Efficient and Effective

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Efficient and Effective Grading of Student Work
Agnieszka Miguel Eric Larson Electrical and
Computer Engineering Department Computer Science
and Software Engineering Department Seattle
University
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Why Do We Grade?

• To assess student learning with respect to the
  course objectives and outcomes.
• Effective grading provides to the students
• a measure how well they comprehend the course
  material,
• an opportunity to learn from past mistake,
• motivation to learn even more when accompanied by
  a constructive feedback.

ASEE 2006 Efficient and Effective Grading of
Student Work A. Miguel
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Efficient Grading?

• Grading takes time!
• How can we make the grading process more
  efficient while remaining constructive and fair
  to the students?
• Optimization problem
• maximize student learning while minimizing the
  grading time.

ASEE 2006 Efficient and Effective Grading of
Student Work A. Miguel
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Types of Student Work

• Problems
• solve a particular question (numerical answer).
• Computer programming assignments
• MATLAB, C, or Java,
• functionality, design, style.
• Writing assignments
• small paper, lab report, or a large proposal.
• Projects
• upper-level electives, senior design courses,
• proposals, design documents, posters,
  presentations, final reports, teamwork.

ASEE 2006 Efficient and Effective Grading of
Student Work A. Miguel
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Grading Exam Problems

• Design exams with grading in mind
• clear and concise directions,
• limited options how to solve the problem.
• Develop a grading strategy
• grade one question for all students before moving
  onto the next one,
• use two passes
• correct the problem and write comments,
• assign points in a consistent way,
• sort problems according to the solution.

ASEE 2006 Efficient and Effective Grading of
Student Work A. Miguel
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Grading Exam Problems

• Create a consistent partial credit policy
• assign points for the process of solving the
  question (ex. 80) and for the correct numerical
  answer (ex. 20),
• use a grading sheet for point deductions/additions
  ,
• use the lowest number of grading levels that
  allows you to achieve an accurate assessment of
  student learning.
• Use multiple step questions effectively
• consider splitting dependent questions into two
  separate problems.

ASEE 2006 Efficient and Effective Grading of
Student Work A. Miguel
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Grading Exam Problems

• Use multiple choice questions effectively
• require a couple of sentences to defend the
  answer.
• Improve the clarity of student work
• communicating proper problem solving methods,
• enforce a standard for the clarity of
  presentation,
• include blank pages, box for the final answer.
• Make the final exam optional
• the final exam can only help the grade, not hurt
  it.

ASEE 2006 Efficient and Effective Grading of
Student Work A. Miguel
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Grading Homework Problems

• Use quizzes instead of homework assignments.
• Grade only a subset of problems.
• Decide how strictly homework assignments are
  graded.
• Find a good textbook
• broad selection of end-of-chapter problems,
• numerical answers to some questions,
• numerous examples of fully solved problems,
• solutions manual with correct and detailed
  solutions.
• Consider listing numerical answers to all or some
  of the problems.
• Encourage neatly written homework.

ASEE 2006 Efficient and Effective Grading of
Student Work A. Miguel
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Grading Writing Assignments

• Require standardized style for design documents.
• Require only one formal report that is graded
  thoroughly.
• Use frequent smaller writing assignments.
• Use rubrics
• clearly communicate to students what is expected,
• make grading consistent and objective.

ASEE 2006 Efficient and Effective Grading of
Student Work A. Miguel
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Rubric Example
Evaluation Criteria Points Score Comments
Format 15 Is the report format correct and professional? Are there any mistakes in the tables or figures? Are the tables and figures labeled correctly and referred to by name in the text?
Introduction 15 Is the most important report information highlighted in the executive summary? Does the introduction describe a clear report purpose?
Content 35 Is any information missing? Are the findings and statements accurate? Are the ideas fully developed? Are pictures placed effectively to explain text?
Conclusion 5 Does the conclusion address the main points?
Writing Style 15 Is the report carefully proofread (no errors in spelling, minimal errors in grammar, punctuation, etc.)? Is the writing concise and tone formal? Are clear transitions used between sections and ideas?
Appendix (source code) 15 Is the program easy to read? Are there enough comments?
TOTAL 100

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Grading Projects

• Break down projects into parts and give feedback
  on each part
• familiarizes students with the process of
  dividing their projects into tasks.
• Make each individual accountable in team
  projects
• require weekly status updates (status reports,
  time sheets, meetings, or a project notebook).
• Get input from other sources
• panel grading of project reports or presentations.

ASEE 2006 Efficient and Effective Grading of
Student Work A. Miguel
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Grading Computer Programs

• Automated grading
• use a series of tests to grade program
  functionality,
• encourages students to test their programs before
  turning them in.
• Grade style by looking at a portion of the source
  code.
• Use rubrics to grade style.
• Let students find their own errors
• do not debug their code!
• allow them to hand in corrected version to earn
  some points back.
• Require other submission material such as a test
  suite or a design document.

ASEE 2006 Efficient and Effective Grading of
Student Work A. Miguel
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Student Feedback

• Why is feedback important?
• motivates students,
• builds their confidence,
• encourages further learning,
• informs students that they lack knowledge or
  skills in a particular topic,
• notifies them what improvement is expected by the
  end of the quarter.

ASEE 2006 Efficient and Effective Grading of
Student Work A. Miguel
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Student Feedback

• Go over answers in class.
• Provide a handout with solutions.
• Hand back a feedback sheet/rubric.
• Ask students to see the instructor.
• Skip feedback on the final exam.
• Restrict options for grading disputes
• require the students to consult the solutions
  handout first,
• only allow a limited time for grading disputes.

ASEE 2006 Efficient and Effective Grading of
Student Work A. Miguel
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General Tips

• Hire a teaching assistant or a grader
• ask them to grade homework and lab assignments,
  but not exams,
• establish clear expectations with regard to the
  quality of the TAs work and rules for grading
  (and monitor it closely),
• ask the TA to solve the exam questions in
  advance.
• Find a grading environment and schedule that
  works well for you.

ASEE 2006 Efficient and Effective Grading of
Student Work A. Miguel
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Conclusions

• Think about grading before handing out the
  assignment.
• Clearly convey your expectations and grading
  criteria.
• Experiment!

ASEE 2006 Efficient and Effective Grading of
Student Work A. Miguel
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Acknowledgements

• Professors Adair Dingle, Jeffrey Gilles, Jean M.
  Jacoby, David Joslin, Mike Larson, Alvin Moser,
  Paul Neudorfer, Susan Reeder, and Margarita
  Takach (Seattle University)
• Professors Richard Ladner, James Peckol, Mani
  Soma (University of Washington).
• Eddy Ferre, the former Teaching Assistant at the
  University of Washington.

ASEE 2006 Efficient and Effective Grading of
Student Work A. Miguel