Featured Columns Classroom Issues Grading and the Allocation of Points Henry M. Walker When considering how to grade, at least four principles come to mind; grading should o be fair and consistent, o reinforce high-level course goals and themes, o provide students with feedback, and o be reasonably fast for the instructor. This column considers several ideas that may help with the first two of these principles. Due to space limitations, comments on the last two principles are deferred to a later column. inroads SIGCSE Bulletin 14 - 14 Volume 41, Number 4 2009 December Featured Columns resulting 300 points for a semester provide adequate data to compute statistics for a course grade. As a final consideration (particularly for tests), some faculty have observed motivational advantages in scaling an overall exercise to somewhat over 100 points (e.g., 105 or 108 points/test); similarly, motivation can suffer with tests totaling just 80 or 90 points. Many students think in percentages, but do not carefully convert points to percentages. Thus students may feel discouraged with scores of 83 of 90 points -- they onlyearned an 83 on the test! In contrast, students may feel fresh motivation after receiving 95
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Classroom issues: Grading and the allocation of points
Walker, Henry M.
Follow ACM SIGCSE Bulletin
, Volume 41 (4)
Association for Computing Machinery – Jan 18, 2010
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