Introduction

This module is concerned with providing instruction and guidance on methods that can be used in determining and assigning grades in lecture and laboratory classes. In concert with assigning grades, it is necessary to set up student expectations by providing guidelines for the methods that will be used in grading and the manner in which exigent and/or extenuating situations will be administered. Information and guidance relating to instructor responsibilities are also presented to attempt to ensure success in the grading process.

Test student learning

An in-depth discussion of methods and strategies for preparing quizzes, exams, and lab reports can be found in the Constructing/Administering a test section.

Expectations for student performance

It is necessary to provide accurate information to students for dates of quizzes and exams as well as due dates for lab reports and paper topics. Grade points associated with these should also be made available. Variation from these dates and changes in grade point assignments should occur under extenuating circumstances only, and should never put students at a disadvantage or minimize their efforts to meet the original dates. One must keep in mind that students have other academic obligations aside from your course in which they are enrolled, and like most human beings, students have a variety of external obligations and responsibilities. Creating a well-publicized calendar of exam dates and assignment due dates shows a respect for students that will be appreciated and will not go unnoticed.


Example: Lecture syllabus (pop-up)	Example: Assigned grade points (pop-up)

Guidelines for late submission of work

To avoid misunderstandings regarding late submission of assignments or missed quizzes or examinations, it is important that the instructor establish the ground rules on this topic from the beginning of the course.

Example:

in this course, there will be 5 quizzes, 3 hour exams, and a comprehensive final exam; the course grade will be based upon your 4 highest quizzes and 2 highest hour exams plus a final exam; the lowest quiz and hour exam will be dropped; if you miss a quiz or exam, this is the one that will be dropped in computation of your grade (make up exams are not a provision of this course).
"x" % lost or "y" points subtracted per late day for submission of assignments

In a course of any reasonable student size, there will always be excuses for students missing exams and due dates for assignments. To prevent
your quiz and exam preparation effort from spiraling needlessly out of control, it is important to build in reasonable safeguards that protect you from the time drains that make up quizzes and exams can have on your teaching effort.

With regard to the second part of the example, instructors should make it their responsibility to return assignments in a timely fashion. To meet this responsibility and to provide circumstances conducive to consistent grading (grading for a particular assignment needs to be completed over a reasonable period of time and with the rest of the class), incentives need to be applied to stimulate students to submit written assignments on time.

Example: Guidelines from a class syllabus (pop-up)