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astro300_f18:day4 [2018/08/30 05:34] – cchengastro300_f18:day4 [2018/08/30 05:35] – ccheng
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   - Especially when writing free response questions, it can be useful to develop a grading rubric for each question as a way of ensuring that your questions are specific, clear, and not testing the same concept over and over again.   - Especially when writing free response questions, it can be useful to develop a grading rubric for each question as a way of ensuring that your questions are specific, clear, and not testing the same concept over and over again.
  
 +=====Peer Visit Assigning (5 minutes)=====
  
 =====Section Recap (20 minutes)===== =====Section Recap (20 minutes)=====
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        * Make the questions easy to grade!  Don't give students the opportunity to 'core-dump' for a problem: be very specific about what you're looking for in these questions.        * Make the questions easy to grade!  Don't give students the opportunity to 'core-dump' for a problem: be very specific about what you're looking for in these questions.
      *  Can be more time-consuming than MC questions, depending on the overall length of the exam.      *  Can be more time-consuming than MC questions, depending on the overall length of the exam.
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-=====Rubrics and Grading (30 min)===== 
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-====Activity==== 
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-  * Activity in groups of 3. Each group receives the same free response question. 
-  * (5 minutes) Have each group develop a key and rubric for the question. 
-  * (5 minutes) Give each group one student response to that question (three different responses, one for each group). Have each student grade the quiz based on that rubric individually.  
-  * (10 minutes) Have students compare your grade with others in the group and discuss.  
-  * (10 minutes) Discuss as a class and recap the main ideas of grading as a class: 
-        * Reading some responses first is important 
-        * How to handle erroneous info 
-        * The most important part of grading: **Grade fairly and consistently for ALL students**. 
-        * Try not to look at student names while grading anything 
-        * Grade in blue or green (not red!) 
-        * GRADE WHAT YOU TEACH AND TEACH WHAT YOU GRADE 
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-==== Notes from Past Years==== 
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-=== Free-Response Quizzes and Exams=== 
-    * Most questions should have 1 and only 1 correct answer (matching, fill in the blank, put in order, //etc.//). 
-    * Paragraph or few sentence responses or plotting can be uglier. 
-    * Try to give partial credit where you can.  **Always** give points for correct steps even if the final answer's wrong.  If they get the final answer but their steps or logic to get there is wrong, give them some points, but not too many. 
-    * Obviously if they screw up part (a) by a factor of 2, but carry that extra factor through parts (b) through (f) and get everything else right (while including the factor of 2), they should **only** lose points on part (a).  Also, stress this fact to your students so they don't get frustrated if they can't do (a), but the rest are doable (maybe even tell them to make up an answer to use for later parts, or in the question say 'use 5km for the rest of this question if you don't get part (a)'). 
-    * In longer answers, you should usually reward for correct information more than you punish for incorrect information.  With that said, if they say something really wrong or even contradictory to the rest of their answer, they should be penalized a decent amount. 
-    * Hopefully on your quizzes and exams you stress to students that they must write clearly and explain their steps and logic clearly.  If you can't read their writing or understand what's going on, **you should usually assume it's wrong.** 
-    * Be suspicious: If you see similar, very wrong answers, flag the tests and compare their answers to other questions. Hopefully you can look out for cheating while the quiz/exam is actually going on, but you won't be able to see everything. 
-    * Talk (probably through e-mail) to students in your section(s) who performed very poorly (grades of less than 40% or 50%).  They may be too shy to ask for help even if they know they need it! 
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