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Example: Attitude during course (both positive/negative) influences grading

Solution: Grading without student names

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1. have someone else grade assignments - in case other teachers are available

2. having two people grade to achieve standardization and objectivity (within limits) - discuss non-matching grades

3. grading anonymously

4. clearly defined rubric and sticking to it

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review grades (especially the first 10%)

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answer key

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Example: Process of thesis writing and communication during thesis (both positive/negative)

Solution: Make criteria for process/communication skills in rubric

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Compare evaluations afterwards

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become aware of potential contaminators (e.g. personal pet peeves, lack of professionalism)

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Example: handing in assignments too late or in the wrong place

Solution: be consistent and transparant towards students

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1. attempt to anticipate issues with students (for theses)

2. grade over a longer period of time and divide into bulks

3. go back to earlier papers to assess if grading fairly and consistently

4. develop very detailed rubric and strictly stick to it

5. horizontal grading - grade all first questions, then second... or assign different questions to be graded by different teachers/teaching assistants

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EXAMPLES:

Positive/negative experiences during classes affect our opinions of students and the work they submit

Inappropriate clothing might cause you to actively look for mistakes

POSSIBLE SOLUTIONS:

Awareness of this effect in itself might help

Multiple assessors

Clear instructions before moment of assessment

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Have a second examiner

using assessing experience

Review grading another day

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awareness

ask for colleague for evaluation

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awareness

dividing exams by questions rather than by groups

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Examples: thinking about a grading curve, trying not to give a resit grade to students

Solutions: discuss with your colleagues about grading standards

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Example: Lay out of the document

Solution: Standardize, communicate to students and/or make part of the rubric

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EXAMPLES:

Quality of the first assignments you grade might influence your standards later on

Exhaustion from grading might cause you to become more lenient/more strict

SOLUTIONS:

Breaks

Second assessor/divide the workload with other assessors

Rubrics

Delay grading the first few assignments until you have an idea of the baseline level of the group

Random order (e.g., not always alphabetical)

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Having a second examiner

Clarify grading criteria

Stick to answer key, err on student side

Transparency in grading mechanism

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Example: finding out a recurring problem/ wrong answers in the process of grading and then shifting the focus to that specific problem

Solution: Be aware of your grading patterns, have a good rubric to begin with, discuss with your colleagues

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awareness

dividing exams by questions rather than by groups