Difference between revisions of "Equitable Teaching Practices: Equitable Grading Practices"
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{| " style="text-align: center; margin: auto; width: 75%;" | {| " style="text-align: center; margin: auto; width: 75%;" | ||
|+ style="color: #FFFFFF;"|Blind Grading in Sakai | |+ style="color: #FFFFFF;"|Blind Grading in Sakai | ||
| − | ! scope="col" style="text-align:center;"| <big>[[File:Icon-Strategy01.png|100px|alt=Strategy 1]]Blind Grading in Sakai Assignments</big> | + | ! scope="col" style="text-align:center;"| <big>[[File:Icon-Strategy01.png|100px|alt=Strategy 1]] Blind Grading in Sakai Assignments</big> |
| − | ! scope="col" style="text-align:center;"| <big>[[File:Icon-Strategy02.png|100px|alt=Strategy 2]]Blind Grading in Tests & Quizzes</big> | + | ! scope="col" style="text-align:center;"| <big>[[File:Icon-Strategy02.png|100px|alt=Strategy 2]] Blind Grading in Tests & Quizzes</big> |
| − | ! scope="col" style="text-align:center;"| <big>[[File:Icon-Strategy03.png|100px|alt=Strategy 3]]Blind Grading with Turnitin</big> | + | ! scope="col" style="text-align:center;"| <big>[[File:Icon-Strategy03.png|100px|alt=Strategy 3]] Blind Grading with Turnitin</big> |
|- | |- | ||
|<p>''Video run time: 3:12''<br> | |<p>''Video run time: 3:12''<br> | ||
Revision as of 20:47, 10 May 2021
Implementing Blind Grading in Sakai
 Blind Grading in Sakai Assignments
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 Blind Grading in Tests & Quizzes
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 Blind Grading with Turnitin
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Video run time: 3:12
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Video run time: 4:24
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COMING FALL 2021 |
Blind Grading Tips
- To avoid seeing students' names on the title page of a paper, have students move the title page to the end of the paper.
- When accepting papers in person, students may also write their names on the back of the last page. Shuffle the papers before grading.
- A small post-it can be used to cover student names.
- Assign students identification numbers that they can write on submissions in lieu of their names. Change the numbers periodically throughout the semester.
- Grade the same section or question for all students at the same time.
