Grading System Recommendations

For my 2 hr class:

in-class quizzes = 10 percent

3 exams worth 20 percent each

Comprehensive final exam = 30

Hope this helps!

I am bad with percentages, so I use points

I usually do 600 pts to a class and assign each item (tests, quizzes, paper) a certain number of points.

Brandie

I'm curious, VickieRN. Why did you suggest that particular allocation? Why remove the requirement to write a paper?

I don't think there is "one ideal formula." It all depends on the nature of the class, the course objectives, the assignments, etc. For example, in a course that I teach, the paper is VERY important in that it provides the students with the opportunity to demonstrate that they can "put it altogether." So, it counts 30% of the total. I also don't see the need for a comprehensive final exam in the course ... so, I just give a series of quizzes throughout the semester that count for 40%. Then I have some other project that count for the remaining 30%.

The grading scheme varies ....

This is the allocation for my Nursing Gerontology class. I have experimented with the allocation over the past 2 semesters and I like this particular formulation. I agree that there is not one "size fits all." Allocations depend on the particulars of a class, such as number of students enrolled, and faculty resources. The reason there is no paper in my class is simply this: ~ 130 students enrolled, and I am the only faculty person teaching this course. I would be the only one grading all these papers!!!

It would be great if this class could be broken down into several sections, with more than one faculty person teaching. That way, other active learning strategies could be employed such as case studies, group presentations, synthesis papers, etc. It would be nice if a service learning requirement could also be tacked on (such as visiting a hospice center, volunteering at a nursing home or assisted living facility). However, state monies are tight and in my college of nursing all non-writing intensive classes past the 1st semester are being consolidated into one huge section.

Here are the grading allocations for two other (much smaller) classes I have taught:

Online "Issues in Nursing" (25 students):

Essay 15%

Resume/ cover letter 10%

Issue Paper 30%

PPt Presentation 15%

Threaded Discussions 20%

Online Quizzes 10%

Seated classroom "Long-Term Care" (25 students):

Weekly Quizzes 5%

Paper 20%

Midterm (includes essay portion) 35%

Final Exam 30%

Class Participation 10%

You can see that there is wide variance in the grading structure according to the particulars of the class and the course objectives.

My degree is in nursing education. We were taught that no more than 15% of the total grade (for a pre-licensure course) should be in subjective assignments (term papers, etc).

Here's a breakdown of my OB class:

Unit exams (5) 60%

Concept map/ WIKI group project 5%

Discussion Board 5%

Evolve / Virtual Clinical Excursions 5%

Final (comprehensive) Exam 25%

my basic formula:

85% objective

15% subjective

After much complaints by students, we went to the following:

OB exams and Peds exams (6) 60%

Final exam (1) 20%

Quizzes 20%

We use to have 10% assignments and 10% quizzes until they kept complaining.

Showbizrn, I think your allocation sounds quite reasonable.

I use my best estimate of a few things:

1. How much work/time the student will put into the evaluation.

2. How important it is to achieving the learning objectives.

and the hard one -

3. How "learner-friendly" it is; i.e., how many diverse learning styles can succeed at the assignment. This means that multiple-choice exams (evil in so many ways, but efficient) get a lower allocation than group presentations (which give those afraid of public speaking some peers to help them along) and papers (writing skills can and should be developed; although schools have varying amounts of support for this). By the way, I rarely assign papers because I don't have time to grade them and our school has ZERO support for students who need writing help.

My degree is in nursing education. We were taught that no more than 15% of the total grade (for a pre-licensure course) should be in subjective assignments (term papers, etc).

Here's a breakdown of my OB class:

Unit exams (5) 60%

Concept map/ WIKI group project 5%

Discussion Board 5%

Evolve / Virtual Clinical Excursions 5%

Final (comprehensive) Exam 25%

my basic formula:

85% objective

15% subjective

That's interesting that you were told no more than 15% should be subjective evaluations. Can you explain the rationale? I've never heard that. Thanks. - Teresa

That's interesting that you were told no more than 15% should be subjective evaluations. Can you explain the rationale? I've never heard that. Thanks. - Teresa

A number of reasons:

It is difficult to establish the validity and reliability of subjective evaluation.

To prevent grade inflation (among some instructors.....ones that tend to grade on the easy side) and potential evaluator bias.

Also, because in pre-licensure programs we are preparing them for NCLEX (an objective exam).

I don't recall if there was an actual resource cited for this, but it made sense to me.

I also use the 15% or less on subjective assignments and make a detailed rubric for all subjective assignments. It really seems to reduce student anxiety.