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Could You Explain My Grade?” The Pedagogical and Administrative Virtues of Grading Sheets

Published online by Cambridge University Press:  10 May 2005

Sally Roever  and
Paul Manna
Sally Roever
Affiliation:
University of California, Berkeley
Paul Manna
Affiliation:
College of William and Mary
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Extract

The scenario is as unpleasant for the teacher as it is for the student. After spending countless hours trudging through a stack of mind-numbingly repetitive bluebooks, the teacher has finally returned graded midterm exams to her class. With grading safely in the past, she gleefully returns to other teaching, publishing, and personal responsibilities. At least she tries to—until a concerned student appears at the office door asking her to explain the points she assigned to a given answer. She flips to the relevant page of the bluebook and discovers no comments in the margin. The teacher is now on the spot to rack her brain for the reasoning that justified the score she assigned several days or even weeks before and explain to the student clearly and accurately why he did not receive full credit. The student is in a likewise awkward position, wondering how much thought went into the grade the first time around.

Type
THE TEACHER
Information
PS: Political Science & Politics , Volume 38 , Issue 2 , April 2005 , pp. 317 - 320
Copyright
© 2005 by the American Political Science Association

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References

Chisholm Donald. 1990. “Between Liebniz and Voltaire: Exams and Grading in a Less than Perfect World.” PS: Political Science and Politics 23 (December): 600– 604.Google Scholar
Damron Danny. 2003. “Facilitating Critical Feedback on Capstone Papers through Student Poster Sessions.” PS: Political Science and Politics 36 (October): 777– 780.Google Scholar
Glenn Brian J. 1998. “The Golden Rule of Grading: Being Fair.” PS: Political Science and Politics 31 (December): 787– 788.Google Scholar
Zeiser Pamela A. 1999. “Teaching Process and Product: Crafting and Responding to Student Writing Assignments.” PS: Political Science and Politics 32 (September): 593– 595.Google Scholar