In this module, faculty learn to implement research-based grading practices aligned to their grading philosophy and course content. In addition, the module includes information on setting grading policies for late assignments and extra credit and effectively communicating grading practices to students.
To satisfy the module requirements, practicing faculty must apply at least one technique, such as sharing their grading policy with students, assigning different values to assignments based on learning opportunities, or offering extra credit for improved learning.
Brookhart, S. M. (1999). The art and science of classroom assessment: The missing part of pedagogy. ASHEERIC Higher Education Report, 27(1).
Davis, B. G. (1993). Tools for teaching. San Francisco, CA: Jossey-Bass.
Davis, B. G. (2009). Tools for teaching (2nd ed.). San Francisco, CA: Jossey-Bass.
Determining a grading system for your course. (n.d.). Retrieved from http://www.lcc.edu/cte/resources /teachingtips/course_grading_system.aspx
Dominowski, R. L. (2001). Teaching undergraduates. Mahwah, NJ: Erlbaum.
Gronlund, N. E., & Waugh, C. K. (2008). Assessment of student achievement (9th ed.). Boston, MA: Allyn and Bacon.
Illinois State University, Center for Teaching, Learning, and Technology. (n.d.). Design your course: Module 9: Developing a grading system. Retrieved from http://ctlt.illinoisstate.edu/pedagogy/modules /design/module9.shtml
Nilson, L. B. (2010). Teaching at its best: A research-based resource for college instructors (3rd ed.). San Francisco, CA: Jossey-Bass.
Nilson, L. B. (2014). Specifications grading: Restoring rigor, motivating students, and saving faculty time. Sterling, VA: Stylus.
Nilson, L. B. (in press). Teaching at its best: A research-based resource for college instructors (4th ed.). San Francisco, CA: Jossey-Bass.
Packard, E. (2008). Proactive policies: Experts weigh in on the administrative side of classroom teaching.
Retrieved from http://www.apa.org/gradpsych/features/2008/proactive.aspx Payne, D. A. (2003). Applied educational assessment (2nd ed.). Belmont, CA: Wadsworth/Thomson.
Shepard, L. A. (2006). Classroom assessment. In R. L. Brennan (Ed.), Educational measurement (4th ed.). Westport, CT: American Council on Education.
Walvoord, B. E., & Anderson, V. J. (2009). Effective grading: A tool for learning and assessment in college (2nd ed.). San Francisco, CA: Jossey-Bass.
Weimer, M., (2011, July 20). Revisiting extra credit policies [Blog post]. Faculty Focus. Retrieved from http:// www.facultyfocus.com/articles/teaching-professor-blog/revisiting-extra-credit-policies/
In this module, faculty learn how to select a grading tool that best aligns to the assigned task and offers the type of feedback most helpful to students. In addition, the module includes techniques for helping students understand how to use different grading tools to their benefit as well as techniques for helping instructors understand how they might use the data generated from grading tools to inform instruction.
To satisfy the module requirements, practicing faculty must apply at least one technique, such as creating an assignment checklist, having students use a rubric to analyze sample papers, or analyzing rubric data.
Advising Subject Matter Experts: Dannelle D. Stevens, Portland State University; Phyllis Blumberg,
University of the Sciences; R. Eric Landrum, Boise State University; and Linda Nilson, Clemson University, (retired)
Allen, D., & Tanner, K. (2006). Rubrics: Tools for making learning goals and evaluation criteria explicit for both teachers and learners. CBE Life Sciences Education, 5, 197–203.
Ambrose, S. A., Bridges, M. W., Lovett, M. C., DiPietro, M., & Norman, M. K. (2010). How learning works: Seven research-based principles for smart teaching. San Francisco, CA: Jossey-Bass.
Berkeley University of California. (n.d.). Helping students understand their grades. (n.d.). Retrieved from http://gsi.berkeley.edu/gsi-guide-contents/grading-intro/communicating-about -grades/understand/
Bresciani, M. J., Zelna, C. L., & Anderson J. A. (2004). Assessing student learning and development: A handbook for practitioners. Washington, DC: National Association of Student Personnel Administrators.
Davis, B. G. (2009). Tools for teaching (2nd ed.). San Francisco, CA: Jossey-Bass.
Gooblar, D. (2014, October 8). Why I don’t like rubrics. Retrieved from https://chroniclevitae.com/news/742 -why-i-don-t-like-rubrics
Jonsson, A., & Svingby, G. (2007). The use of scoring rubrics: Reliability, validity and educational consequences. Educational Research Review, 2, 130–144.
Luft, J. A. (1999). Rubrics: Design and use in science teacher education. Journal of Science Teacher Education, 10, 107–121.
Nilson, L. B. (2010). Teaching at its best: A research-based resource for college instructors (3rd ed.). San Francisco, CA: Jossey-Bass.
Panadero, E., & Jonsson, A. (2013). The use of scoring rubrics for formative assessment purposes: A review. Educational Research Review, 9, 129–144.
Reddy, Y. M., & Andrade, H. (2010). A review of rubric use in higher education. Assessment & Evaluation in Higher Education, 35, 435–448.
Stevens, D. D., & Levi, A. J. (2013). Introduction to rubrics: An assessment tool to save grading time, convey effective feedback, and promote student learning (2nd ed.) Sterling, VA: Stylus.
Suskie, L. A. (2009). Assessing student learning: A common sense guide (2nd ed.). San Francisco, CA: Jossey-Bass.
Svinicki, M. D., & McKeachie, W. J. (2014). McKeachie’s teaching tips: Strategies, research, and theory for college and university teachers (14th ed.). Belmont, CA: Wadsworth.
Vanderbilt University, Center for Teaching. (n.d.). Grading student work. Retrieved from https://cft.vanderbilt.edu/guides-sub-pages/grading-student-work/
Walvoord, B. E. F., & Anderson, V. J. (2010). Effective grading: A tool for learning and assessment (2nd ed.). San Francisco, CA: Jossey-Bass.
In this module, faculty learn how to offer students effective feedback. In addition, the module includes techniques to help students more effectively use feedback for improvement and to help instructors leverage technology to increase feedback efficiency.
To satisfy the module requirements, practicing faculty must apply at least one technique, such as providing timely feedback, conducting structured peer review sessions, or distributing handouts that address common errors.
Angelo, T. A. (2011). Efficient feedback for effective learning: How less can sometimes be more. Retrieved from http://planning.iupui.edu/assessment/institute-files/2011-institute/monday-2011/angelo -feedback.pdf
Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers (2nd ed.). San Francisco, CA: Jossey-Bass.
Barnes, M. (2012, December 18). De-grade your classroom and instead use narrative feedback [Blog post]. Retrieved from http://smartblogs.com/education/2012/12/18/de-grade-your-classroom -narrative-feedback-mark-barnes/
Burnham, C. C. (1986). Portfolio evaluation: Room to breathe and grow. In C. W. Bridges (Ed.), Training the new teacher of college composition (pp. 125–138). Urbana, IL: National Council of Teachers of English.
Columbia University Graduate School of Arts & Sciences Teaching Center. (n.d.). How to provide constructive feedback—That won’t exasperate your students. Retrieved from http://www.columbia.edu/cu/tat/pdfs /feedback.pdf
Dean, C. B., Hubbell, E. R., Pitler, H., & Stone, B. J. (2012). Classroom instruction that works: Research-based strategies for increasing student achievement (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.
Deslauriers, L., Schelew, E., & Wieman, C. (2011). Improved learning in a large-enrollment physics class. Science, 332, 862–864.
Friend, C. (2013, January 1). Grading, assessment, or feedback? [Blog post]. Retrieved from http://chrisfriend.us/Blog/files/grading-assessment-feedback.php
Goodwin, B., & Miller, K. (2012). Research says / Good feedback is targeted, specific, timely. Educational Leadership, 70(1), 82–83.
McKeachie, W. J., & Svinicki, M. (2006). McKeachie’s teaching tips: Strategies, research, and theory for college and university teachers (12th ed.). Boston, MA: Houghton Mifflin.
Myatt, M. (n.d.). Should I be marking every piece of work? [Blog post]. Retrieved from http://marymyatt.com /blog/2013-10-13/should-i-be-marking-every-piece-of-work
Thaiss, C. (2015). Tools for giving efficient, effective feedback to student writing [Blog post]. Retrieved from http://cetlblog.ucdavis.edu/tools-for-efficient-effective-feedback/
Turner, W., & West, J. (2013). Assessment for “Digital First Language” speakers: Online video assessment and feedback in higher education. International Journal of Teaching and Learning in Higher Education, 23, 288–296.
Twigg, C. A. (2015, November–December). Improving learning and reducing costs: Fifteen years of course description. Change. Retrieved from http://www.changemag.org/Archives/Back%20Issues/2015
/November-December%202015/course-redesign_full.html
University of Michigan, Sweetland Center for Writing. (n.d.). Using peer review to improve student writing Retrieved from https://www.lsa.umich.edu/UMICH/sweetland/Home/For%20Students/Writing
%20References%20and%20Resources/Using%20Peer%20Review%20to%20Improve %20Student%20Writing.pdf
Wiggins, G. (2012). Seven keys to effective feedback. Educational Leadership, 70(1), 10–16.
In this module, faculty learn how to effectively check for student understanding by using quality questioning techniques and whole-class formative assessment strategies including the One-Minute Paper, Muddiest Point, and In Your Own Words.
To satisfy the module requirements, practicing faculty must apply at least one technique, such as calling on both volunteers and nonvolunteers, using wait time, asking students to clarify or expand on their responses, or implementing a classroom assessment technique.
Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers (2nd ed.). San Francisco, CA: Jossey-Bass.
Black, P. (2003). The nature and value of formative assessment for learning. Improving Schools, 6(3), 7–22.
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5, 7–74.
Dailey, R. (2014, April 21). The sound of silence: The value of quiet contemplation in the classroom. Faculty Focus. Retrieved from http://www.facultyfocus.com/articles/teaching-and-learning/sound-silence -value-quiet-contemplation-classroom/
Dallimore, E. J., Hertenstein, J. H., & Platt, M. B. (2013). Impact of cold-calling on student voluntary participation. Journal of Management Education, 37, 305–341.
Deslauriers, L., Schelew, E., & Wieman, C. (2011). Improved learning in a large-enrollment physics class. Science, 332, 862–864.
Earl, L. M. (2012). Assessment as learning: Using classroom assessment to maximize student learning. Thousand Parks, CA: Corwin Press.
Fisher, D., & Frey, N. (2007). Checking for understanding: Formative assessment techniques for your classroom. Alexandria, VA: Association for Supervision and Curriculum Development.
Frese, M., & Keith, N. (2015). Action errors, error management, and learning in organizations. Annual Review of Psychology, 66, 661–687.
Fusco, E. (2012). Effective questioning strategies in the classroom: A step-by-step approach to engaged thinking and learning, K–8. New York, NY: Teachers College Press.
Handelsman, M. M. (2013, November 26). The case of classroom cold calling: What do you think? Psychology
Today. Retrieved from https://www.psychologytoday.com/blog/the-ethical-professor/201311
/the-case-classroom-cold-calling-what-do-you-think
Howard, J. R. (2015). Discussion in the college classroom: Getting your students engaged and participating in person and online. San Francisco, CA: Jossey-Bass.
Ingram, J., & Elliott, V. (2016). A critical analysis of the role of wait time in classroom interactions and the effects on student and teacher interactional behaviours. Cambridge Journal of Education, 46, 1–17.
Knight, J. (2013). High-impact instruction: A framework for great teaching. Thousand Oaks, CA: Corwin Press.
Krause, S. J., Baker, D. R., Carberry, A. R., Koretsky, M., Brooks, B. J., Gilbuena, D., Ankeny, C. J. (2013, June).
Muddiest point formative feedback in core materials classes with YouTube, Blackboard, class warm
-ups and word clouds. Paper presented at the 120th American Society for Engineering Education
Annual Conference & Exposition, Atlanta, GA. Retrieved from https://www.asee.org/public /conferences/20/papers/7130/view
Nilson, L. B. (2010). Teaching at its best: A research-based resource for college instructors (3rd ed.). San Francisco, CA: Jossey-Bass.
Wieman, C. (2010). Basic instructor habits to keep students engaged. Retrieved from the Carl Wieman Science Education Initiative at the University of British Columbia website: http://www.cwsei.ubc.ca/Files
/InstructorHabitsToKeepStudentsEngaged_CWSEI.pdf
Wieman, C. (2016). Observation guide for active-learning classroom. Retrieved from the Carl Wieman Science
Education Initiative at the University of British Columbia website: http://www.cwsei.ubc.ca /resources/files/Active-learning-class-observation-guide_Wieman.pdf
In this module, faculty learn how to use patterns of student achievement on key assignments and assessments to inform instruction. In addition, the module provides techniques to secure mid- and end-of-semester feedback from students and techniques to use colleague observations and consultations with faculty development specialists to inform improvements in instruction.
To satisfy the module requirements, practicing faculty must apply at least one technique, such as creating a data analysis insights chart, securing midsemester feedback, or documenting teaching practices in a journal.
Angelo, T. A., & Cross, P. K. (1993). Classroom assessment techniques: A handbook for college teachers (2nd ed.). San Francisco, CA: Jossey-Bass.
Benton, S. L., & Cashin, W. E. (2014). Student ratings of teaching: A summary of research and literature (Idea Paper No. 50). Retrieved from http://ideaedu.org/wp-content/uploads/2014/11/idea-paper_50.pdf Cashin, W. E. (1995). Student ratings of teaching: The research revisited (Idea Paper No. 32). Retrieved from http://files.eric.ed.gov/fulltext/ED402338.pdf
Christensen, C. R., Garvin, D. A., & Sweet, A. (Eds.). (1991). Education for judgment: The artistry of discussion leadership. Boston, MA: Harvard Business School Press.
Davis, B. G. (2009). Tools for teaching (2nd ed.). San Francisco, CA: Jossey-Bass.
Farmer, D. W., & Napieralski, E. A. (1997). Assessing learning in programs. In J. G. Gaff & J. L. Ratcliff (Eds.), Handbook of the undergraduate curriculum: A comprehensive guide to purposes, structures, practices, and change (pp. 591–607). San Francisco, CA: Jossey-Bass.
Felder, R. M. (1992). What do they know, anyway? Chemical Engineering Education, 26, 134–135.
Gravestock, P., & Gregor-Greenleaf, E. (2008). Student course evaluations: Research, models and trends. Toronto,
ON, Canada: Higher Education Quality Council of Ontario. Retrieved from http://www.heqco.ca
/SiteCollectionDocuments/Student%20Course%20Evaluations_Research,%20Models%20and %20Trends.pdf
Nilson, L. B. (2010). Teaching at its best: A research-based resource for college instructors (3rd ed.). San Francisco, CA: Jossey-Bass.
Rojstaczer, S. (2012, September 18). Student evaluations offer bad data that leads to the wrong answer. New York Times. Retrieved from http://www.nytimes.com/roomfordebate/2012/09/17/professors-and-the-students-who-grade-them/student-evaluations-offer-bad-data-that-leads-to-the-wrong-answer
Seldin, P. (1997). Using student feedback to improve teaching. In D. DeZure (Ed.), To improve the academy (Vol. 16, pp. 335–346). Stillwater, OK: New Forums Press and the Professional and Organizational Development Network in Higher Education.
Svinicki, M. D., & McKeachie, W. J. (2010). McKeachie’s teaching tips: Strategies, research, and theory for college and university teachers (13th ed.). Belmont, CA: Wadsworth.
Theall, M. (n.d.). Student ratings: Myths vs. research evidence. Retrieved from https://studentratings.byu.edu
/info/faculty/myths.asp
University of Michigan, Center for Research on Learning and Teaching. (n.d.). Improving your teaching:
Obtaining feedback. Retrieved from http://www.crlt.umich.edu/gsis/p9_1
University of Northern Iowa. (n.d.). Small-group instructional diagnosis. Retrieved from http://www.uni.edu /provost/cetl/small-group-instructional-diagnosis
The University of Sydney, Institute for Teaching and Learning. (n.d.). Gathering and acting on feedback.
Retrieved from http://www.itl.usyd.edu.au/feedback/gatheringfeedback.htm
Using student evaluations to improve teaching. (1997). Speaking of Teaching: Stanford University Newsletter on Teaching, 9(1).