A number of options for evaluating papers exist; evaluating a paper need not involve correcting every surface error and writing voluminous comments at the end.
- Give separate grades for form and content.
- Use "performance" grading: if students do the assignment, they get credit (or points). You make no value judgments about the quality of the work, merely decide what's an acceptable amount of work.
- Use "impression marking:" scan the paper and mark it based on your general impression of paper's effectiveness. Again, have a clear set of criteria in mind--or even written down--as you read.
- Use portfolio evaluation: rather than evaluating individual papers, evaluate a student's entire output at the end of the course.
- Evaluate based strictly on clearly defined criteria, which may be set out in the form
- Contracts: you create a contract which spells out how much work and/or what sort must be done to receive a particular grade. The student chooses what grade to work for.
- Checksheets: you list the criteria for an acceptable piece of work and evaluate based on how many criteria are met.
- Scales: rank a student's work based on your criteria. Analytic and Dichotomous are just two of a variety of scales; examples are below.
|Spelling and Punctuation||1||2||3||4||5|
|Grammar & Usage||1||2||3||4||5|
|Understanding of Terms||2||4||6||8||10|
|Application of Concepts||2||4||6||8||10|
|Content||Ideas are insightful|
|Ideas are original|
|Ideas are logical|
|Ideas are clearly expressed|
|Organization||There is a thesis|
|Thesis is adequately developed|