Dear Aggie, I am buried in grading!

Dear Aggie,
I’m buried in grading and can’t return students’ work quickly enough. Help!
–Buried

Dear Buried,
Once the semester gets rolling, it’s tough to keep up with grading on top of course prep, research, and service. I hear you!

Why timely grading matters

Kudos for recognizing that returning work quickly makes a difference. Students use your feedback to improve and avoid repeating mistakes. The faster they get it, the faster they can adjust. Staying current on grading also helps you see what students are (and aren’t) mastering, so you can fine-tune your teaching. It’s truly a win-win, time sink aside.

Rubrics to the rescue

I am offering well-defined rubrics as great tools for streamlining grading. If you’re not already using them, mid-semester may not be the easiest time to start, but you can tuck this advice away for when you are prepping your courses for next semester.

The rubrics I like best focus on just 4–6 criteria. Depending on the assignment, these might include mechanics, formatting, references to readings, data analysis, clear presentation of data, or well-supported conclusions. For each criterion, create descriptions at 4–5 performance levels, from strongest to weakest. You can weight criteria differently to signal importance. For example, formatting might be worth 0–4 points, while data analysis could range from 0–12.

Set it up as a table with criteria down the left, levels across the top, and descriptions in the cells. As you grade, check the box that fits, total the points, and voilà-done!

You can even build rubrics for essay exams. Sharing them beforehand clarifies your expectations without giving away the specific questions. Students know what matters, and they can prepare accordingly.

Advantages of rubrics

• Sharing rubrics before assignments makes expectations crystal clear.
• They save you grading time while pointing students to areas for growth.
• They keep grading consistent and reduce bias.
• Canvas has a built-in rubric tool you can use online (see one example below).

A few things to keep in mind

• Rubrics do take some time to build.
• The easiest time to create one is when you are designing the assignment, so grading aligns neatly with your learning goals.
• Get quick feedback from colleagues or TAs before you finalize.

The bottom line

Rubrics require a little effort up front, but they pay off, streamlining grading while giving students clearer, more meaningful feedback. With a good rubric, you’ll spend less time buried and more time feeling like a grading hero.

Want more tips to reduce grading aggravation? Join the Teaching Academy workshop on Wednesday, Oct. 15 (3:00–4:15) or Thursday, Oct. 16 (9:00–10:15), both on Zoom.

Helpful resources on rubrics:

• Cornell Center for Teaching Innovation
• RubiStar (rubric generator)
• Johns Hopkins CTL blog on rubrics

Example of a Portion of a Canvas Speed Grader Rubric, Courtesy of the Introductory Biology Lab Courses:

Criteria	Ratings
Description of the Hypothesis	2 pts Meets Standards The hypothesis is clearly stated. It is not in the form of a question and does not describe the predicted results of the experiment. The hypothesis describes a possible relationship between stretching and the prevention of injury		1.5 pts Approaching Standards The hypothesis is presented as a question rather than as a statement.	1.5 pts Approaching Standards The hypothesis describes the predicted results of the experiment.	1 pts Below Standards The hypothesis is about an incorrect topic or does not describe a possible relationship between stretching and the prevention of injury	0 pts Missing No hypothesis is provided.
Description of the Experiment	2 pts Meets Standards A complete description of the proposed experiment is provided. The experimental group(s) is/are well described. The description explains how factors other than the independent variable will be kept constant.	1.5 pts Approaching Standards The experimental group(s) or treatments are not clearly defined.		1.5 pts Approaching Standards The description does not sufficiently address how factors other than the independent variable will be kept constant.	1 pts Below Standards The experiment described is not related to the hypothesis or will not effectively test the hypothesis.	0 pts Missing No description of the experiment is provided.

 

Example of a Student Participation Rubric (for students to self-score daily participation). This rubric worked very well in communicating expectations to students.

Points	Description
0	You did not attend class
1	You attended class, but were more than 5 minutes late You handed in your written assignment(s) You focused on the task at hand (and did not spend time checking your phone)
2	You attended class, and were on time You handed in your written assignment(s) You focused on the task at hand (and did not spend time checking your phone) You actively participated (you worked on the in-class assignments)
3	You attended class, and were on time You handed in your written assignment(s) You focused on the task at hand (and did not spend time checking your phone) You actively participated (you worked on the in-class assignments) You helped someone else in your group (by discussing the assignment, providing feedback) [Provide a specific example of how you did this today]
4	You attended class, and were on time You handed in your written assignment(s) You focused on the task at hand (and did not spend time checking your phone) You actively participated (you worked on the in-class assignments) You helped someone else in your group (by discussing the assignment, providing feedback) [Provide a specific example of how you did this today] You contributed to a broader discussion (in your group or as part of the whole-class discussion) [Provide a specific example of how you did this today]