Dear Marina,

Some TBL folks do not grade applications at all as the process of sharing answers simultaneously opens up yet another opportunity for learning as teams discuss their responses amongst teams. 

In my first year undergraduate social science (geography) class I’m working to support student's skills to identify, use and cite their evidence, so Im not grading "right" answers but grading their capacity to create an in-text citation and a reference. They have midterm and final individual writing assignments that need to demonstrate evidence and identifying the source effectively so getting that feedback 7-8 times in a semester works well in developing that skill. 

I love Phil's idea about giving folks the full grade and then deducting - he's getting at the much broader issues of engagement and understanding. Very inspiring.

Manda



On Mon, Apr 29, 2019 at 11:13 AM Marina Di Carro <[log in to unmask]> wrote:
Hello everybody,

I'd like to ask you some tips on correcting and grading application exercises.
Do you use a sort of rubric for each assignment? That is to say, you decide to give full marks for the right explanation and the right letter, about 80% of the maximum if they understand the reason behind but choose the wrong letter... and so on?
I am about to correct more or less 11 application activities for each teams (there are 10 teams...) for a total of more than 100 exercises... I need something fair, so that teams who have reasoned well can be rewarded, but also simple, because I'd rather not spend hours and hours on them. In our grading system top mark is 30/30 and pass mark 18/30, so there are many possibilities to discriminate between two different grades.

Any suggestion you can give me will be helpful.

Thank you very much
--
Marina

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Marina Di Carro, PhD
Department of Chemistry and Industrial Chemistry
University of Genoa

Via Dodecaneso, 31
16146  Genova - Italy

tel   +39 010 3536198

       +39 010 3536173
fax  +39 010 3536190


email address: [log in to unmask]
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