Grading Best Practices 4-pack
Condensing a semester’s work into a single grade can be a daunting task. Learn effective assessment strategies to set clear expectations, efficiently complete grading, reduce student frustration, and automate repetitive tasks.
Effective assessment strategies
Grading can be even more challenging for instructors than it is for students.
After all, instructors have to set standards, follow them, and find enough hours in the day to get their work done.
And whether you’re reviewing papers, exams, or class participation—when you grade students, you’re also evaluating yourself as an educator.
If you’d like to improve your personal performance, the Grading Best Practices 4-pack is for you.
You’ll discover practical solutions, from veteran instructors Maryellen Weimer, Ph.D., Linda Suskie, Mary C. Clement, Ed.D., and B. Jean Mandernach, Ph.D., to the following instructional issues:
- What Is the Best Way to Grade Participation?
Learn an overview of what not to do when grading participation, activities worth doing, how to do them, and how to evaluate your own process.
- How Can Rubrics Make Grading Easier and Faster?
In this program, you will get examples of the three basic formats for rubrics and explore seven key recommendations developed to help you transform the grading process.
- How Can I Use a Total Point System to Clarify Grading?
This material will give you strategies to reduce student frustration with grades, save valuable office time, and improve course evaluations.
- How Can I Use Technology to Create Custom Automated Feedback?
Learn how to use feedback banks, feedback technology, and automated feedback to improve your online comments to students.
In this series of four Magna 20-Minute Mentors, you’ll learn skills to improve your approach to grading and your overall teaching. These videos will show you real-world tested techniques to make your grading more consistent, comprehensive, efficient, and effective.
Each program is only 20 minutes in length, so you’ll be able to enhance your pedagogical toolkit at your convenience.
Grading is an essential link in the feedback chain of higher education, and it’s one of a faculty member’s most important responsibilities. The Grading Best Practices 4-pack will help you make sure your grading system encourages student learning and sends messages consistent with your overall teaching strategy.
You’ll learn proven techniques to help you upgrade your approach to important grading issues, such as:
- Participation – Learn techniques to keep all students aware of how their class contributions will be evaluated
- Rubrics – Find out how rubrics can help you avoid biases in scoring
- Total Point Systems – See how point-based systems can reduce student complaints about grades
- Technology – Discover how technology can help you provide more and better quality feedback, in less time
After participating in the four programs included in the Grading Best Practices 4-pack, you’ll be able to:
- Identify common pitfalls associated with grading student participation
- Design positive and negative criteria to use in evaluating student participation
- Formulate strategies for implementing assessment plans
- Develop and implement feedback strategies to help students improve their participation
- Design and use rubrics to support learning outcomes
- Employ a total point grading system in any course
- Explain to students how grades are determined
Take advantage of this fast and focused professional development opportunity, and purchase the Grading Best Practices 4-Pack today!
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Product Code: PM00LA
Maryellen Weimer has edited The Teaching Professor newsletter since 1987 and writes the Teaching Professor Blog.
The Teaching Professor Blog features a new weekly post from Maryellen on such topics as: the scholarship of teaching and learning, classroom policies, active learning, assessment, generational differences, and student performance.
She is a professor emerita of Teaching and Learning at Penn State Berks and won Penn State’s Milton S. Eisenhower award for distinguished teaching in 2005. Dr. Weimer has a Ph.D. in Speech Communication from Penn State.
Dr. Weimer has consulted with over 450 colleges and universities on instructional issues and regularly keynotes national meetings and regional conferences throughout the US and Canada.
She has published several books, including: Inspired College Teaching: A Career-Long Resource for Professional Growth (Jossey-Bass, 2010), Enhancing Scholarly Work on Teaching and Learning: Professional Literature that Makes a Difference (Jossey-Bass, 2006), Learner-Centered Teaching: Five Key Changes to Practice (Jossey-Bass, 2002).
Linda Suskie has served as a Vice President at the Middle States Commission on Higher Education, an accreditor of colleges and universities in the mid-Atlantic region of the United States for seven years. She is now working as a consultant and workshop facilitator for colleges and universities.
The second edition of her book, Assessing Student Learning: A Common Sense Guide (Jossey-Bass), is one of the best-selling books on assessment in higher education.
Prior positions include serving as Associate Vice President for Assessment & Institutional Research at Towson University and as Director of the American Association for Higher Education's Assessment Forum.
Her over 35 years of experience in college and university administration include work in assessment, institutional research, strategic planning, and quality management.
Linda holds a B.A. in Quantitative Studies from Johns Hopkins University and an M.A. in Educational Measurement and Statistics from the University of Iowa.
Mary C. Clement, Ed.D., is a professor and Director of the Center for Teaching Excellence at Berry College, northwest of Atlanta, GA.
She teaches graduate courses in curriculum theory, instructional management, and supervision and undergraduate courses in foreign language methods.
She earned her doctorate from the University of Illinois at Urbana-Champaign and is the author of ten books and over 100 articles.
B. Jean Mandernach's research focuses on enhancing student learning through assessment and innovative online instructional strategies. In addition, she has interests in examining the perception of online degrees, the quality of online course offerings, and the development of effective faculty evaluation models.
Jean received her B.S. in comprehensive psychology from the University of Nebraska at Kearney, an M.S. in experimental psychology from Western Illinois University and Ph.D. in social psychology from the University of Nebraska at Lincoln.
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