Seven Tips to Overcome Grading Fatigue

The end of a semester evokes various emotions. The excitement of winter break. The frustration of assignment submissions that do not align with the rubric. The disappointment of a class that does not go as planned. The exhaustion of grading assignments for multiple class sections. While grading fatigue does exist, grading does not have to be a frustrating experience. Below are a few suggestions for overcoming the frustration of providing feedback when you are short of time: 

1. Establish a daily grading limit. Block off time on your calendar to grade certain sections of your courses.  Think of the daily grading limit as a time management strategy. For instance, imagine your favorite pizza. Most people do not attempt to eat a pizza in one sitting, but one slice at a time. Divide your grading into slices rather than grading all assignments at once. The length of time allocated to grading can negatively impact mental agility and physical mood. The implications of doing so impact the quality of the feedback that students who receive grades last. 
2. Provide audio or video feedback. Do not provide written feedback to each learner, but provide audio or video feedback to learners requiring more attention. This will allow learners to hear your voice while bringing attention to specific areas requiring attention. The use of audio or video feedback can remove the perceived negative tone of written text. Also, audio or video feedback can be replayed to help learners improve for the next assignment. 
3. Incorporate peer review for course assignments. Peer review is helpful, particularly in larger classes. Peer review helps build community and provides accountability among learners. Peer review allows learners to receive constructive feedback before submitting an assignment. To ensure the peer review process is effective, instructions on how to provide constructive feedback are necessary. The instructions will enable the learners to provide feedback that enhances the quality of their final submissions. 
4. Align feedback with your rubric criteria. Always refer the learner back to the rubric. When providing feedback, specify what the student did well and areas for improvement. It would also be helpful to create a short video to show the students where to locate the rubric in Canvas.  
5. Elaborate only on common errors. Resist the urge to indicate everything the learner did wrong. Recap common errors and point learners' attention to items requiring revision. 
6. Incorporate group projects. Use group projects to limit grading each learner. The usefulness of group projects will vary depending on the class size and course level. When appropriate, group projects are a great strategy to reduce the volume of work requiring grading. Group projects present challenges related to participation expectations, individual versus group grading, and conflict resolution. When implemented effectively, group projects can save time when grading. 
7. Expand assessments beyond research papers. Give learners some autonomy by providing the option of submitting an Adobe Spark webpage instead of a research paper. A webpage not only is more visually appealing but allows learners to develop digital literacy. The webpage can include video clips and other resources to demonstrate alignment with the course objectives. Instead of reading a 10-page paper, reading a webpage saves time. 

Depending on the class size, providing feedback to all learners is a challenge. It becomes even more challenging when it is difficult to find something complimentary to share with the learner. When it is difficult, consider the "T.E." principle. When possible, commend the student for submitting the assignment on time. Also, note the effort made to address the assignment expectations. For instance, consider the following: 

“I appreciate your hard work to submit your discussion before the deadline. From your response, I see that you are committed to learning more about a growth mindset. For future submissions, it would be helpful to include in-text citations when quoting the textbook authors. Per the attached rubric, remember that citing sources is worth 5 points. A great resource to read to help you with in-text citations is the APA Citation Style Guide (7th edition). Sharing personal experiences is challenging. However, you did a wonderful job managing your time for this week's submission.” 

The end of a semester is an opportunity for reflection. The challenges learners overcame and the resulting growth that occurred is laudable. While the mental fatigue of teaching and evaluating learning is tiring, the preceding suggestions can help simplify the process and save time to focus on other commitments. As you prepare to conclude one semester while preparing for the next, keep these seven tips in mind to overcome grading fatigue.