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Numerous courses at Ryerson include lab reports as a method of assessing student work.
Marking these labs can often seem like an overwhelming task. The LTO has compiled these best
practices to assist Ryerson instructors in developing an efficient and fair method of grading lab
reports.
Depending on the faculty, lab reports can come in a variety of formats, however there are certain
tips for marking that apply to them all. Most importantly, be “clear about the assignment
expectations (using checklists or assignment descriptions) and provide consistency for how the
work is graded (using some form of grading sheet like a rubric)” (Black, Gach, & Kotzian, 1996)
The following suggestions should help make the grading of lab reports easier:
Determine the criteria for grading. If criteria have been provided by the supervising
instructor, read them carefully ahead of time, clarifying any uncertainties before beginning
the marking process. If criteria haven‟t been provided, prepare a detailed set to follow as you
grade.
When developing your criteria, decide how heavily you will weigh content versus form.
“Content refers to the substance of the report: data, results, interpretations, conclusions. Form
refers to how the substance is presented: organization of material, graphs and tables, clarity
of writing, and grammatical correctness of sentences.”
As you mark, annotate your criteria, “this helps you become more efficient as you
encounter the same mistakes repeatedly,” providing a “record of how you handled the same
error previously.”
Make sure students understand the criteria. Provide the class with a copy of the criteria
that clearly indicates what an “A” lab or “B” lab, etc., will require. This document should
also state any policies on late reports or make up work. “Check with the Supervising
Instructor of the course to see if there is a standard late policy for the sections. If there isn't,
choose one that fits with your philosophy and apply it consistently throughout the term.” This
document will “serve as a useful reference tool should a student have a question about a
grade received” and reduce possible misunderstandings.
When grading lab reports, read through several before beginning to mark. “This allows
you to form a baseline impression for the class before grading individual reports. It also helps
to form a checklist of criteria that you can refer to when grading, to ensure consistency in
your marks, and to give students a specific understanding of what you are looking for in that
report.”
Give points for critical thinking and analysis. “Students who do not get the desired results
from an experiment, but make a thoughtful analysis of why or of what should have
occurred,” should not be penalized. “Evidence of good interpretation or analysis involves
identification of patterns or contradictions and a specific, plausible, and well-supported
explanation for these results.”
Return labs promptly with useful feedback. Leave “comments on lab reports and return
them with sufficient time for students to learn from the comments before turning in their next
report. When providing feedback, consider describing difficulties that you experienced when
Prepared by Michelle Schwartz, Research Associate, for the Teaching Assistant/Graduate Assistant Program, 1
Learning & Teaching Office, http://www.ryerson.ca/lt/taga/index.html
reading the report or using questions to stimulate student reflection. For example a comment
such as „Could there be another explanation for why your value is higher than expected?‟ is
more productive than a statement such as „Not complete.‟
Don’t overwhelm the students with criticism. “Too many comments on a page can be
daunting. Instead, pinpoint a few key issues for each report.”
Adapted from “Fast and Equitable Grading,” Centre for Teaching Excellence, University of
Waterloo, and “Best Practices for Grading Laboratory Reports,” Center for Research on
Teaching and Learning, University of Michigan.
Rubrics
A good rubric will make marking easier, faster, and more consistent. Rubrics should be based on
the criteria developed by you or your Supervising Instructor. Sample fillable Excel spreadsheets
for numerous marking schemes have been created and made available for free download by
LabWrite at North Carolina State University: http://labwrite.ncsu.edu/instructors/excelsheets.htm
If you would like to construct your own rubric, some examples follow:
Prepared by Michelle Schwartz, Research Associate, for the Teaching Assistant/Graduate Assistant Program, 2
Learning & Teaching Office, http://www.ryerson.ca/lt/taga/index.html
Deduct marks if hypothesis is lacking
From: http://www.gradstudies.ualberta.ca/profdev/EffectiveGradingAssessBiologyPritchard.pdf
References (6 marks)
Maximum marks will be awarded if the references in the text and in the reference list conform in all
respects to the formatting conventions laid out in the 5th edition of the American Psychological
Association's Publication Manual.
References in the text should consist of author(s) surnames (no initials) and date only; references in the
reference list should be full references, in alphabetical order. References in text and reference list
should match i.e. there should be no missing references.
From:
http://www.sussex.ac.uk/Users/grahamh/RM1web/RM1%20report%20marking%20scheme%20
2008.pdf
Prepared by Michelle Schwartz, Research Associate, for the Teaching Assistant/Graduate Assistant Program, 4
Learning & Teaching Office, http://www.ryerson.ca/lt/taga/index.html