GSI Guidebook

Grades at U-M

Grades at the University of Michigan
Adapted by Virginia Hamori-Ota from Morris (2000)
University of Michigan

Grading and the Web Roster

In Fall 2005, the University replaced paper grade rosters with an on-line system for grade submission on Wolverine Access (http://wolverineaccess.umich.edu/).  In June 2008, Teaching Support (the previous name of this system) was renamed Faculty Business. Complete information on using web rosters may be found at:

http://www.umich.edu/~regoff/webgrades.html

On the Ann Arbor campus, grades are due within 72 hours after the scheduled final examination. If there is no exam scheduled for the class, grades are due 72 hours after the last day of the class or 72 hours after the completed work was due for the class.

There is no University-wide grading scale, although some units have guidelines or requirements about grading procedures.  Please check with your academic unit for information about any policies or procedures that may apply.  In general, acceptable letter grades for undergraduates are:


Symbol

Significance

A+, A, A-

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Guidelines for Class Participation

Center for Research on Learning and Teaching

In order to create an environment conducive to productive discussions, let students know your expectations for the way they communicate with others (including you) in the classroom. As the instructor, you play an important role as a facilitator and supporter in your students’ efforts to achieve respectful ways of communicating in the classroom.

Guidelines for class participation can be designed by you or negotiated with your students. By asking for their input, you give students the sense of ownership that can help them take the guidelines more seriously. The following guidelines can be used to develop an atmosphere of mutual respect and collective inquiry.

1. Respect others’ rights to hold opinions and beliefs that differ from your own. Challenge or criticize the idea, not the person.

2. Listen carefully to what others are saying even when you disagree with what is being said. Comments that you make (asking for clarification, sharing critiques, expanding on a point, etc.) should reflect that you have paid attention to the speaker’s comments.

3. Be courteous. Don’t interrupt or engage in private conversations while others are speaking.

4. Support your statements. Use evidence and provide a rationale for your points.

5. Allow everyone the chance to talk. If you have much to say, try to hold back a bit; if you are hesitant to speak, look for opportunities to contribute to the discussion. Read more »

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Heuristic for the Writer of Writing Assignments

Edward M. White (1999) has suggested a set of questions to guide the designing of effective writing assignments. As you draft the writing assignments for your course, ask yourself the following questions.

A. Task Definition, Meaning, and Sequencing. What do I want students to do?
Why? Is it interesting and appropriate? What will it teach the students specifically? How does it fit my objectives at this point in the course? What can students do before they undertake the assignment and where do I expect them to be after completing it? What will the assignment tell me? What is being assessed? Does the task have meaning inside as well as outside the class setting? Have I given enough class time to discussion of these goals?

B. Writing Processes. How do I want students to do the assignment? Are the students working alone or together?
In what way will they practice prewriting, writing, and revising? Have I given enough information about what I want so that students can make effective choices about subject, purpose, form, mode, and tone? Have I given enough information about required length and the use of sources? Have I prepared and distributed a written assignment with clear directions? Are good examples appropriate? Have I given enough time to discussion of these procedures? Read more »

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Responding to Student Writing - A Sample Commenting Protocol

Responding to Student Writing - A Sample Commenting Protocol


Ideally, instructor comments should provide directive, thorough, but
also focused advice to students regarding the strengths and weaknesses
of their essays, and the means to improve them. The following protocol
offers one approach to achieving these goals. It takes a “less is
more” approach by identifying a few key elements (strengths and
weaknesses) in an essay and structuring a head comment and marginal comment Read more »

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Responding to Student Writing - Principles and Practices

Sweetland Writing Center

Some general principles

  • Assessment of student writing really begins with assignment design, because that is the best time to determine what you want students to achieve with the assignment, and what constitutes a good response.
  • Students value thoughtful feedback that engages them in dialogue with a reader making an effort to understand what they have to say.
  • Reactive commenting and line editing result in fragmented and confusing feedback.
  • Some of the most useful forms of commenting include (i) questions stimulating further thought, (ii) brief summaries of what the reader got out of the paper, and (iii) descriptions of difficulties the reader encountered.
  • Offering your more detailed feedback on drafts that students will revise puts it to more efficient and effective use.

Some best practices Read more »

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