5a: Developing Fair, Consistent, and Transparent Grading Practices
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, faculty must implement one or more techniques, such as sharing their grading policy with students, assigning different values to assignments based on learning opportunities, or offering extra credit for improved learning.
Advising Subject Matter Expert(s)
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Brookhart, S. M. (1999). The art and science of classroom assessment: The missing part of pedagogy. ASHE-ERIC Higher Education Report, 27(1).
Chase, B., Germundsen, R., Cady Brownstein, J., & Schaak Distad, L. (2001). Making the connection between increased student learning and reflective practice. Educational Horizons, 79, 143–147.
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Davis, B. G. (2009). Tools for teaching (2nd ed.). San Francisco, CA: Jossey-Bass.
Dominowski, R. L. (2001). Teaching undergraduates. Mahwah, NJ: Erlbaum.
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Gronlund, N. E., & Waugh, C. K. (2009). Assessment of student achievement (9th ed.). Upper Saddle River, NJ: Pearson.
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
Lansing Community College, Center for Teaching Excellence. (n.d.) Determining a grading system for your course. Retrieved from https://www.lcc.edu/cte/resources/teachingtips/course_grading_system.aspx
Moallem, M. (2005). Designing and managing student assessment in an online learning environment. In P. Comeaux (Ed.), Assessing Online Learning (pp. 18–34). San Francisco, CA: Jossey-Bass.
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. (2016, January 19). Yes, Virginia, there’s a better way to grade. Inside Higher Ed. Retrieved from https://www.insidehighered.com/views/2016/01/19/new-ways-grade-more-effectively-essay
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. gradPSYCH Magazine. Retrieved from http://www.apa.org/gradpsych/features/2008/proactive.aspx
Payne, D. A. (2003). Applied educational assessment (2nd ed.). Belmont, CA: Wadsworth Thomson Learning.
Shepard, L. A. (2006). Classroom assessment. In R. L. Brennan (Ed.), Educational measurement (4th ed., pp. 623-646). Westport, CT: Praeger.
UNC Charlotte, The Center for Teaching and Learning. (n.d.). Assessment and feedback. Retrieved from https://teaching.uncc.edu/services-programs/teaching-guides/assessment-and-feedback
Walvoord, B. E., & Anderson, V. J. (2010). 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/
Weimer, M. (2017, May 3). Point-based grading systems: Benefits and liabilities. [Blog post]. Faculty Focus. Retrieved from https://www.facultyfocus.com/articles/teaching-professor-blog/point-based-grading-systems-benefits-liabilities/
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