Teacher Grading Procedures

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Different teachers can grade papers and projects in different ways depending on a number of things. Learn about teacher grading procedures with help from a longtime and dedicated educator in this free video clip.

Part of the Video Series: Lesson Plans for Teachers
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Video Transcript

Hi, my name is Tina Gutierrez-Brewster. I'm an English teacher. Today, I'll be discussing with you how to do certain teacher grading procedures. One of the most important things you want to do as a teacher is establish your grading procedure from the very beginning. So, it's important that you think about this beforehand, plan it all out, and keep it consistent throughout the entire year. Your students are going to be expecting you to explain this, and it, you know, keeps accountability throughout the entire process. So, from the beginning you want to establish what type of procedure you're going to do in terms of categories, and we call this in the teaching world the "weighted categories." Now, I'm a fan of this, because weighted categories give certain parts of the curriculum a little bit more weight than another. So, say you want to give a test. The test is going to be weighted 40 percent, for instance, of all the other things that are given in class. Perhaps you want to do the quizzes as a 30 percent weighted grade. If you are doing weighted categories, you want, essentially, all of these to add up to 100 percent. So, let's say that daily work is 20 percent, and your participation is 10 percent. Make sure that you establish clarity from the beginning, once again, that this is what's going to be done throughout the process. The students can be expected to depend on those parts of the grading procedure. If you don't want to do weighted categories, then you can figure out whether you're going to do that type of system, or if you're going to do a point system. Now, point systems as opposed to the percentage system is something you can, you know, research a little bit on your own, but I also know a few teachers that like, instead of doing all the percentages, the just give certain assignments points. Say, your big research project at the end of the semester is going to be worth 200 points as opposed to your daily participation is going to be only worth 20 points throughout each week - that's pretty important part of it, too, so make sure to establish that. Another thing you want to do is, when you are grading this in your procedures, establish when you're going to be doing this. Is this going to be a daily process of grading? Or, are you going to be doing this weekly? Are you going to be sending out their grade reports on a monthly basis? Whatever you decide to do, just make sure that you keep it consistent, keep it clear how you're going to be evaluating students and when it's going to be happening. Finally, one just little tip that goes along with these procedures is that I find a lot of teachers get overburdened with homework grading. If at all possible, avoid grading in any system, whether you're doing points, percentages, homework based on their correct answers. Grading homework should be mostly on a completion. You want to give the students the opportunity to check their answers, check with you if they can make something any better, and this is the time where they can improve. Now, completion, I'm a big advocate of it. Other teachers, they prefer to hand-grade everything. But, if you want to avoid giving yourself a headache throughout the year, try to do just completion grades for the grading of the homework. Once again, those were teaching procedures for grading. And, my name is Cristina Gutierrez-Brewster. Thank you for joining me today.

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