Guidance for TAs about grading a short writing assignment that students will revise. We also met as a group to compare grades to ensure consistency. From M.I.T.’s large lecture-based class, Principles of Applied Mathematics.
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This grid for evaluating a term paper includes such topics as general aspects (e.g., paper has a clear message), exposition, technical content, and insightfulness. Each category is weighted equally and includes subcategories. From Pedro Reis’ Undergraduate Seminar in Physical Applied Mathematics at MIT.
Read more →This one-page note raises questions about how to comment effectively on student writing. The note describes various issues to consider when writing comments, such as the focus of the comment (the paper vs the student), whether the comment indicates problems or solutions, whether the comment describes the form of the writing or the effect of the writing, the level of detail of the comment, the quantity of comments, and whether some comments are given greater emphasis than others. Based in part on an article by Kerry Walk.
Read more →Assessing student communication of mathematics For a summary of how to create a grading rubric, see “How can I objectively grade something as subjective as communication?” Identifying and prioritizing assessment criteria before grading is important to prevent unintentional, subconscious bias, even in graders who consider themselves objective, as found by this study of hiring decisions based on criteria prioritized before/after learning about an applicant. Uhlmann and Cohen, “Constructed Criteria: Redefining Merit to Justify Discrimination,” Psychological Science, Vol 16, No 6, pp. 474-480, 2005. Further information about assessing mathematical communication is available in the following places on this site: Grading and
Read more →Most of this page focuses on “learning to write”; i.e., on assessing how well students communicate mathematics. Near the bottom of the page are sections on “writing to learn” and “writing to assess”: some writing assignments are designed primarily to help students to learn mathematics, while others are designed primarily to help teachers assess student understanding of mathematics. These call for different feedback and assessment strategies than “learning to write.” Commenting strategies As you give students feedback on their writing, you might consider commenting on mathematical correctness, clarity, flow and organization, and other general principles of communicating mathematics. A balance
Read more →Encourage students to improve their presentations: otherwise presenting repeatedly may merely ingrain bad habits. Feedback can come from peers and from instructors. Range of instructor feedback Consider commenting on the following: Timing notes: an outline of the talk including the amount of time spent on each portion. Feedback on the presentation style: style of speech, use of visual aids (blackboard/ slides/ images), pacing, audience engagement. Feedback on mathematical content: correctness, connections of material to other parts of course or other parts of mathematics (this is a good way to pique students’ interest in the subject matter). Feedback on teaching strategy:
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