The Lazy Professor's Guide to Grading: How to Increase Student Learning While Decreasing Professor Homework

“… Access and critical interpret resources that are readily available 3 and those that require initiative to identify 4 .  Recognize and effectively exploit resources that do not initially appear to be relevant to the problem.…”

Section: Resultsmentioning

confidence: 99%

Evaluation System for Capstone Engineering Design Reports

Bazylak

Wild

2010

PCEEA

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“…The published research that describes communication activities in food science classes is testimony to the importance food science faculty place on communication. In addition to the surveys conducted by food science faculty that monitor the extent of student frequency of use and preparedness of the communication outcomes found in the Success Skills (Clark and others ; Bohlscheid and Clark ), there are published accounts of communication activities designed by food science faculty in order for students to learn and practice these important skills (Boylston and Wang ; Duffrin ; Reitmeier and others ; Harper and others ; Barringer ; Hayes and Devitt ; Neal and others ; Corey and Firth ).…”

Section: Introductionmentioning

confidence: 99%

A View of Oral Communication Activities in Food Science From the Perspective of a Communication Researcher

Vrchota

2015

J of Food Science Edu

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Food science researchers have pronounced the Institute of Food Technologists Success Skills to be the most important competency mastered by graduates entering the work force. Much of the content and outcomes of the Success Skills pertains to oral communication skills of public speaking and interpersonal and group communication. This qualitative study reports the results of an examination of oral communication activities in the classes of 9 faculty in the food science program at Iowa State Univ. The findings revealed communication activities in the classes that support the Success Skills oral communication mandates; however, the food science faculty did not explicitly teach these skills. Faculty assumed the students would acquire proficiency in oral communication through participation in disciplinary activities that required them to practice the skills. A situated communication framework cautions communication researchers to honor the oral communication traditions in other disciplines. Still, the practice of preparing students to communicate in professional contexts without formal instruction raises 2 questions from the perspective of a communication researcher: first, are students aware of the communication skills they applied in classroom activities? Second, are students able to transfer communication skills to other classes and, more importantly to professional practice, when they graduate, as a result of this approach? The discussion suggests exercises that direct students’ attention to the specific skill sets inherent in the oral communication activities in the Success Skills while enabling faculty to maintain the communication traditions of food science as they prepare students for professional practice.

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“…One way in which the reliability of writing assignments could be improved is through the use of rubrics. In addition to saving time in providing feedback (Barringer, 2008), rubrics describe the various aspects of a task, inform students about the degree of mastery required for each level of the task, and highlight the criteria upon which they will be graded on (Reed & Burton, 1985;Luft, 1997;Popham, 1997;Hafner & Hafner, 2003;Stevens & Levi, 2005). Furthermore, by providing a description of the scoring criteria in advance, rubrics may positively impact interrater reliability (Moskal & Leydens, 2000).…”

Section: Introductionmentioning

confidence: 99%

Utilizing Generalizability Theory to Investigate the Reliability of Grades Assigned to Undergraduate Research Papers

Gugiu¹,

Gugiu²,

Baldus³

2012

J Multidiscip Eval

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Background: Educational researchers have long espoused the virtues of writing with regard to student cognitive skills. However, research on the reliability of the grades assigned to written papers reveals a high degree of contradiction, with some researchers concluding that the grades assigned are very reliable whereas others suggesting that they are so unreliable that random assignment of grades would have been almost as helpful. Purpose: The primary purpose of the study was to investigate the reliability of grades assigned to written reports. The secondary purpose was to illustrate the use of Generalizability Theory, specifically the fully-crossed two-facet model, for computing interrater reliability coefficients. Setting: The participants for this study were 29 undergraduate students enrolled in an introductory-level course on Political Behavior in Spring 2011 at a Midwest university. Intervention: Not applicable. Research Design: Students were randomly assigned to one of nine groups. Two-facet fully crossed G-study and D-study designs were used wherein two raters graded four assignments for 9 student groups—72 evaluations in total. The universe of admissible observations was deemed to be random for both raters and assignments, whereas the universe of generalization was deemed to be mixed (random for two raters but fixed for four assignments). Data Collection and Analysis: The semester-long project was assigned to groups consisting of an annotated bibliography, survey development, sampling design, and analysis and final report. Four grading rubrics were developed and utilized to evaluate the quality of each written report. Two-facet generalizability analyses were conducted to assess interrater reliability using software developed by one of the authors. Findings: This study found a very high interrater reliability coefficient (0.929) for only two raters who received no training in how to use the four grading rubrics. Keywords: grading; reliability; Generalizability Theory; writing

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The Lazy Professor's Guide to Grading: How to Increase Student Learning While Decreasing Professor Homework

Cited by 5 publications

References 3 publications

Evaluation System for Capstone Engineering Design Reports

Evaluation System for Capstone Engineering Design Reports

A View of Oral Communication Activities in Food Science From the Perspective of a Communication Researcher

Utilizing Generalizability Theory to Investigate the Reliability of Grades Assigned to Undergraduate Research Papers

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