One key to being a successful Graider is the accuracy and consistency of scores.
Students, teachers, and school leaders are depending on reliable scores. In order to achieve this, on all assignments, we strongly encourage that you:
Invest time upfront: Before you begin grading, it's critically important that you carefully read all supporting documents. We build prep time into assignment estimates to help ensure you're comfortable with all materials. Once you deeply understand the rubric, scoring guide, exemplars or scored samples, etc., you will be able to grade more efficiently and effectively. This will save you time and help avoid revision requests for inconsistent or inaccurate work!
Reference the rubric: Refer to the rubric often to keep grading accurate, consistent, and feedback aligned with learning goals. Tip: In the grading platform, hover over scores for a reminder of rubric language.
Norm yourself: Before you start assigning scores, read at least three pieces of student work in order to get a baseline understanding of student abilities. Again, this upfront investment of time will give you a better understanding of student performance levels and help you grade more accurately and fairly. On some assignments, you may be asked to work with other Graiders to ensure consistency across sections.
Review: The first few assignments you grade are the toughest. As you progress, you will get a feel for the students and better understand the assignment and rubric. It is often useful to go back and review these first few assignments after you have finished to check for consistency. You can also check out your score distribution and highest/lowest scoring students at any point during the assignment by jumping to the Class Summary tab.
- Sometimes, a student's work may fall between scores. For example, on the rubric below, a student may have transitions and body paragraphs at the "meets" level, but an introduction that is more like the description for "approaching." In cases like this, you'll need to use your best judgment to assign the score that best represents the student's work. On the whole, is it more consistently meeting or only approaching expectations in this category?
- In scoring, your goal is to balance rigor and reward. Generally, you should reward students for what they do well to be fair to them and help them see where they've been successful. On the other hand, you want to hold students to high expectations: don't inflate scores just to raise grades or make students feel good. This does not give them a fair impression of how they are performing or how to reach the next level and can hurt them in the long run.
- Be aware that rubric scores often *don't* translate directly to percentage grades, and you should not assume that they do unless you have been told so explicitly. Even if most students in a class are only "approaching" most expectations, you should not assume that you are failing them all.
- If there is an "exceeding expectations" level, it will likely be pretty rarely used. Save this score for students who are truly performing above expectations in a category.
- Perfect scores are rare, no matter the rubric! Too many perfect scores may lead to a revision request for scoring.
- Some rubrics are more clear and descriptive than others! We orient teachers to best practices in rubrics and do not allow the worst rubrics through to you, but you may find some harder to use than others. Use your best judgment, and if you're really confused, contact us!
See also: Norming and Calibration