students receiving exam results June 5

Making the Grading Process More Transparent


College teachers are always on the lookout for ways to help students better understand why their paper, essay answer, or project earned a particular grade. Many students aren’t objective assessors of their own work, especially when there’s a grade involved, and others can’t seem to understand how the criteria the instructor used applies to their work.

As the author Matthew Bamber notes, grading is not a transparent process to students, even if they have been given the criteria or rubric beforehand. He devised an exercise for his master’s-level accounting and finance students that they found “eye-opening.” In the UK, students “sit” for lengthy exams—in this case, a three-hour, closed-book essay test. In the exercise, students began by answering one lengthy essay question. When finished, they were given a suggested answer to the question (it contained a problem they had to solve and a written analysis), a marking guide, and a set of grade descriptors. Then they were given an anonymous answer to the same question and told to grade it using the materials provided. After having completed that step, students were given a teacher-graded copy of the anonymous answer. The exercise concluded with students being told to grade their answer to the question.

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September 23, 2013

Using Classroom Assessment Techniques: A Proactive Approach for Online Learning


There are two main forms of assessment often used within the online classroom. Both formative and summative assessments evaluate student learning and assist instructors in guiding instructional planning and delivery. While the purpose of a summative assessment is to check for mastery following the instruction, formative assessment focuses on informing teachers in ways to improve student learning during lesson delivery (Gualden, 2010). Each type of assessment has a specific place and role within education, both traditional and online.

April 18, 2013

Frequent, Low-Stakes Grading: Assessment for Communication, Confidence


After going out for tacos, our students can review the restaurant on a website. They watch audiences reach a verdict on talent each season on American Idol. When they play video games—and they play them a lot—their screens are filled with status and reward metrics. And after (and sometimes while) taking our classes, they can go online to

March 20, 2012

Making Exams More about Learning


We give exams to assess mastery of material—are students learning the course content? With so much emphasis on scores and grades, it’s easy to forget that the process of preparing for, taking, and getting feedback about an exam can also be a learning experience. The learning that results from these processes can be tacit, or teachers can design activities associated with exam events that can result in better content learning and heightened student awareness of the learning skills associated with demonstrating knowledge. The good news is that these activities don’t have to be all that creative and innovative, as Thomas Smith discovered.

July 6, 2008

Educational Assessment Options and Opportunities


As interest in scholarly work on teaching and learning continues to grow and more faculty are trying their hands at work in this arena, materials are needed that summarize the available methods and approaches used in systematic analyses of classroom practices and learning outcomes. Just such a resource appeared last year in the Journal of Engineering Education…