Best Practices for Grading Objectively and Efficiently

Thursday, January 12, 2023
11:40 AM - 12:55 PM

 

Center for Teaching Excellence
Thomas Cooper Library, Room L511

 

The session is being delivered in a face-to-face format. There is not a virtual option available to attend this presentation. You'll need to come to the offices of the Center for Teaching Excellence to attend. 


Details

The responsibilities of all instructors typically include grading student work. Yet ensuring that grading is both objective and efficient involves specific strategies and reflection on important considerations in advance, both aspects of which instructors may not be aware. For any level instructor, they need to define what their “grading philosophy” is for the course, and use practices, strategies, and techniques best suited for the specifics of the course and the assessment itself. Grading should be viewed and valued as a method for providing constructive feedback to students, with feedback types differing depending on the assessment type. How to develop your grading philosophy, incorporate relevant techniques, provide effective feedback, along with grading different types of assessment styles and rubric use, will be discussed in this workshop.


Register


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Facilitator


Michelle L. Hardee
Program Manager, Graduate TA Training
Center for Teaching Excellence


Michelle L. Hardee is the program manager for graduate student teaching assistant training and professional development in the Center for Teaching Excellence. She received her Ph.D. in marine science from the University of South Carolina and a master's from Grice Marine Laboratory at the College of Charleston. Throughout her 19-year teaching career, Hardee has been actively involved in marine science education and teacher training. She taught throughout her graduate program, as an instructor at Coastal Carolina University and as an adjunct professor of geology at the College of Charleston and is currently an instructor in the Marine Science Program at UofSC. She is a staunch advocate of all graduate students and of the critical need that GTAs develop pedagogical knowledge and professional skills for any future career pathway.