Assess-3 | Udlbico

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Planning Your Class

Planning Your Class

Planning Your Class

Planning Your Class

Planning Your Class

Planning Your Class

Assessing Your Class

Strategy 3: Transparency in grading

Why do this?

Being clear about your expectations will help students create work that meets them. Unclear expectations and grading schemes add to grade anxiety, especially when there are no markers to let a student know how they’re doing in the class until the final grade is posted. When students are unsure as to what is being looked for in their work, they can spend significant amounts of time on things that are periphery, and too little time on the actual focus of the work. Transparency about the skills that you hope the students will gain will help them be introspective in their journey, and allow them to focus on honing these skills.

How do I do this?

Let students know what your grading process is, what you look for, and how you grade. Be as clear as possible about expectations, goals, and criteria. This can mean providing a rubric, a breakdown of how partial credit is given on short answer or math problems, etc. Do you value writing skills? Accuracy? Effort? Let students know that!

Resources

This article goes into how online modes of grading transparency can help motivate learning and promote accountability among students:

https://www.edweek.org/tm/articles/2013/04/03/fp_passanisi_peters_transparency.html

This is a brief article which explains how professors can promote grading transparency:

https://www.cmu.edu/teaching/designteach/teach/classroomclimate/strategies/expectations.html

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