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oppa gangname style

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Rubrics on canvas allow you to select each point level and highlights that section for the student to see and for you to calculate the total score automatically via canvas.

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Decide on a minimum and maximum level of feedback for each assignment BEFORE you start grading a stack of papers.

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You don't have to grade homework if you don't assign it (I don't assign homework)

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You don't have to grade homework if you don't assign it (I don't assign homework)

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At the beginning of the school year complete/incomplete to get students doing work in the first place

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At the beginning of the school year complete/incomplete to get students doing work in the first place

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Instead of separate retakes, just replace Unit exam scores with the content score from the next Midterm/Final. Saves everyone time and effort.

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Rubrics on google classroom allow you to flexibly set up a point system based on individual criteria and quickly grade through your students work. G.C. also lets you create canned comments so you can quickly give feedback for common errors your students make, such as forgetting units.

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Pick the important things.

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Giving a student 4/10 for incomplete work instead of a downright 0 still gives them a chance.

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I like the idea of not giving zeros for assignments. Giving a student 40% seems reasonable to me and is probably what I will do in my class

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since i grade on 4 point scale with 2 passing, i just give 1.5 whenever i don't want someone to pass

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My CT has them assess their own project according to the rubric first and then grades it himself.

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My long term RTs allow students to turn in missing assignments for full credit up until the end of one unit. This strategy rewards students for their work and lets them have all the content they need for an end of unit assessment. However, it still keeps them accountable for their work with a deadline - after the assessment, work for that unit is not accepted.

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Grading all hand-outs within a unit in a packet format (i.e. 10 classwork assignments = 50 points) instead of inputting grades one by one

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My favorite grading tip is grading everyone's first page of the exam all at once and then grading the 2nd page all at once etc etc.

saves time since less page flipping

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Making an easily accessible rubric fro students to reference before, after, and during. Printing out the rubric and using it next to the papers you are grading as a reminder.

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My favorite strategy is to have more opportunities to get points than the maximum amount that can be earned. For example, having a rubric that totals to 8 points when the test is graded out of 6

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When it's better to make rubrics to grade harder assignments so they're easier to understand but Im just a chill guy that likes to put point values by each question.

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When it's better to make rubrics to grade harder assignments so they're easier to understand but Im just a chill guy that likes to put point values by each question.

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my favorite grading tip is finding my top three things that I am looking for on an assignment (not one that is super important) and making a mental checklist for that assignment to just go through it quickly.

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Some of it can be practice but don't tell them what is and is not graded.

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When gradeing at home put on music on the background to help get into a flow.

Create a key to reference.

Create a note card that references what each point count equals to ABC, etc

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I think this is really helpful especially for lower stakes assignments. It reduces the time it takes to grade and removes some stress for the students.

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My RT does not count 'practice' assignments towards the student's grade but requires all of them to be done in order for a student to be able to retake an assessment.

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I've been grading stuff out of 4.

4 = 80-100%

3 = 60-80%

2= 40 - 60%

1 = 20 - 40 %

0 = 0 - 20%

This is nice because it makes grading extremely simple.

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I really like the idea of using a 4 point scale to assess students. This makes it clear what the expectations are and how close they are to meeting them. I do think it can be complicated based on what your department or school requires, though.

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Use simple rubrics with language that is as straightforward as possible. My RT also accepts late work until the end of the quarter. Don't tell students what is and isn't graded!

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Having quizzes on google forms where you can view and score student responses per question without seeing the name; also having access to data for multiple choice questions such as "most missed questions" overall average, etc.

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You can't do a retake until you have finished the study guide for the unit

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Utilizing a unit notebook or binder where students archive daily activities. Once the unit is complete, you can review their notebook or binders contents and give them a unit grade on their ability to complete activities. It is a very streamlined way to grade daily assignments and allows more time to focus on lesson creation and creating formal assessments.

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I think the guide of requiring students to complete a study guide before retaking an assessment holds students accountable for actually studying

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Grading grading oh so fun

Often used in a scale from 4 to 1

Some tips and tricks that come mind

Involve allowing students to get out of a bind

Edit as you go my RT would say

But check in with your teacher before you submit today

Editing along with students can give them extra glee

It doesn't pay well to be a teacher but to be a good one is free

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Providing students a rubric ahead of time as a reference when completing the work. I explain the rubric to my students, and set the expectations for the assignments.

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Daily tasks that are basically (but not quite!) worthless

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Daily tasks that are basically (but not quite!) worthless

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You get the flexibility of asking questions you want, and it matters just enough to get students to do it

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Grade assessments with a rubric in combination with a 40-50% floor, so that grading is more equitable (instead of giving a percentage score based solely on how many correct answers a student has answered divided by the total number of questions, you can give points depending on specific questions that students answer)!

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Cool thing my Shakespeare Professor (Gina Bloom) did w. grading:

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Cool thing my Shakespeare Professor (Gina Bloom) did w. grading:

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At three different points throughout the quarter, Professor Bloom had us fill out a self-assessment quiz where she had us evaluate a variety of factors (attendance, participation, essay performance, personal goals, etc.), and then made us use these factors to argue what class grade we should get.

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0-4 scale is good !

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One thing that I have seen that helps students perform better in the long run and improve their actual learning is to provide a rubric on assignments. Rubrics allow students to better understand what they need to focus on to improve their understanding. When you give an initial grade on the assignment, you can give it back with a filled out rubric graded in one color. When they retake or redo the assessment, you can regrade on the same rubric so that they can see where they directly improved. With tests, you staple on new questions to the original assessment so that they are able to attempt the standards again.