Grading drawings
The strategy for grading homework that was in the lesson was not very helpful to me. I teach a hand drafting class. Each week the students turn in a drawn assignment. There are three areas that I access: Lettering, linework and layout. Each gets 33 points, with the extra point being for exceptional work. I red line each drawing, pointing out what was done incorrectly and where improvement can be made as well as pointing out what was done correctly and where improvement has been made. This takes a tremendous amount of time. Is there a better way to do this?
Andrea, I know hand drafting can be complex to grade. Some instructors ask their students to grade each others' work during class and then quality control that grading for accuracy. This might be one way to speed the process. This method would also provide your students with a new way to learn about course material, through evaluation.
Each student has a different talent for drawing which can be difficult to grade. Work handed in on time and progress is a must for grading , also attendance counts.
Indeed. As instructors we must always be mindful of the unique talents and abilities that our students possess and considerate of those during the grading process.
Andrea, I too spend a lot of time grading drawings and renderings. One method that I found that helps to saves me time in writing so many comments, is to go around and grade the work directly with the student. I can point out the good and bad areas, along with giving the student my suggestions. This has saved me many hours of writing and circling.
Hi Catherine and Andrea,
I didn't find much help in this section either.
I teach a project based course. Students turn in 2D and 3D assignments each week. (From drawings to planar structures.)
While allowing students to grade each other's work is an important learning experience, this is a Fundamental class and their abilities at recognizing necessary concepts are just beginning.
I agree with Catherine that grading the work directly in class during critique is beneficial. I discuss high and low points with each student but in a public classroom critique environment.
Unfortunately my school also stresses to give written feedback to students as 'documentation'.
I spend an enormous amount of time critiquing and then going back and writing personal comments after the fact! Ugh!
That sounds tough Sandra - particularly the part about producing written summaries after verbal feedback to provide documentation. Some schools allow instructors to record their verbal feedback via digital voice recorder and to deliver it to students as computer files instead of written transcription.
I teach online design courses and I do similar thing like you I define the rubric base on the assignment’s specs or requirement and these ties to the assignment objectives.
When I start to grade I would copy the roster in word and the rubric under each student’s name. When I review their work, I note why they lost point in certain areas. If they need a visual explanation, then I just open their file in Breeze and critique the work in thereof course grades will be mentioned because Breeze are open forum. Some other online faculty use video to grade and critique student’s work.
By having all the student’s name and their grade expectation in the grade comments makes the process go fast because all you have to do it add the critique part of the grade.
I agree Catherine, it streamline the comment writing. I do the similar thing in my end. The grade comment is thorough. The grade comments will breakdown their points and explain where they did well and where they need to continue to hone their skills.
