Hw t Save Time in the Grading Prcess Barbara E. Walvrd, Ph.D. Prfessr Emerita, University f Ntre Dame Interim Directr, Center fr Excellence in Teaching, Simmns Cllege walvrd@nd.edu Guidelines 1. Establish clear instructins and standards ahead f time. Share with students. Rubric? List f criteria fr an A? List f qualities yu will lk fr? 2. D nt spend the mst time n the wrst papers. 3. Cnsider gateway criteria and share with students. 4. Suit the respnse t the situatin and purpse: a. Draft respnse t guide revisin b. Final grade, but student can use these suggestins fr the next paper c. N further papers in this curse 5. Identify what yu want the student t d and t learn. Is this a teachable mment? 6. Find ut what the student knws. Lg shwing hw much time was spent and hw, and If I had mre time t revise this paper, I wuld. 7. Select a medium: written respnse, synchrnus ral cmments (face-t-face r nline), r recrded ral cmments. 8. Respnd t mst imprtant issues first. Dn t verwhelm the student with cmments. 9. Select key instances f a prblem; dn t mark everything. 10. D nt edit grammar and punctuatin. Instead, ensure that the student has edited r gtten apprpriate editrs. Mark a sample passage r paragraph fr illustratin. 11. Fcus n what the student can d next. 12. Respect the student s space and authrship. Chse the lwest respnse level that yu think will be effective: a. Lwest: reflect yur reading experience: I was cnfused here. b. Middle: Suggest mre than ne pssible change c. Higher: Suggest nly ne pssible change d. Highest, mst directive: rewrite the passage 1
Example 1: 100-level curse in Western Civilizatin Assignment (summarized): In 5-8 pages, prpse t the ruler f a hypthetical natin a type f gvernment that wuld be the best slutin t 17 th century anarchy in Eurpe. Draw n yur knwledge f the 17 th century gvernments we have studied. Respnse t Draft: Instructr makes an utline as he reads; shares it with the student: Intrductin: Facts abut 17 th century anarchy Thesis: strng gvernment is best slutin t anarchy Alternative 1: Descriptin f French abslute mnarchy Facts: What it did Alternative 2: Descriptin f English mixed gvernment Facts: What it did Thesis: English mixed mdel wuld be best slutin t anarchy Instructr Writes Final Cmment n Draft: This essay puts frward a very clear thesis that a strng gvernment is needed t end anarchy. After reviewing alternatives, yu end by saying that a mixed gvernment n the English mdel wuld wrk best fr ur hypthetical natin. What is missing here is argument and evidence in favr f the thesis that yu state s clearly. WHY wuld this system wrk s well? Listen carefully in class when we g ver the kinds f evidence that wuld wrk, and read the class website page n Using evidence fr histrical arguments. Remember that the revisin must be well edited fr grammar and punctuatin. Yu have sme its/it s cnfusin and sme sentence fragments, plus ther issues. The Writing Center can help. Marginal Cmments n Draft: At end f alternative 1: Yu have described the facts abut the French mnarchy, but nw I wnder hw effective it is in ending anarchy? At end f alternative 2: Yu have described the facts abut the English gvernment, but nw I wnder hw it cmpares t the French system in ending anarchy? Next t the statement that the English mdel wuld be best: I m nt cnvinced, because yu have nt given me argument and evidence abut WHY the English mdel wuld be the best slutin fr anarchy. Rubric 2
Respnse t Final Revisin: Rubric fr final revisin, with new mark. Cmment n Final Revisin Yu began t prvide evidence and argument abut why the English mdel wuld be the best slutin t anarchy. Keep wrking n this issue f evidence and argument in yur next papers. Example 2 Assignment: Research paper. Student has chsen gun cntrl (INSTRUCTOR S COMMENTS ) WHENEVER SOMEONE ANSWERED HE Whever answer the questin wrng had t put the gun t his head and pull the trigger. FINALLY ONE MAN MADE A MISTAKE, AND WHEN HE PULLED THE TRIGGER HE WAS KILLED INSTANTLY. The man answered the questin wrng He pulled the trigger and was killed instantly. AS DANGEROUS GAMES The thers were arrested and charged with accessries t a murder. Dangerus games LIKE THIS COULDN T HAPPEN IF GUNS WERE NOT SO EASILY AVAILABLE. like this culd lead many peple t be killed r jailed. TOO OBVIOUS TO MENTION. Paper n childless wmen. Same student, different class: I want t talk abut a tpic which is nt talked abut ften childless wmen. Believe me, there are wmen ut wh d nt want children just as much as wmen wh d. Childless wmen aren t as equally respected as their maternal cunterparts. They are cnsidered selfish wmen wh are nt ding their duty. Instructr Writes: Yu need a mre definite thesis. What d yu believe abut this? What s yur argument? (Sternglass, Marilyn. Time t Knw Them, 1997, p. 126) 3
Example 3 Assignment: Summarize in ne page a scientific article fr an audience f yur classmates. Learning Gals: students wuld learn hw t read, understand, and summarize bilgical literature. Students wuld als get an idea abut hw bilgists wrk and hw they present their wrk t thers. Student Writes: (I have numbered the sentences fr ease f reference in the wrkshp) (1) The purpse f this study was t examine the rle f activity in prey selectin. (2) The first f three experiments reprted herein examined the rle f prey activity when a Red-Tailed Hawk (Bute jamaicensis) was ffered a chice between tw live prey animals. (3) The secnd experiment examined changes in prey activity preferences when the hawk was ffered tw cmparatively large prey animals. (4) In the third experiment the hawk was ffered tw prey f different weights t determine if this wuld affect the selectin against mre active prey. (5) In the first experiment the hawk preferred the mre active f the tw prey animals when n ther differences were apparent between them. (6) The secnd experiment varied in its results. (7) If ne f the large prey was relatively inactive, the hawk went fr it. (8) Over many trials, hwever, the preference fr the less active animal was ften replaced by a high-activity preference if the hawk was successful in subduing the larger animals. (9)Experiment three shwed a clear preference fr heavier, less active prey. (10) Cmparing the data in experiment ne, shwing a strng preference fr the mre active prey, with the third where the larger prey was less active and still preferred, may have demnstrated a tendency in the hawk t chse the apparently mre prfitable prey item in terms f relative bimass. Walvrd, Helping Students Write Well, 2 nd ed., 1986, p. 153-154. Article summarized is Rn L. Snyder, Sme Prey Preference Factrs fr a Red-Tailed Hawk. AUK 92.3. July 1975: 547-52.) NOTE: what is nt clear in this student s summary is that the 2 nd prey was rats, wh are capable f injuring a hawk, and the 3 rd prey was chicks, wh are nt. Par. 1 is almst directly quted frm the 1 st paragraph f the article; final paragraph is almst directly quted frm the final paragraph f the article. Respnses by Varius Instructrs in a Wrkshp #1: I wuld like t see a mre cmplete explanatin f the prblem these experiments seek t address. What is at stake? What pssible cmbinatins culd r culd nt have resulted? In fllwing thrugh yu need t take anther lk at sme f yur sentences (see ntatins) fr clarity. #2: It appears that there are three main factrs that yu want t discuss (size, activity, weight) and then want t cmpare. Am I crrect? If s, write ne paragraph fr each (T = 4 paragraphs) r ne paragraph in which all three factrs are discussed. At present the cntent f each paragraph is nt apprpriate. Can yu explain this article using yur wn wrds, nt the article s? 4
#3: I had truble figuring ut the prey activity f the hawk. Perhaps if yu put each experiment and result tgether this wuld help. #4: Yur infrmatin appears t me t be accurately presented frm the surce yu cite. Yur abstract is successful t a pint. I like yur preview sentence. A few suggestins: 1. Begin with an rienting sentence r tw befre yu state yur purpse. 2. Watch yur spelling, misused wrds, redundant wrds, etc. a. apparent, p. 2 b. herein, p. 1 3. Amplify each experiment a bit mre. 4. Grammar if ne f the were, p. 3 Last sentence needs rewriting t act as a residual r summary. Avid clsing withut summary. #5: Jack, yu d well t begin with a clear statement f the purpse. Next yu seem t utline first the chices ffered in each experiment and then the results f each. But the whle sectin was nt clear as I read it. Suggestins: 1. Stick rigidly t a plan that gives chices fr each experiment, then results fr each, as nw, OR treat all infrmatin n exp. 1 tgether, then all n exp. 2, then exp. 3. Chse whichever yu think will be clearer t the reader. 2. Fr each exp., give all essential infrmatin. Ask yurself, What des the reader need t knw, and when? Fr example, ne f my questins was, In exp. 1 and 2, were bth prey equally active? 3. Yur final sentence rightly presents the results and their significance, but it is clumsy because t many wrds separate subject frm verb. Example 4 The main pint f this tpic is that the Children an Cllege students aren t learning hw t read and write fr that they will used later in life. I dn t believe sciety has prepared me fr the wrk I want t d that. is in educatin speaking, that my pint in being here, If this isn t a essay. f a thusand wrd s that because I dn t have much t say. fr it has been fur years since I last wrte ne, and by the time I am finish here I hpe t be able t write an number f essay. (Mina Shaughnessy. Errrs and Expectatins. New Yrk: Oxfrd, 1977, p. 14) 5
Appendix A: Peer and Self-Checklists Peer Checklist fr First Draft f Term Papers in Scilgy Authr f draft Name f reviewer By answering the fllwing questins thughtfully and clearly, be as helpful as pssible t the authr f this draft. Use cmplete sentences and specific examples t ensure clarity in yur advice. Yu will be evaluated n the thughtfulness and helpfulness f yur respnses. 1. Overall situatin: Hw near t cmpletin is this draft? What steps shuld the authr take t cmplete this term paper? Be bth specific and helpful in listing the three mst imprtant steps belw: A. B. C. 2. Organizatin: Is this draft rganized in a standard pattern: an intrductry sectin; the bdy f the paper, presenting the infrmatin in a reasnable sequence; and a summary and analysis f the situatin? If there is an alternative rganizatin, say what it is and whether it is effective. 3. Intrductry sectin: The first few paragraphs shuld prepare the reader (anther student in the curse) fr the research that has been dne n the tpic. A. Des the intrductin explain the tpic and why it is imprtant? Briefly state why yu think it is imprtant. B. After reading the paper, say whether yu think the intrductin intrduces what yu ve read. Des it? Hw? 4. Bdy f the paper: The majr prtin f the paper shuld present the cllected infrmatin in an rderly and clear fashin. A. In the space belw, utline in sme detail the majr pints established in the bdy f the paper and the evidence used t supprt the pints. B. Is the style f the writing apprpriate t the intended audience, yu and the thers in the class? C. Cmpared with that f the textbk, is the style mre r less frmal? Hw? D. Has the authr thrughly paraphrased the infrmatin frm the references s that the writing style is cnsistent? Remember that inadequate paraphrasing is a cmmn student prblem and may even apprach plagiarism. E. Has the writer rganized the infrmatin in the mst effective way? 1. If nt, suggest imprvements. 2. Hw wuld yu characterize the rganizatin? Is it a list f equal pints, an arrangement f tpics and subtpics, a chrnlgical sequence, an argument with tw r mre ppsing viewpints, r what? F. Hw has the writer handled citatins? 6
1. Are they in an acceptable style, used cnsistently? 2. Is the number f citatins adequate t the infrmatin taken frm surces? 3. Hw has the infrmatin frm surces been rganized? a. One surce per paragraph (give an example) b. Multiple surces fr each paragraph (give an example) G. Are the tables and figures used in the paper 1. Clear and easy t understand? 2. Referred t in the text? 3. Labeled with a title r legend? 4. Cited (at the end f the title r legend)? 5. Cnclusins: A cnclusin can take several frms: a restatement f the verall argument f the paper, a summary f the key pints, a cmbinatin f several pints t make a final pint, an analysis f the data, and s n. A. What frm has the writer used t cnclude the paper? B. Des the cnclusin seem t be supprted by the evidence? Hw r hw nt? 6. Features f the writing: A. Are there any prblems in the grammar, spelling, punctuatin, paragraph structure, sentence structure, transitin? Which ne(s) in particular? D these prblems interfere with the meaning the writer is trying t express? B. Has the writer acknwledged the help f thers? 7. General evaluatin: In the space remaining, give yur general impressin f the paper. Did yu like it and why? What did yu learn frm it? What else d yu wish yu had learned frm it? Give any ther ideas that yu think might help. (Walvrd and Andersn, Effective Grading, 2010, pp. 106-107). Student Self-Check Sheet fr a Literary-Critical Essay I read the shrt stry at least twice. I revised this essay at least nce. I spent at least five hurs n this essay. I started wrk n this essay at least three days ag. I have tried hard t d my best wrk n this essay. I have used the grading criteria (in the assignment sheet) t check and revise my wrk I prfread the essay at least twice fr grammar and punctuatin. I asked at least ne ther persn t prfread the essay. I ran the essay thrugh a spelling check. If I were t revise this paper again, I wuld. 7
Appendix B: Sample Grading Sheets/Rubrics (Nte: these examples are actual classrm dcuments develped by faculty; they are nt perfect; I chse them because they raise imprtant issues) Grading Sheet fr First-Year Western Civilizatin Curse by Jhn Breihan, Histry, Lyla Cllege in Maryland The scale describes a variety f cmmn types f paper but may nt exactly describe yurs; my mark n the scale dentes rughly where it falls. Mre precise infrmatin can be derived frm cmments and cnferences with the instructr. [Breihan wuld ffer written cmments n the paper, in additin t his mark n this scale.] Grade: 1. The paper is dishnest F 2. The paper cmpletely ignres the questins set. 3. The paper is incmprehensible due t errrs in language r usage. 4. The paper cntains very serius factual errrs. D 5. The paper simply lists, narrates, r describes histrical data, and includes several factual errrs 6. The paper crrectly lists, narrates, r describes histrical data but makes little r nt attempt t frame an argument r thesis. 7. The paper states an argument r thesis, but ne that des nt address the questin set. C 8. The paper states an argument r thesis, but supprting subtheses and factual evidence are: a. Missing b. Incrrect r anachrnistic c. Irrelevant d. Nt sufficiently specific e. All r partly bscured by errrs in language r usage 9. The paper states an argument n the apprpriate tpic, clearly supprted by relevant subtheses and specific factual evidence, but cunterarguments and cunterexamples are nt mentined r answered. B 10. The paper cntains an argument, relevant subtheses, and specific evidence; cunterarguments and cunterexamples are mentined by nt adequately answered: A. Factual evidence incrrect r missing r nt specific B. Linking subtheses either unclear r missing C. Cunterarguments and cunterexamples nt clearly stated; Straw Man A 11. The paper adequately states and defends an argument, and answers all cunterarguments and cunterexamples suggested by: A. Lectures 8
B. Reading assignments: specific arguments and authrs are mentined by name C. Cmmn sense Rubric fr Jurnals in Beginner's Spanish III, by Drthy Sle, Univ. Cincinnati 4 - The cntent f the jurnal is by and large cmprehensible. Althugh there are errrs, verb tenses sentence structure, and vcabulary are in the main crrectly used. The authr has taken sme chance s, emplying sentence structures r expressing thughts that are n the edge f what we have been studying. The entries are varied in subject and frm. 3 - There is sme use f apprpriate verb tenses and crrect Spanish structure and vcabulary, but incrrect usage and/r vcabulary interferes with the reader's cmprehensin. 2 - The reader finds many f the entries difficult t understand, and/r many entries are simplistic and/r repetitius. 1 - The majrity f the entries are virtually incmprehensible. In additin t this scale, part f the grade is based n the number f entries and their length. (Walvrd and Andersn, 2010, p. 36) Rubric fr Jurnals in English Literature General-Educatin Curse: Students Ability t Cnnect Literature t Their Own Lives and Values Trait: Cnnecting literature t students= wn lives and values 1 Jurnal entry merely summarizes the literature OR merely reflects n the student=s wn life and values 2 Jurnal entry summarizes the literature AND reflects n the student=s life and values, but makes little r n explicit cnnectin between the tw 3 Entry uses the literature in a very simple way t draw Alessns@ t apply t his/her wn life 4 Entry makes thughtful links between the literature and his/her wn life and values. It uses the literature as a vehicle fr pushing and explring the student=s wn life and values. It recgnizes the cmplexity bth f the literary wrk and f life and values. (Walvrd, persnal material) Rubric fr Statistical Investigatin Curse, Used fr Departmental Discussin f Students Critical Thinking and Quantitative Reasning William Marsh, Raymnd Walters Cllege f the University f Cincinnati (tw-year, pen admissins.) Frm Walvrd and Andersn, Effective Grading, 2 nd ed., 2010, pp. 220-221) 9
Assignment: Cnduct a statistical investigatin, including identifying a prblem, develping an hypthesis, btaining a randm sample, measuring variables, analyzing data, and presenting cnclusins. The rating sheet belw cntains nly three f the factrs that affect the grade. These factrs were separately and carefully analyzed and shared with clleagues, t identify prgress n cllege s gen-ed gal f critical thinking and quantitative reasning. Methdlgy 5 Crrect statement f prblem with accmpanying null and alternative hypthesis. Well-defined ppulatin with apprpriate randm sample. Data cllectin is free f bias and cntaminatin 4 One part f the 5 level is nt as high as it shuld be, and verall the quality f the methdlgy is just slightly lwer than the highest level. 3 All the necessary parts f the methdlgy are present, but the quality level is nly adequate 2 There is a serius deficit in the methdlgy in the frm f prly perfrmed tasks r sme prtins simply mitted. The results are cmprmised and may be unusable. 1 There is a ttal failure t understand the task. The results will be invalidated because the methdlgy is errneus. Data Analysis 5 Uses apprpriate statistical test with crrect results Prvides an interval estimatin f the values f the parameter. Includes a hypthesis test and gives accmpanying p-level stating prbability f type 1 errr. 4 Prvides mst f level 5, but ne f the characteristics is missing r unclear. 3 Uses crrect statistical test, but estimatin r interpretatin is mitted. 2 Uses crrect statistical tests, but there are errrs in calculatin and ther wrk. 1 Incrrect statistical test. Data are errneus r missing. Cnclusin 5 A cmplete presentatin f results with cnclusins, estimatins, and p-levels fr type 1 errrs. Identifies pssible threats t the study and als any areas in need f additinal study. 4 As in 5, but ne characteristic culd be imprved. 3 The presentatin is nly adequate. Cnciseness and clarity are lacking. 2 Cnclusins are vague and inaccurate. There has been an effrt by the student, but there is an bvius lack f understanding and thrughness. 1 A failure t make the necessary cnclusins and implicatins 10
Rubric fr Student Literary-Critical Essays Nte: such a rubric may be develped fr use by all faculty teaching the gen-ed literature curse, r faculty may be free t develp their wn rubrics, perhaps using this as a guideline, r faculty may be asked t incrprate ne r tw cmmn items int their wn rubric. 5 4 3 2 1 Thesis: The thesis f the paper is clear, cmplex, and challenging. It des nt merely state the bvius r exactly repeat thers viewpints, but creatively and thughtfully pens up ur thinking abut the wrk. The thesis is bth clear and reasnably cmplex. The thesis f the paper is clear. It takes a stand n a debatable issue, thugh the thesis may be unimaginative, largely a recapitulatin f readings and class discussin, and/r fairly bvius. Thesis is relevant t the assignment. It is discernible, but the reader has t wrk t understand it. Thesis is irrelevant t the assignment and/r nt discernible. Cmplexity and Originality: The essay is unusually thughtful, deep, creative, and far-reaching in its analysis. The writer explres the subject frm varius pints f view, acknwledges alternative interpretatins, and recgnizes the cmplexity f issues in literature and in life. Other wrks we have read and ideas we have discussed are integrated as relevant. The essay shws a curius mind at wrk. The essay is thughtful and extensive in its analysis. It acknwledges alternative interpretatins and recgnizes cmplexity in literature and in life. Sme ther wrks are integrated as relevant. The writer ges smewhat beynd merely paraphrasing smene else=s pint f view r repeating what was discussed in class. AND/OR the essay des nt integrate ther relevant wrks we have read. Writer mves nly marginally beynd merely paraphrasing smene else s pint f view r repeats what was discussed in class. The paper is mere paraphrase r repetitin. Organizatin and Cherence: The reader feels that the writer is in cntrl f the directin and rganizatin f the essay. The essay fllws a lgical line f As fr 5" but subpints may nt be fashined t pen up the tpic in the mst effective way. The reader feels that the writer is in cntrl f the directin and rganizatin f the essay mst f the The essay has sme discernible main pints. The essay has n discernible plan f rganizatin. 11
5 4 3 2 1 reasning t supprt its thesis and t deal with cunterevidence and alternative viewpints. Sub-pints are fashined s as t pen up the tpic in the mst effective way. time. The essay generally fllws a lgical line f reasning t supprt its thesis. Evidence, Supprt: The writer s claims and interpretatins are richly supprted with evidence frm the wrks we have read, secndary surces, and sensible reasning. The writer assumes the reader has read the wrk and des nt need the plt repeated, but the writer refers richly and ften t the events and wrds f the literature t supprt pints. As fr 5" but the writer may briefly drp int mere plt summary The writer s claims and interpretatins abut the wrks are generally backed with at least sme evidence frm the wrks. The writer may briefly drp int mere plt summary The writer s claims are smetimes backed with evidence and/r the paper drps ften int mere plt summary. The paper is primarily plt summary. Style: The language is clear, precise, and elegant. It achieves a schlarly tne withut sunding pmpus. It is the authentic vice f a curius mind at wrk, talking t ther readers f the literary wrk. The language is clear and precise. The language is understandable thrughut. The language is smetimes cnfusing. Sentences d nt track. The language is ften cnfusing. Sentences and paragraphs d nt track. Surces: The essay integrates secndary surces smthly. It qutes when the exact wrds f anther authr are imprtant, and therwise paraphrases. It des nt just string tgether secndary surces, but uses them t supprt the writer s wn thinking. Each surce is As fr 5" but surces may ccasinally be quted with n cntextual explanatin AND/OR writer may use direct qutatin and paraphrase in less The essay des nt just string tgether secndary surces, but uses them t supprt the writer s wn thinking. The essay strings tgether secndary surces. There is n use f secndary surces. 12
5 4 3 2 1 identified in the text, with sme statement abut its authr; there are n qutes just stuck int the text withut explanatin. than ptimal ways. Grammar, Punctuatin: There are n discernible departures frm Standard Edited Written English (ESWE) There are a few departures frm ESWE There are n mre than an average f 2 departures frm ESWE per page in the critical areas listed belw. There are mre than 2. Sme prtin f the essay is impssible t read because f departures frm ESWE. Critical Areas: -Spelling r typ -Sentence bundary punctuatin (run-ns, cmma splices, fused sentences, fragments) -Use f apstrphe, -s, and -es -Prnun frms -Prnun agreement, and prviding antecedents fr prnuns -Verb frms and subject-verb agreement -Use f gender-neutral language -Capitalizatin f prper nuns and f first wrds in the sentence (Walvrd, 2011, pp. 346-347) Student Self-Reprt n Discussin in Literature Class Nte: These self-reprts are used t determine part f the grade fr the curse (based n percentage f class sessins fr which the student has received credit) Name Date T receive credit fr this class sessin, yu must hnestly check all f the fllwing: 1. I made every effrt t cme t class n time (lateness that was nt yur fault is Excused, e.g. the previus prfessr held the class vertime. Oversleeping is NOT excused) 2. I had read all the assigned wrks carefully befre I came 3. I brught t class my written ntes n the wrks we read 4. I had prepared fr class by being well-rested, well-nurished, alert, and mentally ready 5. I cntributed at least nce t class discussin tday 6. I did nt t heavily dminate the class, but gave thers a chance t cntribute 13
7. I listened actively t thers at all times, and I shwed by my face and bdy psture that I was listening 8. My gal was t cntribute effectively t the high quality f the GROUP s discussin and learning, rather than just t demnstrate my wn excellence. As in team sprts, I played fr the well-being f the team 9. My cntributins tended t d the fllwing: Start the grup n a rich, prductive track by psing a questin r psitin that is nt t bvius, but richly debatable, dealing with a significant questin r aspect f the wrk Respnd t thers cntributins by: Asking fr clarificatin r evidence Helping t supprt the pint by cntributing evidence and examples Linking the pint creatively t ther readings r issues Pinting ut unspken assumptins behind the ther persn s pint Raising a prblem r cmplicatin fr the ther persn s pint Synthesizing r pulling tgether the discussin s far Stating a different pint f view and backing it up Talking abut hw this literature has helped develp my wn thughts 10. When I had a genuine questin that seemed stupid r simple, I asked it anyway The fllwing questins d nt cunt fr credit, but they help me t assess hw well the discussins are ging and hw we can imprve: 11. I thught the discussin tday went extremely well very well quite well nt at all well Why did yu answer as yu did? 12. What culd the prfessr have dne t make the discussin mre successful? 13. What culd I, the student, have dne t make the discussin mre successful? (Walvrd and Andersn, 2010, p. 68) Resurce Barbara E. Walvrd and Virginia J. Andersn (2010). Effective Grading, 2 nd ed. San Francisc: Jssey-Bass. 14