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Grading assignments

When grading assignments, regardless of the subject or format, there are several key principles to keep in mind. Below is a list of important considerations:

• Ensure that the grading is consistent and fair. Defining clear criteria and rubrics will be helpful tools for this. 
• Be clear and transparent about the process and expectations for the students. 
• Evaluate assignments on merit and quality, not on personal biases or preferences. Be aware of assessment pitfalls.
• The grading can be done holistically or analytically. Based on the use of an instrument (e.g., a rubric) or based on an (intuitive) expert appraisal by way of comments and an overall impression. One way is not necessarily better or more reliable than another, but the assessor must be able to justify the grade, the grade must be meaningful, and the assessment must be as consistent and fair (objective, based on merits and quality) as possible. 
• If you use criteria, a checklist with scores, or a rubric, find a way to make the conversion from scores to a grade. Decide on the caesura or cutting score: What score will match a grade 5.5?  
• Evaluate assignments on merit and quality, not on personal biases or preferences. Be aware of assessment pitfalls.
• Make a difference between requirements (e.g., the number of words, deadlines) and assessment criteria. Be clear upfront about the consequences when students don't adhere to the assignment guidelines and requirements. NB. This doesn't mean that there can't be allowance for extenuating circumstances, which may warrant flexibility.
• Academic integrity. Check that the student's (or group of students') work is their own. Check for plagiarism, unauthorized AI use (if stated beforehand), free-riding, etc. Ideally, prevention and detection measures are in place. If there is suspicion of fraud, the Examination Board should be informed.
• In the case of group work, ensure that all group members meet the learning objectives and put effort into the group work. Think beforehand about how this can be ensured and what will be done if this is not the case. See group work for some suggestions.  
• Focus on Improvement. Use your feedback to guide students to improve their work and strengthen their skills for future assignments. Provide intermediate feedback, on which the students can act before delivering a final product or before a final performance, as well as final feedback aimed at future activities. 

If more than one assessor is involved:
> Create an assessment protocol. This includes, among other things, information about: How the 
   assessment is carried out, the instruments used for this, how much time is available, who has
   which role in the assessment process, and how to act in case of doubt.
> Ensure calibration. Ideally, this should be done beforehand (for example, review and discuss
   together a piece of work from last year using the assessment tool) or at the beginning of
   the review process (review and discuss together one or a few pieces of work). It can also be
   done afterward, before grades are given (for example: compare assessment forms and grades;
   the coordinator randomly looks at some pieces of work; all assessors meet to discuss some
   troublesome points).

 
Fraud - Violation of academic integrity

Above all, let us not forget that in most situations, students do their utmost to do a good job and have no intention of committing fraud. However, we cannot rely on it for 100% and for everyone, and, as an examiner, you are expected to check for violations of academic integrity or fraud. If fraud is involved, you are expected to know how to act. 
What can be seen as fraud? How to act? What are the consequences? See the UT Student Charter, the EER, and the Rules and Guidelines of your programme. In somewhat more general terms, forms of fraud in assignments are presented below. In general, the more pressure is placed on a product (high-stakes assessment) and the less visibility there is on the interim process, the more likely fraud might happen. Conversely, the more emphasis is placed on the process rather than the final product, the more students are guided or can get support when needed, the more challenging and motivating the assignment is, the less likely it is to occur.