Grading by Category: A simple method for providing students with meaningful feedback on exams in large courses

TL;DR

This paper introduces a simple grading method called 'grading by category' that offers meaningful, individualized feedback on open-ended exam responses in large physics courses without increasing grading time.

Contribution

The paper presents a novel grading approach that improves feedback quality and student engagement while maintaining grading efficiency in large classes.

Findings

Enhanced student understanding through clearer feedback

Increased student engagement with feedback

No additional grading time required

Abstract

Many instructors choose to assess their students using open-ended written exam items that require students to show their understanding of physics by solving a problem and/or explaining a concept. Grading these items is fairly time consuming, and in large courses time constraints prohibit providing significant individualized feedback on students' exams. Instructors typically cross out areas of the response that are incorrect and write the total points awarded or subtracted. Sometimes, instructors will also write a word or two to indicate the error. This paper describes a grading method that provides greater individualized feedback, clearly communicates to students expected performance levels, takes no more time than traditional grading methods for open-ended responses, and seems to encourage more students to take advantage of the feedback provided.