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Grading questions ask how to properly, effectively, and fairly assign grades to assignments/exams/quizzes.

3
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3answers
182 views

What is the best way to assign letter grades in a math class?

Here's the most common way that I've seen letter grades assigned in undergrad math courses. At the end of the semester, the professor: 1) computes the raw score (based on homework, quizzes, and tests) ...
10
votes
4answers
250 views

Should homework be graded in an undergraduate math course?

It seems like the internet has made it very difficult to prevent cheating -- simply looking up the solutions to textbook problems -- on undergraduate math homework. So there is a danger that grading ...
6
votes
2answers
140 views

Effective Assessment that's Easy to Grade

A colleague of mine will be teaching 3 classes (pre-calculus and two sections of calculus, at the university level) next semester with an additional grader in only one of those classes (pre-calculus). ...
16
votes
4answers
398 views

Making solutions to all problems freely available

I teach at a community college, almost all physics but also a math course now and then. My current practice is that I assign homework worth a very small number of points (1 point per problem, as ...
9
votes
1answer
120 views

Experimental results about the variability of grades on a math exam

"[Myth] that exams are objectively graded. Daniel Stark and Edward Elliot sent two English essays to 200 high school teachers for grading. They got back 142 grades. For one paper, the grades ranged ...
26
votes
16answers
3k views

Grading a limit problem

In an exam we have Question (5points) find $\lim_{x\to\infty}(x-\sqrt{x})$. A student answered: $\lim_{x\to\infty}(x-\sqrt{x}) =\lim \sqrt{x}(\sqrt{x}-1)=\infty \cdot\infty=\infty$. My question is:...
5
votes
1answer
113 views

Marking PDF Files [closed]

I'm trying to find a program, or set of programs, that will allow easy markup of student assignments submitted as PDFs. I'd like to include more complicated math with this markup. I've tried pen ...
2
votes
2answers
113 views

Continuous evaluation/Participation points

European universities are running the so called "Bologna plan" which includes the recommendation of keeping some percentage of the final grades to be filled with various activities during the lessons ...
5
votes
1answer
109 views

How much credit for a single arithmetic mistake?

A question related to this one, on an equivalent problem on a community-college College Algebra exam. In the prior question most readers observed the error as a critical conceptual issue. Now consider ...
6
votes
8answers
315 views

How much credit to give a short exam question with one error?

In comments here there seemed to be significant difference of opinion on how much credit to give to a short exam question with a single critical error in it. Consider the example of student work ...
3
votes
1answer
227 views

How should I deal well-known versus the obvious rubric?

I happen to be a student in America taking AP Calculus BC, or Calculus II, and recently, I had the following problem: Determine whether the following integral converges and evaluate it if it does: ...
19
votes
2answers
378 views

Separating the roles of “teacher” and “assessor”

Teachers at the university level (at least what I've seen in the US) are responsible for both teaching students the material for a course, and assessing the students' understanding of the course ...
15
votes
3answers
206 views

Efficient ways to grade proof-based math courses

My school employs undergradates graders for most of the undergraduate math courses, and this year I have been tasked with grading an intro to proof-based linear algebra course. This is students' ...
5
votes
2answers
142 views

Grading a Simple Rounding Exercise

A student is given the question: "Round off each of the following numbers, correct to two significant figures. 32.4892 8.2673 475.98 0.078625" There are two marks for each. If a student answers ...
7
votes
2answers
183 views

being a good marker as a TA

I'm a new graduate student, and am currently TAing a calculus II class (which covers primarily integration). At my university this involves both marking assignments and leading tutoring sessions. ...
12
votes
2answers
198 views

How do you incorporate the results from a final exam into evidence of learning in a valid and justifiable way (i.e. grade determination)?

How do you incorporate the results from a final exam into evidence of learning in a valid and justifiable way (i.e. grade determination)? This question is open to all education levels. What is your ...
10
votes
2answers
169 views

Is there any research on the value of extra credit in the college mathematics classroom?

After teaching mathematics for a year, where in each class I had opportunities for my students to earn extra credit, I am reflecting on whether this has any value. The reason why I am questioning ...
12
votes
2answers
167 views

Benefits of students grading each other's (or their own) homework or quizzes?

I was wondering if there is any benefit to having undergraduate students swap homework and quizzes and grading them, with solutions that I provide. I was thinking it might be helpful for them to ...
8
votes
1answer
244 views

How do you assign a grade to a proof?

This question is very similar to one I posed two years ago: How to assign grades to proofs: what do(es) theliterature/experts suggest? I would like to ask the more general question of: what do you ...
8
votes
5answers
343 views

Rubric for grading an undergraduate real analysis course

I find it extremely time consuming to grade a homework in an undergraduate real analysis course without a rubric. Several instructors I worked with did not have a clear rubric in their mind at all. ...
7
votes
3answers
230 views

Marking dyslexic mathematical writing

In the context of an undergraduate class focused on proof-writing, a small change in what is written donw can make a big difference to the meaning. Are there any guidelines in use on how to mark such ...
13
votes
4answers
803 views

As a TA, how to reduce imprecise notations/statements in students' exams

I'm not a course instructor, just a TA of the first quarter calculus course who lead discussion sections and grade exams. When grading the midterm, I found large number of students showed some ...
10
votes
5answers
653 views

Is there some standard method to measure the difficulty level of mathematics problems?

First off I apologize if this question comes out to be off-topic. I wasn't sure weather to post it on MSE or here. Lately I gave an exam named SSC-CGL. This exam is conducted every year in India for ...
9
votes
2answers
320 views

How do I grade long calculations in a mathematics exam in a fair way?

I am currently grading a problem in an exam on analysis for mathematics students. One subtask is to calculate a certain integral (The resulting term has to be as simple as possible.). For this part I ...
3
votes
0answers
62 views

Looking for specific feedback on my feedback

First post here. I've just been reading up on giving good feedback, and decided to do some feedback on an assignment that was due today (secondary school calculus). I've been trying my best on it but ...
13
votes
1answer
130 views

Seeking Concise Article on Motivations for and Benefits of Standards-Based Grading

I am preparing for my second year of implementing standards-based grading (SBG) in my 5th and 6th grade math course. I was thrilled with the benefits of using SBG with my students but found that I ...
11
votes
8answers
717 views

Intergration by differentiating will get you $0$ marks - but how to explain why?

When integrating and differentiating, sometimes one direction is easy and the other is harder. A nice example is $\frac{d}{dx}\tan x=\sec^2x$, where differentiating is easy but integration (without ...
3
votes
1answer
327 views

Way to assign points for an item based on the percent of students who answered the item correctly

Is there a common and simple way of assigning points for a test item based on the percent of students who answered the item correctly ($p$-value)? For simplicity, let us disregard for a moment the ...
9
votes
5answers
400 views

What is a fair way of constructing exams with tiered levels of difficulty?

I would like to construct an exam that has C-level, B-level, and A-level questions. I would like a student who answers all C-level questions correctly a passing grade, a student who answers all C and ...
11
votes
5answers
1k views

A Method to Grade a Multiple Statement or True and False Question

I am trying to come up a method to grade a multiple choice question. I prepared a test that consists of some questions and each question has 10 options for which 3 to 5 options are correct. When I ...
16
votes
1answer
278 views

How to assign grades to proofs: what do(es) the literature/experts suggest?

I am teaching an introductory course on proofs in mathematics in a mid-size American public university, and trying to develop some kind of consistent grading meta-scheme for grading proofs. I am ...
12
votes
2answers
216 views

Resources on how to mark a maths exam

I am looking for some resources which tells someone how to mark a (1st year undergraduate level) maths exam paper. Ideally it would cover the basic stuff, like making an error at the top doesn't ...
7
votes
2answers
294 views

How to mark student's answer, when you realize that he/she just memorized the answer?

I'm currently teaching "Real Analysis I". I took a midterm exam and one of the questions was to show that there is a unique positive number $r\in\Bbb{R}$ so that $r^2=17$. One of the students tried to ...
18
votes
5answers
1k views

How to award points for sense-making at the end of a problem?

Here is a statistics question I asked on a recent exam: How high should the doorway be to allow 97% of men to fit through it? I got a very large number of answers like "3 inches" or "0.0001 feet". ...
9
votes
2answers
217 views

Grading Computations vs. Grading Proofs: Is there a difference?

For many years, I've been an instructor for lower level undergraduate math classes (precalculus through calculus III). During that time, I've noticed that the vast majority of problems I assigned ...
6
votes
1answer
196 views

How can we prevent students who are “doing okay” from slipping?

For the purposes of this question, assume that you have a student who is aiming for a B in an introductory calculus or college algebra course but plans to take many more math classes after this. Most ...
11
votes
3answers
749 views

What are the pros and cons of having students choose which HW problems are looked at?

I am considering a new HW policy that I haven't seen elsewhere. Each week the student must turn in $n$ problems, of her choosing. There will be no HW score beyond documenting whether the student is ...
6
votes
2answers
258 views

How to randomly call on students to present HW? (without students losing motivation , and high probability everyone presents)

Assume you have decided to call on students to present HW solutions in your course. For educators who have done this before, how do you implement this and why? There are a few problems I can imagine ...
8
votes
2answers
549 views

Vector problems in high school precalculus

I was helping my kid study for a precalculus examination and looking at her old tests from the year, and came across a question about vectors. Below is the typed up version of the question and her ...
11
votes
4answers
4k views

Grading homework problems on completion vs. correctness, and overall grading

I taught Calculus 2 at my institution the past two semesters and several students have left comments in their course evaluations that advocate grading homework problems based on whether they were ...
9
votes
4answers
740 views

How should I modify my grading as a TA?

I am first year masters student. This past year, I did a first year lab with three different sections. I received the TA evaluations of the said lab and got not-so-great reviews to my surprise. I got ...
11
votes
5answers
3k views

Grading scale: how to handle multiple choice questions with different number of choices

Suppose you have been told to give a multiple choice exam, and to nullify the effects of random guessing by penalizing incorrect answers. Suppose there are $N$ available choices, of which exactly one ...
2
votes
4answers
685 views

On what total do you grade your exams?

Let's say that a given course has $3$ exams that are worth $25\%, 35\%$ and $40\%$ each. When building and correcting the exam, do you give/take out points so that the total sums to $25,35$ or $40$ ...
16
votes
1answer
716 views

Standards-based grading in calculus

A friend of mine recently tried a standards-based grading (SBG) approach for her Calculus II course. (You can read about Kate's experience on her blog.) I find this approach to evaluation very ...
21
votes
2answers
531 views

Exam philosophy

I'm curious if anyone knows of any books, studies, or other resources on the philosophy of creating and grading mathematics exams. After working as a graduate TA for 4 years and dealing with a wide ...
8
votes
1answer
307 views

How should exam scores correlate to final grades?

Updated: The first version of this question was implicitly assuming that we know in advance roughly what the distribution of grades in a class will be (for instance, roughly the same as last year). ...
10
votes
3answers
231 views

In math courses with writing requirements, how should large papers be graded fairly?

In a course I am teaching this semester, I am required to have my students write a large (6-12 page or so) paper worth 40% of their grade. Many other colleges have courses with similar requirements, e....
16
votes
3answers
2k views

“But I copied that from a book-reference you gave! How can that be wrong?”, or how can you grade homework which is solved poorly in some book?

Sometimes when assigning homework, it is possible that the homework can be found in some books or lecture notes, sometimes even referenced by yourself. As long as the proofs and arguments there are ...
6
votes
3answers
273 views

Argument for and against giving two different grades at the end of a course

From education theory, there are different concepts how to grade an exam: Either you can say that someone gets only by correct answers or you can say: No matter how good someone is, the best 10% get ...
14
votes
5answers
1k views

How to deal with answers containing completely off-topic/random/very wrong arguments?

It often happens that students answer (partly) a questions in an exam (lets assume this part is okay), but then add something completely off-topic or something very wrong in their answer (see examples ...