[ARCHIVED] Grading in Large Online Classes
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Hello!
In the Chronicle of Higher Education's ProfHacker blog, Anastasia Salter asks: "Do you have any strategies for grading large classes?"
She poses "Five Tips" in the blog post. Check them and see if you agree or disagree, or if you can build on these ideas. She does mention Canvas specifically, and using Assignments and Quizzes. Some of the comments to the post mention Rubrics and determining how much feedback to give, considering the time required to manage large courses.
As designers, you know that time invested in managing courses can be mitigated by purposeful design to limit the amount of work a teacher has to do. What have you learned? What works at your school with your faculty for large courses? How do you infuse course design as a means to this end?
Thanks!
Carrie
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