kind of assessment? Definition? What constitutes participation? Fit and Fairness? Rubric? Feedback and Coaching? Are there opportunities for students to refine and improve? Student involvement? ▫Reflection? Crowdsourcing?