LAKERS TOGETHER: Grand Valley is preparing for successful learning experiences when classes resume on Aug. 31. Learn more about the plan for fall in this handbook.
The effects of grading and teaching practices on students’ perceptions of grading fairness. College Teaching, Gordon, M. E., & Fay, C. H. (2010).
Teaching More by Grading Less (or Differently) Life Science Education, Schinske, J., Tanner, K. (2014)
Tools for teaching (2nd ed.). See sections: Grading Practices and Calculating and Assigning Grades. Davis, B. G., & Ebooks Corporation. (2009).
Specifications grading: Restoring rigor, motivating students, and saving faculty time (First ed.). Nilson, L. B., & Stanny, C. J. (2015).
Introduction to rubrics: An assessment tool to save grading time, convey effective feedback, and promote student learning (2nd ed.). Stevens, D. D., & Levi, A. (2013).
Assessing student learning: A common sense guide (2nd ed.). Suskie, L., & Banta, T. W. (2009).
Effective grading: A tool for learning and assessment in college (2nd ed.). Walvoord, B. E. F., Anderson, V. J., & Ebooks Corporation. (2010).
GUIDELINES FOR GOOD PRACTICE IN GRADING - ACADEMIC POLICIES AND STANDARDS COMMITTEE
Instructors may sometimes need to deviate from these guidelines to reasonably accommodate special student circumstances. Such deviations are acceptable so long as they reflect fair and consistent treatment of all students in a section. Instructors unsure of what deviations are appropriate are encouraged to consult with their unit heads.
The Academic Policies and Standards Committee guidelines were supported by the University Academic Senate, and the University Academic Senate recommendation supported by Provost Cimitile, November, 2017
Teaching more by grading less (or differently). Cbe-Life Sciences Education, Schinske, J., & Tanner, K. (2014).
Ten tips for more efficient and effective grading. Faculty Focus blog post, February 2, 2015. Smith, V. & Palenque, S. M.