Multiple choice tests greatly facilitate grading. But what about the wise men? Term papers? Any projects? When subjectivity is included in the assessment, the correction becomes much more complicated. By learning how to create a comprehensive score sheet for multi-part exams, you will be guided through the process. In this way, students will be able to understand in which areas they need to improve and why you gave a certain grade. To remember your correction criteria and to assign points, use this grid, you will see that everything will be easier. Read on to learn more.
Steps
Part 1 of 3: Choosing the Criteria
Step 1. Determine the goal of the assignment
Evaluation grids are generally used for longer assignments or projects. They have multiple sections or parts, which require a certain subjectivity in the evaluation. In other words, you shouldn't use them for a multiple choice test, but they can come in handy for grading an essay or presentation. Articulating the specific objectives of the project to be corrected is useful to always be aware of the elements that you will analyze during the evaluation. Consider the following questions:
- What is the main purpose of the engagement you are evaluating?
- What should the students have learned while processing this assignment?
- How to recognize a good task?
- What makes a project stand out among all the others?
- What is enough?
Step 2. Make a list of all the components of the project to be evaluated
To start forming the final grade, distinguish between the parts that make up the content and the parts concerning the technical requirements. These are usually the two main categories that you will need to determine in order to complete a comprehensive assessment sheet. A complete grid must therefore take into account both the content and the technical factors.
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The content components they refer to the substance and quality of the individual task. They include factors such as the following:
- Style.
- Compliance with the topics or objectives of the course.
- Argument or thesis.
- Organization.
- Creativity and opinions.
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The technical components are the individual steps that the student must complete to complete the task. They refer to the following factors:
- Cover, name and date.
- Time or space requirements (compliance with delivery date, minimum number of words, etc.).
- Formatting.
Make a Rubric Step 3 Step 3. Don't complicate your life
Is it worth dwelling on every single syntactic detail? How does the student control breathing while giving a speech? On the quality of the binding? Try to choose a manageable amount of criteria to consider for grading. The less complex the card, the better. It should be comprehensive, but not full of requirements, which can tire you out during the course of the assessment (and then it will be more difficult for students to understand). Try to have common sense in choosing the criteria, select a few categories.
A simple form for evaluating an essay, for example, could include five sections, each dedicated to a specific criterion: thesis or argumentation, organization or subdivision into paragraphs, introduction / conclusion, grammar / syntax / spelling, sources / references / citations
Make a Rubric Step 4 Step 4. Focus the card on the course you have taught
For example, it would not make much sense to assign 50 points to the elaboration of the thesis if it is a topic that you have never dealt with in the classroom. You should use the content of your lessons to evaluate the assignment, so don't lose sight of it as you develop the grid.
Within the broader or basic categories on the board, you can be more specific if you like. As for the “Thesis or argumentation” section, you could assign a number of points to the key phrases, the thesis statement, the statements and the demonstration of evidence; consider it in light of the students' learning level and what you are focusing on in the classroom
Part 2 of 3: Grading
Make a Rubric Step 5 Step 1. Use whole numbers to make it easier for you
There are various ways to structure a precise system over the course of a semester or a quarter, but it is much easier to work on a scale of 1 to 100 as you move from one task to another. Nothing simpler. The grade can be easily broken down to analyze the different sections evaluated and students will have no difficulty understanding it. Try to think of a series of criteria that, added together, will give you a total of 100. You can do this in the form of a percentage or points.
Some teachers employ complicated point systems to avoid more traditional methods and their associated stigmas. You assign the grades, so you decide what to do, but remember that systems that are too complex tend to be more confusing than useful for students, reinforcing the impression of being subjected to a subjective and infinite evaluation, simply dictated by the whims of every single professor. You should stick to the classic scale of 1 to 100, however imperfect it may be
Make a Rubric Step 6 Step 2. Assign points based on the importance of the individual tasks
Some parts of the assignment are likely to be more valuable than others, so you should evaluate them accordingly. It can be the most difficult stage of completing the grid, so it is good to reflect on the main objectives of the task and on the students' learning. A basic form for evaluating an essay could be divided more or less like this:
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Thesis and argumentation: _ / 40.
- Thesis statement: _ / 10.
- Key phrases: _ / 10.
- Statements and evidence: _ / 20.
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Organization and paragraphs: _ / 30.
- Paragraph order: _ / 10.
- Smoothness: _ / 20.
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Introduction and conclusion: _ / 10.
- Introduction of argument: _ / 5.
- Final summary of the argument: _ / 5.
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Grammar, syntax and spelling: _ / 10.
- Punctuation: _ / 5.
- Grammar: _ / 5.
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Sources and Citations: _ / 10.
- Bibliography: _ / 5.
- In-text citations: _ / 5.
- Alternatively, you can split the individual assignments equally, so that the maximum numerical rating is the same for all components of the project. It's not ideal for a written assignment, but it might be appropriate for a presentation or other creative project.
Make a Rubric Step 7 Step 3. If necessary, associate numerical grades with those expressed in letters
It is usually useful to determine what score each letter corresponds to from the beginning of the quarter or semester, in order not to complicate the evaluation process and to make it uniform. Consequently, it is preferable to keep a scale of 1 to 100 while making this association.
Otherwise, if you do not prefer to use letters, you can opt for terms such as "Excellent", "Satisfactory" and "Unsatisfactory" to evaluate the different levels and communicate the grades to the students
Make a Rubric Step 8 Step 4. Define and describe the marks expressed in letters
Write in detail what each level corresponds to from the beginning of the term or semester. This means articulating what a particular grade means in relation to the assignment and how it should be interpreted by students. Sometimes it is easier to start by identifying the characteristics of the highest grade, and then work out which assignments you would consider to be of low quality. Defining what a C implies is much more complicated if you don't know what to expect from an A. To rate an essay, here's how you might assign grades:
- A (100-90): The student's work meets all the criteria of the assignment, and has been completed in a creative and exceptional way. It goes beyond what was asked, demonstrating a certain personal initiative, to which are added original and well thought out content, as well as excellent organization and impeccable style.
- B (89-80): If the student has taken this grade, it means that his / her work meets the basic criteria of the assignment. He did it well, but he could have improved the organization and style.
- C (79-70): The student's work meets most of the assignment criteria. However, the content, organization and style are not of the highest quality and require some revision. This work does not suggest high levels of originality and creativity on the part of the student.
- D (69-70): The job does not meet the requirements of the task or does it inadequately. It requires some revision. The content, organization and style are mostly unacceptable.
- F (under 60): The job does not meet the requirements of the task. In general, students who commit themselves do not get this grade.
Make a Rubric Step 9 Step 5. Organize the evaluation criteria and the points you will award in a table
Make one and use it to correct all the jobs you evaluate. This will streamline the process and students will have something concrete to analyze once they receive the correct work. It's much more useful than a big red pen grade to guide them to areas where they should improve.
You should dedicate each row to each goal or task, while each column should have a certain score. Under the title of each row and column, list what you expect in terms of quality. Scores should be entered from lowest to highest or vice versa, the choice is up to you
Part 3 of 3: Using the Evaluation Grids
Make a Rubric Step 10 Step 1. Share the grid with students before they complete the assignment
It is always preferable to have an idea of how and what they will be evaluated for. Depending on the type of assignment, you should emphasize what you expect from the moment you assign it; do this both through the job description and through the grid. It is best for the student to know specifically what you will be looking for, and the card will be a sort of checklist that they will review before submitting the work.
Make a Rubric Step 11 Step 2. You could involve students to add more elements to the grid
Let them share their ideas on the items and scores on the table. Perhaps, they can create a prototype evaluation board themselves. In general, they will give weight to your own points, so they will understand that your correction methods are right and that the power to be successful depends only on them. It is a particularly recommended exercise to entice students to get involved in the learning process.
Don't forget your role. If all students want 99 grammar points, you can put an end to this exercise and close it there. However, take this opportunity to teach a lesson. Address students who are not well versed in grammar and ask them if they really would like most of the grade to be given after nitpicking at the syntactic level. They will change their minds
Make a Rubric Step 12 Step 3. Stick to the score sheet as you decide your grades
If you have an avalanche of essays to correct and you realize that the grid is not perfectly balanced, perhaps you think it is too fussy or that it is set up to give mostly good grades, don't worry. Now is not the right time to modify it and to change the method out of the blue. Follow it for now, you will see it again later.
Make a Rubric Step 13 Step 4. Enter grades in the tables and show students the complete grid
Assign points to each category, add them to obtain the final grade and share the finished product with each student. Save all tables to your computer and distribute copies to students. Take time to talk about their grades if they have any doubts.
Advice
- Search online to find ready-made grid templates. Just enter your details and criteria once you have found one that suits you.
- The style and organization of the tab can change based on the type of work that has been assigned. Create an easy and understandable one, so you can use it without problems.
