Tips for grading efficiently - for written tests
Considerations when choosing for a written exam
NB. For other assessment options, see Alternatives assessments.
Are closed questions an option?
For the whole or part of the test? Multiple choice (MC) questions make the review process more efficient and free up time for assessing the answers to open questions. There are many different kinds of MC question types, also for the so-called higher-order cognitive skills such as applying or analyzing. You can for instance present a case description, ask what someone would do based on theory X, and present three options. You can also combine MC + open questions in one question e.g. by asking to choose an answer and then asking for a short argumentation. See for tips and resources: Constructing questions.
Nevertheless, MC questions are surely not always suitable for assessing the learning objectives, and part of the time you win in the reviewing phase will be needed in the construction phase.
Can the test-taking be done digitally?
Then at least you don't have to struggle with figuring out the handwriting. It makes it also easier to assess per question, which often goes faster than going through a whole test form each time. Or you can assign involved assessors certain questions.
At the UT you can use Remindo, Contest, or Graple. If you use Remindo, the test-taking on Campus involves usually the use of Chromebooks. See Organize test-taking to read more about these tools and organizational aspects. To make an informed choice, read more about the pros and cons of digital written exams here: Digital Exams.
Tips for grading
Actions beforehand to help to make the reviewing process go easier, faster: - Use a format (answer sheet, dedicated spaces for answers) to let students fill in the answers. Limit the amount of words they can use. E.g. If you want 3 characteristics of .... You can show this in the layout: 1) ... 2) .... 3) .... This makes it easier to check the answers afterwards.
- If you use sub-questions, label these clearly (e.g., 1a, 1b, 1c) and provide space for each part. This makes it easier to score afterwards.
- Provide directions of the type of response called for. Words like e.g. discuss and explain can be ambiguous and can lead to very long answers. Provide for instance specific instructions as to what points should be discussed. Or for solving e.g. a mathematical problem, make explicit whether you just want the final result or also want to see the steps taken and the way someone came to the result.
- Highlighting key terms or instruction can help to draw attention to important aspects of the question. So these won't be overlooked.
- Make the students familiar with the kind of questions they can expect in the exam. Show and discuss them in class and show what kind of answers are expected. This way they see how to prepare and how to answer the exam questions they will get later on.
- Ask a colleague to do or review the exam questions. The colleague can pay attention to whether the questions is clear or you can see based on his/her answer whether it was clear. This way you avoid lengthy or ambiguous answers because students don't understand the question well.
Actions during the reviewing: - Use a clear answer model or rubric with key points and criteria and with also an indication for partly good answers. This helps to stay consistent, but also to stay focused. Annotate your grading criteria during your assessing process. This helps to make sure that if encounter the same mistakes repeatedly, you know how to score it.
- If the questions are complex, work through the problem just before starting to grade. This helps you easily remember the details.
- Grade one question or topic at a time so you stay focused. And finish grading all responses to one question at one sitting if possible so you don’t have to worry about reformulating or remembering the subtleties of your marking scheme.
- Take Breaks and leave your desk for a while during the break. Grading can be mentally exhausting. Taking regular breaks might cost time but will actually help you to maintain focus and stay efficient.
Actions if you also want to provide feedback: - Use macros (in Microsoft Word) and create a master list of comments you use often. Copy-paste them where needed.
- Use a code system or symbols. Just put in the codes where applicable and provide the students with a list of their meaning. For more explanation, see thsi [video]
- Share model answers afterwards. You may consider to do this in a video (low profile set up, talking through the exam questions, maybe voice-over with Powerpoint) and share this ion Canvas.
- Provide the feedback during a session or, if you used codes, you can then provide more explanation when needed.
- Avoid over-marking. Write brief comments and point out were more information can be found.
- Set limits on how long you will spend on each exam question, essay, or assignment. To keep the process moving.
- After grading, it is recommended to take some time to reflect on the process. Identify any bottlenecks or areas where you can improve efficiency for the next round of exams.
- Make sure you archive your - maybe adapted - answer model or rubric for if you want to use this question or a similar one a next time. Or use questions for practice or a mock exam.
Some used and useful resource:
> Fast and equitable grading. Centre for Teaching Excellence, University of Waterloo.
> Grading Essays How-To: Use Macros to Save Time.
