The last week I've been grading exams for a college-level introductory course to my field for non-scientists. I'm a TA for this course, and so we also have to step up when the time for grading comes.
The grading process is very boring. After doing it for extended periods of time, my mind has been noticeably numbed. However, while grading one starts to notice a couple of things, and those can be interesting.. if you're in that kind of mood.
For instance, how are you supposed to grade an exam? That of course depends on what type it is. This particular exam consisted of fifteen questions, and being an exam on a science course, the answers to the questions were relatively well-defined. However, being a
qualitative science exam, there were still a bit of leeway.
Even so, after grading around twenty exams, you start to notice patterns, and you stop reading the answers
as carefully as you did in the beginning. Got the formula right? Check. Drew this graph correctly? Check. Included that particular process in the explanation? Oops, missed that one. That's a couple of points off.
 |
How grading makes me feel |
When grading previous exams in the same course, I have tried to set up a checklist for each question, and then going through the checklist, giving points for each point contained in the answer. However there are a couple of problems with this approach.
First of all, even though there is a solution provided by the main teacher, the main teacher doesn't really know what his students know, especially for such a low-level course. Therefore, trying to build a checklist based on the solution provided by the teacher will prove to be a bad match when facing actual exams, in the sense that you will typically emphasize stuff that noone knows, or you will emphasize stuff that everyone gets right.
This is why you need a training set. You need to look at a number of exams, going through the answers and identifying which parts separate the wheat from the chaff. And then, ideally, you should go through the same set
again, this time using your checklist to actually grade those exams.
That's.. not going to happen. At least not for me. I used to simultaneously grade and build up my checklist, meaning that the first ten-twenty exams probably were a bit off. However! We are two people grading the same exams, so as long as the other person starts at some other point than me, this approach is still pretty sound.
The second problem with the checklist approach is that the checklist doesn't convey enough information. Sometimes, you read an exam and you just
know that this person has an excellent command of the material. And sometimes you read an exam and you realize this person has simply memorized the material, not really understanding what's going on. However, the checklist doesn't really differentiate between them, unless you put in some kind of checkpoint that says "Deep understanding: two points".
This could work, and I did something like that the last time I graded. However, this time around, I tried not using a checklist, rather trying to give a more "holistic" number of points for each question. That is, I tried to identify to what degree the person had understood what was going on.
This doesn't always work, since many questions are simply of the "regurgitate what you have learned" type. In those cases i would follow something like a mental checklist still. But some questions require more understanding, and in those cases I felt like this approach was better. Surely, this approach means that someone who answered the exact same thing might end up with a different percentage for that particular question, but since a) the exam is made up of fifteen questions, b) we are two graders and c) you get a discreticized letter grade anyway, I don't think this is a crucial problem.
This post is already pretty long.. I think I will split this grading experience into several posts.