Chapter 9 - Instructional Media: Chalkboards to Video - CGISS

To maximize the effectiveness of analytic scoring:
• A written analytic scale, such as the one that follows, helps to
define grading criteria clearly and, if shared with students, can
foster an understanding of what is expected and how their
paper will be evaluated.
• Criteria are weighted according to their relative importance. For
instance, if the goal of an assignment were the assimilation of
course materials, then logic, ideas, arrangement, and
resourcefulness would be rewarded more than grammar and
mechanics.
• Feedback in the form of marginal and end comments is most
effective when the comments balance challenge and support.
Writing is tough to do, and most students, from having too little
practice, feel inadequate about their writing.
• Instructors can down play the possible confrontational effect of
grading by being sensitive to such issues as using sarcasm in
their comments, obliterating a student’s work with lines and the
like.
Example of Analytic Scoring Scale
Criteria Weight 4 3 2 1 0
1. Recognition of main points -- 30% (accurate) (inaccurate)
2. Ability to summarize -- 10% (succinct) (too much/little)
3. Ability to distinguish and analyze the
differences between the two
approaches/viewpoints/analyses -- 20%
(clear/insightful)
(vague)
4. Ability to state a position -- 5% (clear) (confusing)
5. Ability to support a position with
information derived from the articles -- 15%
(adequate, logical,
refers to articles)
(inadequate,
illogical, no
reference to
articles)
6. Organization -- 10% (clear) (confusing)
7. Readability: Language use and
mechanics -- 10%
Note: Scoring guide from Farris (1987).
(appropriate,
correct, contributes
to communication)
(inappropriate,
incorrect,
interferes with
communication)
Section: Student Assessment 208 Chapter 13: Grading