Article: It's always a good idea to give the students some idea of how they'll be graded and what they'll be graded on. You should probably emphasize the specific assignment sheet, depending on the type of assignment, but it's still helpful for the student to have some sense of the different things you'll be looking for and to be able to use the rubric as a checklist before turning the assignment in. Brainstorm different values for the grade on the board and let the students come up with the rubric themselves. Typically, they'll weight things exactly as you would, and it gives them some sense that the grading will be fair and that they've got a stake in their own success. This is a highly recommended exercise in getting students to engage with the process of their own learning.  You're still the teacher. If students are united in wanting to assign 99 points to grammar, you can end the exercise without completing it. Use it as a teachable moment, though. Pick on students with bad spelling and ask if they'll really want the bulk of their grade to come from sentence-level nitpicking. They'll get the picture. If you're in the middle of a big batch of essays and you realize it's somewhat unbalanced, maybe weighting too much and giving what you think might be skewed-positive grades, it's not the right time to switch things up and go subjective-rogue on the grading. Stick to the rubric and revise it for next time. Assign points to each category, tabulate the grade at the end, and share the finished product with the student. Save a copy for your records, and return the table with the individual grade breakdown to each student. Make time to speak with students about their grades if they desire a consultation.
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Share the rubric with your students before they complete the assignment. Consider allowing students to have input on the rubric. Grade the assignments and stick to the rubric. Tabulate the grades and show the students the completed rubric.