8.5 Role 2: Marking and/or providing feedback

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“As a TA, I find it helpful to read a few of the same assignments as the instructor so that we can discuss how we would grade them. It helps me understand their grading expectations.” - TA contributor to this module

Your TAs may already have familiarity with online marking* and grading assignments or tests providing feedback, and submitting grades through Canvas or other systems. Nevertheless, there may still be some changes you want to consider when moving to a fully online course.

What contributions could your TAs offer in this role?

  • Reviewing assessment instructions, questions, and criteria to make assessment as fair as possible. This process will also better prepare your TAs for questions during online office hours.
  • Marking or providing feedback on student work based on provided criteria or a rubric using tools like SpeedGrader Links to an external site..
  • Entering grades in Canvas Gradebook.
  • Tracking student performance.
  • Troubleshooting issues with assignments or grading.
  • Help you explore and set up peer reviews or peer evaluation.
  • Assist in creating rubrics to ease online marking for everyone.

Questions to consider

How much time do you expect your TAs to spend marking or providing feedback per assignment?

  • Does the online environment, or a shift in activity format (e.g. written assignments vs. video assignments), impact the amount of time required for marking or providing feedback?
  • Will your TAs need to attend synchronous class meetings, do readings, watch asynchronous videos provided, etc. to mark successfully? If so, make sure this is included in their TA hours.
  • How will contested grades or technology (e.g., assignment upload issues) issues be handled? Clarify whether these issues should be handled by the TA or directed to you.
  • Will you want feedback on the assignment or a report on feedback provided to your students?
  • If you have a team of TAs, what steps can you take to ensure all grading is done uniformly?

What skills or training might your TAs need for this role?

  • Don’t assume your TAs will know about the tools being used in your course. If TAs will need training on tools like SpeedGrader or other marking software direct them to explore the tool guides on the LT Hub website.
  • Provide your TAs with an opportunity to practise using online tools before marking/submitting grades.
  • Do your TAs understand privacy/FIPPA requirements, and are their work processes FIPPA compliant (e.g., proper handling of student information)? For example, any email communication that includes personal information about students should be sent using UBC email and not through Gmail or other services.

What resources do your TAs need to successfully take on this role?

  • If you are using a rubric, make sure to share it with the TAs, and that they understand the rubric criteria. If working in Canvas, do they know how to use the rubric feature Links to an external site.?
  • Do your TAs have sufficient permissions to use the grade management feature in Canvas? If not, connect with your department’s instructional support unit or the LT Hub. 
  • When grading high stakes assessment with a team of TAs, you may want to consider grading tools such as Crowdmark and Gradescope to help ensure consistency.

 

*According to the CUPE 2278 Collective Agreement, a “Marker” is “an employee appointed to a position which involves only marking without substantial student contact.” In this section, ‘marker’ refers generally to any TA who is grading, and not to the official designation of “Marker”.