# Questions tagged [grading]

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

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61 votes
4 answers
6k views

### Is it worth grading calculus homework?

I am a young math educator. I've TAed four semesters of calculus for various instructors. Some instructors have required me to grade selected problems in homework sets. Another required me simply to ...
• 852
37 votes
10 answers
3k views

### Interesting things you learned while grading?

What are some interesting mathematical things you have learned while grading student work (or marking, if you prefer)? It is final exams time here, so if anyone can help cast a more positive light on ...
• 539
27 votes
16 answers
4k 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:...
• 661
22 votes
2 answers
748 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 ...
• 485
16 votes
1 answer
1k 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 ...
28 votes
7 answers
6k views

### What value is there in requiring students to answer word problems in complete sentences?

This is related to my previous question What value is there in requiring students to declare the dimensions of an answer when it is already clear from context? , but with a different focus. A sizeable ...
24 votes
2 answers
775 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 ...
• 4,845
19 votes
5 answers
2k 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". ...
• 21.5k
17 votes
4 answers
553 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 ...
17 votes
8 answers
4k views

### What to do when your students are all getting A's

Now, the title of the question definitely needs some background! In some courses, everyone can get an A and it's no problem (especially later grad courses). However, many times it is good to have a ...
• 11.7k
17 votes
4 answers
610 views

### Is extra credit appropriate?

It is very tempting to assign extra credit problems that are (a) substantially more difficult than others on the problem set, (b) ask for the history of something we discussed in class, or (c) are ...
• 1,446
17 votes
1 answer
390 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 ...
• 3,890
16 votes
2 answers
1k views

### What are some resources for "ungrading" in a math class?

Most of the stuff I'm finding online about ungrading are either general descriptions of its virtues, or personal accounts from instructors from subjects other than math. Does anyone know any resources ...
• 4,845
15 votes
5 answers
2k 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 ...
• 9,438
14 votes
4 answers
1k 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 ...
13 votes
5 answers
6k views

### What should I do if students did very poorly in the mid-term exam?

In the linear algebra course I taught, I have three exams. In the first exam, which is probably too hard, students did poorly. So many students said they have lost confidence. To encourage them, I ...
11 votes
5 answers
6k 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 ...
• 2,731
9 votes
3 answers
420 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 ...
• 9,438
7 votes
4 answers
1k views

### How to standardize grading across several sections of a course?

Suppose you're the instructor of a large university course split into several sections, each of which has a TA. (Think of a giant lecture-style calculus course with several hundred students that meet ...
• 10.8k
6 votes
2 answers
309 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 ...
• 1,045
6 votes
8 answers
820 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 ...
• 25.5k
1 vote
3 answers
176 views

### Does the "Find" in questions such as "Find the solution" imply the process of finding must be laid out?

I am currently marking a set of math assignment at university, and I am wondering about the following general point: in a question such as "Find the solutions to the equation $x^2 - 3 = 0$", does the ...
• 121