Christine Moisset

Grading

Effective grading goes beyond the simple assignment of numbers or letters; it serves as a tool to support student growth and foster deeper learning, while simultaneously navigating subjectivity, upholding rigorous standards, adapting to the diverse needs of students, and aligning with the broader educational goals of the course. In essence, grading is as much an art form as it is a science.

Teachers must provide constructive feedback that fosters growth while recognizing the role of grades in motivating students, all without overemphasizing their importance. At institutions like the University of Pennsylvania, where many students are highly grade-conscious, the pressure to award higher grades can be particularly intense. Some students may equate grades with their self-worth or future prospects, which can skew their focus away from the learning process itself. This dynamic can lead to grade inflation, undermining the reliability of grades as measures of achievement. To address this, I continuously adjust my grading rubrics to prioritize learning outcomes and to encourage a shift toward intrinsic motivation.

In language classes, grading often involves subjective judgment—whether in assessing writing and speaking quality, critical thinking, or creativity. This subjectivity can sometimes leave students feeling that their grades are unfair. To mitigate this, it is essential to maintain consistency and transparency across sections. Designing clear, outcome-aligned rubrics is vital, but it is also challenging. The criteria used to determine grades must be carefully weighed, and while transparency can reduce perceptions of unfairness, it also clarifies learning objectives, thereby encouraging students to take greater ownership of their learning.

As a coordinator, when making decisions about grading and assessment, I must also consider the needs of graduate and exchange students who may be novice instructors. Although they might prefer quick and easy grading, for some assignments such as a video presentation, shortcuts compromise the depth of feedback that is necessary for student improvement.

While deadlines provide structure in a course, unexpected circumstances can arise. Deciding how to handle late submissions, whether to apply penalties, or to allow for extensions, requires balancing fairness with flexibility. Because students need to stay on track and instructors face challenges in grading late work fairly, we have implemented the following policy at the elementary level:

Late work policy

All work is expected to be turned in on time. Work done on the Supersite will be penalized if late, at a rate of -5% per day late. Any other written work will incur the following penalties, when late:

- 10 points within three days
- 15 points between 4 to 7 days
Hard deadline (0/100) beyond 7 days

Recognizing that unexpected situations may occur, your instructor provides a one-time 'flex pass.' This pass allows you to submit one assignment, with the exception of the Supersite (VHL), up to one week late without penalty. After using this pass, any additional late submissions will incur point deductions. Please notify your instructor before the assignment's deadline if you intend to use the pass. Keep in mind that submitting late may delay your instructor's feedback, which could be important for future assignments.

See examples of grading rubrics for several aspects of the course.

Self-Reflection, Peer-Reflection, Self-Assessment

In recent years, I have incorporated self-reflection, self-assessment, and peer assessment at the elementary level to enhance student accountability for their learning. These practices include a post-exam self-reflection, a peer-reflection during a pre-video workshop, and an oral exam self-assessment conducted directly on Canvas. These strategies not only encourage students to evaluate their progress but also empower them to engage more deeply with their learning process.

Post test reflection.pdf

Peer-reflection during pre-video workshop ⬇️

Canvas presentation WORKSHOP feedback-24C.docx

Self-Assessment of the Oral Exam

The oral exam is now conducted and recorded on Zoom. Before the Covid-19 pandemic, I would administer these exams in person in my office; however, I noticed that students often left the exam having a skewed perception of their performance due to anxiety. During the pandemic, oral exams were moved to Zoom, and I decided to record them to provide students with the opportunity to review their own performance afterward.

I also incorporated self-assessment into the process by asking students to use the grading rubrics, which encompass vocabulary, grammar, pronunciation, and fluency/communication, to evaluate their own performance, justifying the grade they believed they deserved. This self-assessment allows students to reflect on their strengths and areas for improvement and is now completed through a Canvas quiz (see document). When discrepancies arise between the student’s self-assessment and my own evaluation, I provide a rationale for the difference in grades—whether more or less generous—while ensuring that students can rewatch their recorded exam to substantiate my feedback.

This process fosters metacognitive reflection and encourages students to take ownership of their learning, enhancing both their self-awareness and their ability to engage in constructive self-evaluation.