First: have a simple system to record and calculate the grades, especially to help prevent calculation errors. I use a simple Excel document for this. You can download my generic template HERE. The bottom row allows you to assign the percentage of final grade that each assignment will be given. I stick to 20% for participation in all my classes.
Second: use a rubric to guide you. I use a set of 4 or 5 criteria that are easy to determine quickly. Here's an example of the criteria I use for a simple Bouncing Ball assignment;
What I'll be grading on this assignment:
- Do the bouncing balls consistently convey their different properties?
- Are the arcs of the bounces well described parabolas?
- Is there a clear sense of mass?
- Are you effectively using the principles of Timing, Ease In/Out, Arcs, and Squash & Stretch?
If the answer to all four questions is a resounding 'yes', then I'm probably looking at A level work. Does it make a difference if the assignment is rendered? Will an elaborate set improve their grade? Not according to my rubric. This helps keep me focused on the criteria that matter. As an added bonus, I can also show this to my students at the start of an assignment to help them understand what to focus on.
TIP: Hang on to samples of exceptionally good and catastrophically bad work - a few terms later they serve as great visual guides to launch an assignment. If you're a relatively new instructor, ask your colleges for some examples.
Third: do a rough grading first. I create four folders: "A", "B", "C" and "D". There's no need for an "F" folder as that work is pretty self-evident (and thankfully uncommon). I look at my rubric to refresh my mind on the criteria I'm using to grade. Then, I watch each movie file once and then put it in the folder that I think it belongs. Then I go through the folders individually and determine if they are plus or minus. ie is the work in the "B" folder, a B+, B or B-. Sometimes, a second look reveals that the animation belongs in a different folder. Measure twice, cut once.
Fourth: don't be afraid to give a bad grade. We have been hired by the students to honestly and fairly assess their work. A passing grade given out of pity is no kindness at all: the student will struggle even more at the next level. Set your criteria and stick to it. A "D" is a clear message that there's more work to do. Working hard is not a guarantee of success and every student learns at their own pace. Our first job is to be honest and let them know how their work measures up.
TIP: Avoid the "D+" grade. If a student is in this range, drop them down 2 percentage points and give them a "D". A grade of "D" tells them: "You have core challenges and need remedial work." a "D+" tells them: "Argue and complain and you may be able to keep your head above water and barely pass this class."
Fifth: don't hesitate to get a second opinion. If you're wondering "Am I too harsh?" or "Am I too easy". It may be a good idea to get a second set of eyes involved. You can always ask another instructor to look at your rubric and give their opinion. (one of the things you can use this blog for)
TIP: if it takes you more than ten minutes to grade an individual assignment, you're over-thinking it.
TIP: Hang on to samples of exceptionally good and catastrophically bad work - a few terms later they serve as great visual guides to launch an assignment. If you're a relatively new instructor, ask your colleges for some examples.
Third: do a rough grading first. I create four folders: "A", "B", "C" and "D". There's no need for an "F" folder as that work is pretty self-evident (and thankfully uncommon). I look at my rubric to refresh my mind on the criteria I'm using to grade. Then, I watch each movie file once and then put it in the folder that I think it belongs. Then I go through the folders individually and determine if they are plus or minus. ie is the work in the "B" folder, a B+, B or B-. Sometimes, a second look reveals that the animation belongs in a different folder. Measure twice, cut once.
Fourth: don't be afraid to give a bad grade. We have been hired by the students to honestly and fairly assess their work. A passing grade given out of pity is no kindness at all: the student will struggle even more at the next level. Set your criteria and stick to it. A "D" is a clear message that there's more work to do. Working hard is not a guarantee of success and every student learns at their own pace. Our first job is to be honest and let them know how their work measures up.
TIP: Avoid the "D+" grade. If a student is in this range, drop them down 2 percentage points and give them a "D". A grade of "D" tells them: "You have core challenges and need remedial work." a "D+" tells them: "Argue and complain and you may be able to keep your head above water and barely pass this class."
Fifth: don't hesitate to get a second opinion. If you're wondering "Am I too harsh?" or "Am I too easy". It may be a good idea to get a second set of eyes involved. You can always ask another instructor to look at your rubric and give their opinion. (one of the things you can use this blog for)
TIP: if it takes you more than ten minutes to grade an individual assignment, you're over-thinking it.
from ANM620 - Masters: Character Animation 3 - an example of "A" level work
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