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Grading and Giving Feedback
Time Saving Strategies for Evaluating Student Writing
This information was adapted from the following:
UC Berkeley’s Teaching Guide for Graduate Instructors provides a helpful overview of strategies for responding to students papers. This site covers how to respond to student errors, formative and summative feedback, plagiarism, and time management strategies for grading.
In the age of data driven decision making and informed assessments, rubrics have become a popular tool for communicating to students the evaluation criteria that the instructor is using to grade a particular assignment. In addition to providing a framework for evaluating individual assignments, often times rubrics can be an integral component for assessing Student Learning Outcomes (SLOs).
Resources for Writing Assignment Rubrics
From North Central College, Jon Mueller’s Authentic Assessment Toolbox website provides a general overview of creating rubric descriptors and levels of performance. The site also discusses the difference between analytic and holistic rubrics.
Heidi Goodrich Andrade's article “The Effects of Instructional Rubrics on Learning to Write” published in Current Issues in Education provides a detailed overview of using rubrics in eight grade writing classes. The research and examples are relevant to college writing as well.
Madeline Marcotte’s article “Building a Better Mousetrap: The Rubric Debate” explores the controversy behind creating and sharing rubrics with students and provides suggestions for creating rubrics that avoid formulaic writing.