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Take a look at this list of “myths” about paper grading—the realities may help you shorten your grading time and, at the same time, give students the feedback they really need.There is no simple solution to make the task of grading less daunting, but the following steps from Case Western Reserve University might help: As more communication with students happens via email, and as more students turn in assignments via a digital dropbox on Blackboard, many teachers are moving toward responding to student writing digitally.
Offering students a handout defining your grading criteria can be very useful, especially since the desirable features of a written text for one discipline can vary greatly from those for another discipline—something well known to faculty but not necessarily to students.
You may even want to involve students in the process of defining the rubric for a particular assignment.
Rubrics not only streamline your grading process and guide you to be fair and clear as you grade, but they also make it easier for students to understand how they might improve for their next assignment.
Grading papers can be the most cumbersome and difficult part of teaching writing-intensive classes.
A good rubric needs to be designed with care and precision in order to truly help teachers distribute and receive the expected work.
Although there are many variations of rubrics, it can be helpful to at least have a standard set to help you decide where to start.Try to stick with 4-7 specific subjects for which you'll be able to create unambiguous, measurable expectations in the performance levels.You'll want to be able to spot the criteria quickly while grading and be able to explain them quickly when instructing your students.Ask students to identify successful examples from their own (or published) work.Consider handing out sample student papers (with permission from former students) or fabricated examples.Be clear with students about how you will grade their papers.Most teachers break grades down into categories: A, B, C, etc., so consider including your students in a discussion about what is considered an “A” paper versus a “B” paper, and so on.A discussion about grade ranges helps students understand the differences between the grades and what you expect from them.Discussing what constitutes “good writing” in your discipline is also strongly recommended.You can arrange them from highest to lowest or lowest to highest as long as your levels are organized and easy to understand.This is probably your most difficult step in creating a rubric.