Grading and Anxiety: a Strategy for Coping

Abstract

This article is prompted by the contrast we have observed between our own experiences with the grading process and the remarks made on this subject in several recent issues of Exchange (e.g., Mezoff, Cohen, and Bradford, 1979). Our primary objective is to describe two major causes of student and/or instructor anxiety, and to outline an approach that we have found to be highly effective in coping with these sources of conflict in a variety of 33We have found this approach to be highly effective in reducing much of the anxiety about grading for both our students and ourselves. Our description of the dilemma, admission of self-interest, and statement of intent about the grading distribution is reassuring for several reasons. Specifically, students (1) learn that we are aware of and sympathetic to pressures they face, (2) see that we are willing to openly discuss our own motivation, (3) know that the distribution of grades for the class will be &dquo;normal,&dquo; and (4) are informed that the nature of the course itself tends to reduce the risk of devastatingly low grades. As a result, they seem to relax and adopt the perspective that the course will be an adventure rather than ordeal.With respect to our own anxiety, we capitalize on the fact that conformity to organizational norms provides both anonymity and security. Thus, when we comply with the most visible aspect of the norms of the grading process, we are then free to design grading systems that effectively promote our particular learning objectives.Coping

A realistic test of individual versus group consensus decision making.

“…Both individual and group test scores counted toward the course grade in proportions set by students through an experiential Grade-Weight setting exercise (see Michaelsen, Cragin, & Watson, 1981). On average, the individual scores counted as 10% and group scores counted as 15% of the course grade, with other projects and application exams making up the remainder.…”

Outcomes for Black Students in Team-Based Learning Courses

“…Besides educating students about the content area, TBL also promotes higher order learning. Specifically, the use of TBL has been associated with improved critical thinking, problem solving, analytical skills, interpersonal and leadership skills, and conflict resolution skills (Anwar, Shaikh, Dash, & Khurshid, 2012; Michaelsen, Cragin, & Watson, 1981; Rania, Migliorini, & Rebora, 2016; Rania, Rebora, & Migliorini, 2015; Watson, Michaelsen, & Sharp, 1991). Finally, TBL can help stave off a sense of burnout among instructors who repeatedly teach introductory courses (Michaelsen et al, 1981; Watson et al, 1991).…”

Republication of “Why some groups fail

“…In addition to providing grade incentives, the most effective strategy we have found for increasing students’ commitment to their groups is to employ a wide variety of activities that accomplish learning objectives and at the same time increase the cohesiveness of the groups. One of the most useful methods has been to involve students in the development of the grading system through the use of the “Grade Weight Setting” exercise (see Michaelsen, Cragin, and Watson, 1981). This activity ensures that students understand course requirements, are commited to a grading system that provides incentives for groups’ work, and also stimulates within each of the groups a discussion about individual constraints (e.g.…”