Development of Online Grading System
The Development of an Online Grading System for Distributed
Grading in San Sebastian College – Recoletos
Introduction
The logistical problems associated with distributing, collecting, grading, and returning assignments and the difficulties in ensuring fairness and consistency in grading tend to increase non-linearly with the number of students enrolled in a class. This is especially true in project based design courses where evaluation is subjective, deliverables are team-based, and the philosophies and expectations of course faculty members may vary substantially.
Online course management programs can be very helpful in the dissemination of information and the collection of grades in very large courses like those offered as part of the freshman core curriculum. However, the automated grading capabilities of these programs are generally limited to question banks with clearly defined right and wrong answers. More advanced computer-assisted grading systems have been developed for the assessment and grading of students. However, fully automated systems are still limited to applications with well-defined rules and objectives.
Computer-assisted grading rubrics that guide the grading process and compile the final results are a more promising alternative. Our members report that using computer-assisted grading rubrics during essay grading reduced the grading time by half compared to traditional hand grading without a rubric and by two-thirds compared to hand grading with a rubric. In addition to the “reduced time in grading assignments,” and our other members notes that computer-assisted grading rubrics can lead to increased “validity and accuracy of grading – making grading more even handed,” increased feedback for students, and increased student satisfaction. Kurt and Gilbert also observed that the use of grading rubrics increased the consistency of grades across multiple graders, especially when teaching assistants were involved. The
Grading in San Sebastian College – Recoletos
Introduction
The logistical problems associated with distributing, collecting, grading, and returning assignments and the difficulties in ensuring fairness and consistency in grading tend to increase non-linearly with the number of students enrolled in a class. This is especially true in project based design courses where evaluation is subjective, deliverables are team-based, and the philosophies and expectations of course faculty members may vary substantially.
Online course management programs can be very helpful in the dissemination of information and the collection of grades in very large courses like those offered as part of the freshman core curriculum. However, the automated grading capabilities of these programs are generally limited to question banks with clearly defined right and wrong answers. More advanced computer-assisted grading systems have been developed for the assessment and grading of students. However, fully automated systems are still limited to applications with well-defined rules and objectives.
Computer-assisted grading rubrics that guide the grading process and compile the final results are a more promising alternative. Our members report that using computer-assisted grading rubrics during essay grading reduced the grading time by half compared to traditional hand grading without a rubric and by two-thirds compared to hand grading with a rubric. In addition to the “reduced time in grading assignments,” and our other members notes that computer-assisted grading rubrics can lead to increased “validity and accuracy of grading – making grading more even handed,” increased feedback for students, and increased student satisfaction. Kurt and Gilbert also observed that the use of grading rubrics increased the consistency of grades across multiple graders, especially when teaching assistants were involved. The