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

@article{Paul2013GradingBR,
  title={Grading by Response Category: A simple method for providing students with meaningful feedback on exams in large courses},
  author={Cassandra A. Paul and Wendell H. Potter and Brenda Weiss},
  journal={The Physics Teacher},
  year={2013},
  volume={52},
  pages={485-488}
}
As instructors, we want our students to develop a deep understanding of course material, and feedback is essential in their sense-making process. Providing effective individualized feedback to students in large courses is especially difficult. While researchers suggest,1 and many instructors of large courses are,2,3 incorporating interactive techniques that allow peer feedback, studies have shown that it's important for students to also have direct feedback from the instructor.4 Since the… 
Adaptive Rubrics
TLDR
Using adaptive rubrics for a discrete math class for CS majors found that this process produced concrete and transparent justifications of student scores and that it facilitated conversations around grading that were grounded in course learning objectives and values.
Relative impacts of different grade scales on student success in introductory physics
In deciding on a student's grade in a class, an instructor generally needs to combine many individual grading judgments into one overall judgment. Two relatively common numerical scales used to
Hierarchical Linear Modeling Approach to Measuring the Effects of Class Size and Other Classroom Characteristics on Student Learning in an Active-Learning Based Introductory Physics Course
The effect of class size on student learning has numerous policy implications and has been a major subject of conversation and research for decades. Despite this, few studies have been done on class
Gender-gap zeroed out under a specific intro-physics assessment regime
Evidence is presented that offering introductory physics courses with an explicit focus on mastery can reduce the gender gap to zero. Taken together with a previous study showing that a

References

SHOWING 1-5 OF 5 REFERENCES
Grading student problem solutions: The challenge of sending a consistent message
Grading sends a direct message to students about what is expected in class. However, often there is a gap between the assigned grade and the goals of the instructor. In an interview study of faculty
Sixteen years of Collaborative Learning through Active Sense-making in Physics (CLASP) at UC Davis
This paper describes our large reformed introductory physics course at UC Davis, which bioscience students have been taking since 1996. The central feature of this course is a focus on sense-making
Peer Instruction: Ten years of experience and results
We report data from ten years of teaching with Peer Instruction (PI) in the calculus- and algebra-based introductory physics courses for nonmajors; our results indicate increased student mastery of
From monologue to dialogue: improving written feedback processes in mass higher education
Student surveys across the world have highlighted that students are dissatisfied with the feedback they receive on their assignments and many institutions have been putting plans in place to address
Making Sense of Assessment Feedback in Higher Education
This article presents a thematic analysis of the research evidence on assessment feedback in higher education (HE) from 2000 to 2012. The focus of the review is on the feedback that students receive