Teaching.IU

Context

For the first several years that I taught, I found myself inundated with massive numbers of tests and papers to grade at both midterm and during the final two weeks of the semester. Like most of my colleagues, I teach three courses per semester with 30 to 45 students in each class. As a result, I would spend hours trying to read through each paper thoroughly and calculate grades before the registrar’s deadline. The notion of getting these tests and papers returned to the students in a timely manner as advocated by the literature on teaching (see, for example, Chickering & Gamson, 1991) seemed ludicrous.

Finally, a light dawned. As I reviewed my previous semesters’ syllabi in preparation for creating new syllabi, I discovered what should have been obvious. In each class I taught, the due dates for papers were within the same week. Likewise, exams were scheduled during the same five-to-seven-day period. I was the one creating the mess for myself!

Step-by-Step Implementation

How to fix this problem?

1. Consider course objectives. First, rather than giving exams and a final paper in each course I teach, I look for assessment activities that fit my course objectives and allow for a more staggered approach to grading (see for example, Walvoord, Bardes, and Denton 1998). This resulted in two changes:

• • More frequent grading of smaller assignments. For example, in my introductory course I might assign four out-of-class essays that are due throughout the semester. None might be due in the final week of the course.
  • Assignments tailored to course objectives rather than always relying on exams and term papers. For example, in one of my advanced courses students must present diagnostic criteria of various disorders. These presentations occur throughout the semester with only one or two students making a 3–5-minute presentation each class day.

2. Stagger due dates. Second, at the beginning of each semester I coordinate due dates across my courses so that assignments are due at different times. By simply aligning the due dates and exam dates of the courses as I create the syllabi, I have eliminated the midterm and end-of-the-semester craziness. Now, I am able to provide students more immediate feedback on their assignments as I am only trying to grade the assignment from one course at a time. In addition, my students, my colleagues, and my family have a more sane and relaxed individual with whom to interact!