Marcia - I started using grading rubrics in research methods, and now
I use them in all classes, for all papers. I've found that students
really love the detailed feedback, and it cuts down incredibly on the
number of comments and complaints. (And I've never had a single
complaint about the rubric itself). After 9 years of teaching, I've
found that the secret is in the presentation; that is, it's important
to convince students ahead of time that your strategy (whether it is
grading fairly by using rubrics or whatever) is a good one (for
them). I spend several minutes explaining to students in detail how
important it is for me to grade them fairly (with high reliability
and validity, concepts that methods students can understand) and all
the steps that I use. I also tell them that by using this rubric I
can account for every single point missed on their papers (sometimes
to the half point!), in contrast to, say, a humanities paper where a
professor just writes a few comments and randomly writes a "C-" at
the top. I tell them that I grade each section (even if only worth 5
points) for all students at once, so that I can be sure I assign the
same number of points to sections of the same quality, and I invite
them to compare papers with other students because I am confident
that they are graded equivalently; I even offer to make adjustments
if they can find discrepancies (so far, no one has ever taken me up
on that). In the end, my end of the semester evaluations on "grading
fairness" are extremely high (even though I'm considered a difficult
instructor), so I think that either I really am a fair grader or I do
a good job of convincing them that I am (of course I argue for the
former! :-)
>> I have started to distribute my criteria (usually with sample
answers) to the students after the exams.
I have a follow-up question about grading criteria, since there have
been several posts about those lately. After a few years of
teaching, I began using grading rubrics for my students for papers;
I stapled the rubric to the top of the paper, with the appropriate
number of points circled, a few comments made both in the paper and
on the rubric sheet, and their total grade. I tried this for about
4 classes or so and it led to so many more problems. Students
argued with me MORE about their grades and other students complained
about the rubric sheets. They said it made them feel like children.
So, I stopped using them and now, rarely have complaints/questions.
Has anyone else had this reaction? Is there some way that you frame
your feedback that makes it seem less "child-like" (which I don't
really understand)?
Marcia
Marcia J. McKinley, J.D., Ph.D.
Assistant Professor of Psychology
Mount St. Mary's College
Emmitsburg, MD 21727
(301) 447-5394 x4282
[EMAIL PROTECTED]
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Traci A. Giuliano
Associate Professor of Psychology
Southwestern University
Georgetown, TX 78627
[EMAIL PROTECTED]
(512) 863-1596;fax (512) 863-1846
http://www.southwestern.edu/~giuliant
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