{"id":81,"date":"2018-01-03T13:01:28","date_gmt":"2018-01-03T17:01:28","guid":{"rendered":"https:\/\/blogs.harvard.edu\/siams\/?p=81"},"modified":"2018-01-03T13:01:38","modified_gmt":"2018-01-03T17:01:38","slug":"grading","status":"publish","type":"post","link":"https:\/\/archive.blogs.harvard.edu\/siams\/2018\/01\/03\/grading\/","title":{"rendered":"Grading!"},"content":{"rendered":"<p>I&#8217;m reading <span style=\"text-decoration: underline\">Effective Grading: A Tool for Learning and Assessment in College<\/span>, by Barbara Walvoord and Virginia Johnson Anderson.<\/p>\n<p>To think about grading, they emphasize that building learning objectives is core to the process.\u00a0 They break these into a few categories:<\/p>\n<ul>\n<li>the vocabulary and content and concepts that students should know,<\/li>\n<li>solving problems within the discipline,<\/li>\n<li>following the ethical guidelines of the discipline (citing sources and collaborators, as well as identifying and addressing ethical issues)<\/li>\n<li>big picture ideas &#8211; how does the content expand someone&#8217;s worldview?<\/li>\n<li>development of the habits of mind of the discipline<\/li>\n<\/ul>\n<p>Because grading is quite labor intensive, Walvoord and Anderson point out that the major assignments should be constructed to match these goals.\u00a0 One mis-step is that tests often check basic knowledge, rather than focusing on analysis, synthesis, and critical thinking.\u00a0 In mathematics our grading systems can be focused on process rather than simply rewarding a correct final answer.\u00a0 For time efficiency, it might be appropriate to use a multiple-choice test for basic content knowledge so that grading time can be focused on synthesis and evaluation skills.<\/p>\n<p>The authors also suggest taking advantage of peers.\u00a0 Peers are &#8216;the strongest single source of influence on cognitive and affective development&#8217; (quoted from Astin 1996).\u00a0 Ideally the task would be better done by a group than by individuals, often because it is complex or because it requires multiple areas of expertise.\u00a0 It is a task that is hard to divide so that students work together.\u00a0 One option is to incorporate individual responsibility so that grades may vary between members of the group.<\/p>\n<p>To actually construct assessments, one can engage in the process of &#8220;test blueprinting&#8221;, where the learning objectives and test questions are linked.\u00a0 The rubric is also part of this process.<\/p>\n<p>Given a set of tests and assignments, they need to be structured into a course skeleton that generates &#8220;an assignment-centered approach&#8221;.\u00a0 To set up the course structure, write summaries &#8220;of the skills and knowledge that the exam will test&#8221;.\u00a0 Think about whether these fit the learning goals and create a sustainable workload for students and staff.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>I&#8217;m reading Effective Grading: A Tool for Learning and Assessment in College, by Barbara Walvoord and Virginia Johnson Anderson. To think about grading, they emphasize that building learning objectives is core to the process.\u00a0 They break these into a few categories: the vocabulary and content and concepts that students should know, solving problems within the [&hellip;]<\/p>\n","protected":false},"author":8032,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_feature_clip_id":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":true,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2},"jetpack_post_was_ever_published":false},"categories":[1],"tags":[],"class_list":["post-81","post","type-post","status-publish","format-standard","hentry","category-uncategorized"],"jetpack_publicize_connections":[],"jetpack_featured_media_url":"","jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/s7E5LF-grading","jetpack-related-posts":[{"id":74,"url":"https:\/\/archive.blogs.harvard.edu\/siams\/2017\/10\/04\/webtools-for-math-teaching\/","url_meta":{"origin":81,"position":0},"title":"Webtools for math teaching","author":"siams","date":"4 October 2017","format":false,"excerpt":"This semester I'm using Gradescope for homework and exam grading.\u00a0 It is working relatively well, although not perfectly.\u00a0 This enables us to reuse feedback, makes it easy for me to review regrade requests, and gives us access to all student work in the course. For our discussion board, we're using\u2026","rel":"","context":"In &quot;Learning and teaching&quot;","block_context":{"text":"Learning and teaching","link":"https:\/\/archive.blogs.harvard.edu\/siams\/category\/learning-and-teaching\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":96,"url":"https:\/\/archive.blogs.harvard.edu\/siams\/2018\/06\/04\/notes-on-how-learning-works-by-ambrose-et-al-2010\/","url_meta":{"origin":81,"position":1},"title":"Notes on &#8220;How Learning Works&#8221; by Ambrose et. al., 2010","author":"siams","date":"4 June 2018","format":false,"excerpt":"Notes based on How Learning Works : Seven Research-Based Principles for Smart Teaching by Susan A. Ambrose, Michael W. Bridges, , Michele DiPietro, , Marsha C. Lovett, Marie K. Norman, and Richard E. Mayer.\u00a0 Wiley 2010. Chapter 1: Prior knowledge. There can be a mismatch between the prior knowledge and\u2026","rel":"","context":"In &quot;Learning and teaching&quot;","block_context":{"text":"Learning and teaching","link":"https:\/\/archive.blogs.harvard.edu\/siams\/category\/learning-and-teaching\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":228,"url":"https:\/\/archive.blogs.harvard.edu\/siams\/2020\/06\/29\/notes-on-abolitionist-teaching-and-the-future-of-our-schools\/","url_meta":{"origin":81,"position":2},"title":"Notes on &#8220;Abolitionist Teaching and the Future of Our Schools&#8221;","author":"siams","date":"29 June 2020","format":false,"excerpt":"https:\/\/www.youtube.com\/watch?v=uJZ3RPJ2rNc Accessed on June 29, 2020 Bettina Love, Gholdy Muhammed Dena Simmons Brian Jones. Bettina Love described arriving at college and being pushed onto a \"jock track\". She transferred universities, but that was a turning point in her life. Gholdy Muhammad recalls reading a hadid about ways to respond to\u2026","rel":"","context":"In &quot;Learning and teaching&quot;","block_context":{"text":"Learning and teaching","link":"https:\/\/archive.blogs.harvard.edu\/siams\/category\/learning-and-teaching\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/img.youtube.com\/vi\/uJZ3RPJ2rNc\/0.jpg?resize=350%2C200","width":350,"height":200},"classes":[]},{"id":36,"url":"https:\/\/archive.blogs.harvard.edu\/siams\/2017\/08\/25\/reading-mental-maps-and-learning-objectives-the-fast-slo-algorithm-for-creating-student-learning-objectives\/","url_meta":{"origin":81,"position":3},"title":"Reading &#8220;Mental Maps and Learning Objectives: The FAST-SLO Algorithm For Creating Student Learning Objectives&#8221;","author":"siams","date":"25 August 2017","format":false,"excerpt":"This article is focused on a method for writing student learning objectives for a course (SLOs).\u00a0 I find writing learning objectives challenging when working alone.\u00a0 They can be written at so many different levels of detail.\u00a0 Almost every example or question in a textbook has an implicit objective associated with\u2026","rel":"","context":"In &quot;Learning and teaching&quot;","block_context":{"text":"Learning and teaching","link":"https:\/\/archive.blogs.harvard.edu\/siams\/category\/learning-and-teaching\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":32,"url":"https:\/\/archive.blogs.harvard.edu\/siams\/2017\/08\/25\/reading-student-learning-objectives-and-mathematics-teaching\/","url_meta":{"origin":81,"position":4},"title":"Reading &#8220;Student learning objectives and mathematics teaching&#8221;","author":"siams","date":"25 August 2017","format":false,"excerpt":"I am working to write learning objectives for multivariable calculus this Fall. This article helped distinguish between overarching goals (that students are able to fit the math in the course into a greater understanding of math and of the world) and the learning objectives, of what I hope students will\u2026","rel":"","context":"In &quot;Learning and teaching&quot;","block_context":{"text":"Learning and teaching","link":"https:\/\/archive.blogs.harvard.edu\/siams\/category\/learning-and-teaching\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":160,"url":"https:\/\/archive.blogs.harvard.edu\/siams\/2019\/07\/10\/bonem-et-al-2019-learning-environment-and-student-outcomes\/","url_meta":{"origin":81,"position":5},"title":"Reading &#8220;Learning environment and student outcomes&#8221;","author":"siams","date":"10 July 2019","format":false,"excerpt":"I am reading\u00a0\"What you do is less important than how you do it: the effects of learning environment on student outcomes\", Bonem, Fedesco, and Zissimopoulos 2019 (Learning Environment Research). They survey a large number (14,000) students across a variety of disciplines and find students \" in highly autonomy-supportive learning environments\u2026","rel":"","context":"In &quot;Learning and teaching&quot;","block_context":{"text":"Learning and teaching","link":"https:\/\/archive.blogs.harvard.edu\/siams\/category\/learning-and-teaching\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]}],"_links":{"self":[{"href":"https:\/\/archive.blogs.harvard.edu\/siams\/wp-json\/wp\/v2\/posts\/81","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/archive.blogs.harvard.edu\/siams\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/archive.blogs.harvard.edu\/siams\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/archive.blogs.harvard.edu\/siams\/wp-json\/wp\/v2\/users\/8032"}],"replies":[{"embeddable":true,"href":"https:\/\/archive.blogs.harvard.edu\/siams\/wp-json\/wp\/v2\/comments?post=81"}],"version-history":[{"count":1,"href":"https:\/\/archive.blogs.harvard.edu\/siams\/wp-json\/wp\/v2\/posts\/81\/revisions"}],"predecessor-version":[{"id":82,"href":"https:\/\/archive.blogs.harvard.edu\/siams\/wp-json\/wp\/v2\/posts\/81\/revisions\/82"}],"wp:attachment":[{"href":"https:\/\/archive.blogs.harvard.edu\/siams\/wp-json\/wp\/v2\/media?parent=81"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/archive.blogs.harvard.edu\/siams\/wp-json\/wp\/v2\/categories?post=81"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/archive.blogs.harvard.edu\/siams\/wp-json\/wp\/v2\/tags?post=81"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}