Evaluate and improve your SAT score.
The Nationally Representative Sample Percentile will be higher, because your SAT User Percentile doesn’t take into account students who don’t take the SAT or intend to go to college. Your SAT User Percentile is more useful in assessing how competitive your scores are for college admission.
Let's find out! Learn how to set your target SAT scores. To see how you'll score on the SAT before you take the test and put your scores on your official record, take a free practice test and get your score report from The Princeton Review. Our SAT experts will go over your score report in more detail and help you strategize your next move.
With a smart SAT prep plan, you CAN improve your score. Talk to an Advisor at 1-800-2REVIEW.
Our private tutors will help you build a prep plan that's customized to your score goals, study habits, and schedule.
Find a Tutor
Connect with our featured colleges to find schools that both match your interests and are looking for students like you.
Take our short quiz to learn which is the right career for you.
Join athletes who were discovered, recruited & often received scholarships after connecting with NCSA's 42,000 strong network of coaches.
165,000 students rate everything from their professors to their campus social scene.
1400+ course, act prep courses, free sat practice test & events, 1-800-2review, free digital sat prep try our self-paced plus program - for free, get a 14 day trial.
I already know my score.
Enrollment Advisor
1-800-2REVIEW (800-273-8439) ext. 1
1-877-LEARN-30
Mon-Fri 9AM-10PM ET
Sat-Sun 9AM-8PM ET
Student Support
1-800-2REVIEW (800-273-8439) ext. 2
Mon-Fri 9AM-9PM ET
Sat-Sun 8:30AM-5PM ET
Partnerships
College Readiness
International
Advertising
Affiliate/Other
Register Book
Local Offices: Mon-Fri 9AM-6PM
Academic Subjects
Find the Right College
School & District Partnerships
Privacy Policy | CA Privacy Notice | Do Not Sell or Share My Personal Information | Your Opt-Out Rights | Terms of Use | Site Map
©2024 TPR Education IP Holdings, LLC. All Rights Reserved. The Princeton Review is not affiliated with Princeton University
TPR Education, LLC (doing business as “The Princeton Review”) is controlled by Primavera Holdings Limited, a firm owned by Chinese nationals with a principal place of business in Hong Kong, China.
The Unwritten Rules of History
We’ve all been there. No one likes marking. But as a professor, it’s part of the job description. One of the draft titles of this post was even “How to Grade Essays Without Wanting to Commit Murder.” While there are some great guides on teaching the mechanics of grading available, there isn’t much useful advice on how to make grading easier apart from either having fewer assignments or providing less feedback. In the real world, neither one of these is very useful. But there are strategies that every instructor or professor can follow to make grading essays quicker and more efficient. Here are some of mine.
1) Have Faith in Yourself
One of the biggest problems I’ve faced and continue to face as an instructor is Imposter Syndrome, or the belief that I’ve somehow fooled everyone around me into believing that I am a knowledgeable and competent person. Grading is one area where Imposter Syndrome likes to rear its ugly head. You will have finished reading a paper and then start to doubt that you’ve given it an appropriate grade. Or you worry that your students will get mad at you for giving them a bad grade. Or you’ll worry that this paper will result in a grade dispute, and then real professors will review and judge your work and find you wanting. Resist these thoughts. Remember that you have the expertise and good judgement to evaluate essays. Do not second-guess yourself. Assign a grade, make your comments, and move on. Have faith that you have done your best.
2) Don’t Repeat Yourself
It’s very common in research essays to see that same mistake made more than once. This is particularly the case when it comes to footnotes and bibliographies, which are often filled with tiny mistakes. Don’t spend all your time correcting these mistakes. Fix it once, and explain what you did. If you see it again, circle it and write something like “see previous comment on…” If it’s a systematic problem, I’d then make a note to mention this problem in the comments and say that you’ve only corrected a couple of instances to give them an idea of how to do it properly. This is not high school, and it is not your job to find every single mistake on an essay and correct it. Instead, identify the problem, and give your student an opportunity to apply what they’ve learned. The same goes for grammar and spelling. If it’s a serious issue, I always recommend that students go see the Writing Centre. It’s not your job to teach them how to write (unless it’s a composition class, in which case, good luck!)
3) Create a Comment Bank
You’ll notice that after a while, you will repeat the same sentences over and over again. To save yourself from having to either remember what you said last time or type or to write the same sentence over and over again, create a Word document with your most common comments. This is sometimes referred to as a Comment Bank or a Teaching Toolbox. I will do a whole blog post on this in the near future, but it’s easy to get started. If you save your comments on your computer, read through them and copy and paste the most common into a new Word document. For example, one that I use a lot is “While I can see that you are trying to make an argument here, you spend too much time describing or summarizing your sources rather than analysing them. In general, you should avoid description as much as possible.” The time and frustration you will save is immeasurable
4) Create a Bibliographic Bank
Odds are you will receive several papers on a given topic. Once you’ve been marking for a while, you’ll notice that you keep recommending the same books or articles. Again, to save you from having to remember which sources you want to recommend and/or typing out the full references, create a Word document with a list of topics and some of the most important sources listed for each. This way you only do the research once, rather than a million times. This is also helpful if you want to evaluate whether your students have selected appropriate sources or have missed important ones. Your comps list can be a great starting point.
5) Make a Grading Conversion Chart
In general, most assignments require three different “grades”: a letter grade, a percentage, and a numeric grade (like 7 out of 10). They each have their own purposes, but the odds are you will need to convert between them. Even when working at one institution for many years, it can be hard to do this conversion in your head. Spend several years as a sessional at multiple universities with their own ideas about what each letter grade means, and the problem grows exponentially. My solution is is to use an Excel spreadsheet of grades. This is relative easy to create. Mine look like this:
It’s really easy to do. Each “out of” number has three columns. The first is a numeric grade. The second is that grade converted to a percentage (it’s easier to do with a formula, and then just do “fill down.”) The third column is the corresponding letter grade. You can fill these in manually, or you can use a formula.
Here’s mine, but make sure yours corresponds to your institution’s grading scheme! =IF(K19>=95%,”A+”,IF(K19>90%,”A”,IF(K19>=85%,”A “, IF(K19>=80%,”B+”, IF(K19>=75%,”B”,IF(K19>70%,”B-“, IF(K19>65%,”C+”,IF(K19>60%,”C”,IF(K19>55%,”C”, IF(K19>50%,”P”,IF(K19>0%,”NC”,)))))))))))
6) Mark in Batches
I like to run, and when you’re really tired and facing a long run, thinking of the time remaining in intervals makes it much easier. The same is true for marking. A stack of 100 essays seems insurmountable. So what I do is break that stack down into manageable groups, usually 3 or 5 essays, which is about an hour to an hour and a half of grading, depending on the length of the essay. I sit down, grade those essays, type the comments up, put the grades into my grading sheet, and then take a break of at least 45 minutes. This is part of the SMART goal system (Specific, Measurable, Attainable, Relevant, Time-bound). It really does help make the grading feel achievable while also ensuring that you are giving your mind a break every one in a while. Once you’ve finished your batch, either set them aside in a different location or put a tick or some kind of mark on them so you can easily tell that they are all finished.
7) When in Doubt, Roll Up
Many essays seem to fall in a valley between one grade and the next, like when you’re not sure if it’s a B- or a B. In these cases, I almost always roll up. This was advice that I got when I was a TA, and it stuck with me. Try to give your students the benefit of the doubt. Remember that university is hard. Many students take multiple classes and/or work while in school. If you are dealing with a paper on the borderline between one grade and the next, or your paper is within 1 to 2% of rolling to the next letter grade, then just bump the grade. It’s always better to err on the side of generosity. And giving someone a 69.5% instead of a 70% is just a bit of a dick move.
8) Don’t Waste Your Time
There will be essays that are so bad that they defy all explanation. Either there are no footnotes or bibliography, the essay is 3 pages when it was supposed to be 8, or the student just completely ignored your instructions. In other words, it’s obvious that the student just doesn’t care. Don’t waste your time commenting on these papers. If your student can’t be bothered to read the instructions, then you have no obligation to spend your precious time marking the paper. I usually place a comment to the effect of: “I would strongly recommend that you review the requirements for this assignment, which can be found on the Research Assignment Instructions sheet.” I find that this is firm, but fair. Save your energy for the students who really put effort into their papers, even when they don’t succeed.
9) If You Don’t Have Anything Nice to Say, Say Something Nice Anyways
Students are humans (though it’s easy to forget this sometimes…), and respond best to positive reinforcement. So try to find something good to say about the essay. Some suggestions, courtesy of my good friend Clare include: “Nice margins!” “Excellent choice of font!” On a more serious note, I usually go with something like “This is a great effort!” or “I can see that you are trying here!” I always use the positive-negative-positive sandwich. Put a positive comment, then a negative comment, and then another positive comment. This tends to motivate students to do better rather than just feel defeated. Remember, your job is to encourage students to learn, so make them feel like you are invested in their success.
Expert Tip: One variation on the positive-negative-positive sandwich comes courtesy of my friend Teva Vidal: “The “shit sandwich” is for kids who deserve detailed feedback but who just missed the mark: start off with the main strengths of what they wrote, then lay it on thick with what they screwed up, then end on a positive note in terms of how they can use what they’ve already got going for them to make it better in the future.
10) Try to find some joy in the work
You know how “Time flies when you’re having fun”? Well, this approach can help with marking. Try to have a sense of humour about the whole thing. There will be times when you become angry or frustrated because it seems like students are ignoring your instructions and therefore losing marks unnecessarily. Laughing this off will help. Some professors like to collect so-called “dumb” sentences and post them online. There are a number of ethical problems with that that I will not get into here. But I can and have shared them with my husband when I’m grading in the room with him. We can laugh together and I blow off steam (Saving your marriage through marking! I can see my husband laughing right now). I also like to mark with a bright pink pen, since it’s hard to get mad when you’re writing in pink ink.
—————————————-
So those are my suggestions for making the grading of essays a little more pleasant. I think the most important takeaway is that it’s worth spending the time to create tools. For many years, I would waste time researching lists of sources, writing out the same comments, and using a calculator. But my time, and yours, is precious, so work smart, not hard (this is becoming something of a motto…). Any other tips for grading essays quickly and efficiently? Let me know in the comments below!
So You Want to be a Sessional
essays expert tip grading Sessional work smart not hard
November 18, 2017 at 7:59 am
Many thanks for this! Found it really useful while I’m grading my mid-terms 🙂 The comment about imposter syndrome resonated with me – I’m always second guessing if I should grade higher or lower, or leave it. Most times, I re-read the essay and see that my grading was actually fair first time around.
November 18, 2017 at 5:00 pm
Same here! I still struggle with this, and I’ve been teaching for nearly ten years! Glad I could help!
October 16, 2019 at 3:32 pm
Im a new tertiary level lecturer and I am finding marking the most insightful way to udnerstand how students think. Some of the papers I have marked recently have been indescribable, incomprehnsible and just mere reflections of what I am defining as ‘laziness’. To justify this definition I thought long and hard and finally realised that if it took me truck loads of hours to get it right on essay writing, and to Masters level thats a lot of assignments. So when I really feel confused I reflect back on my own learning experiences and use that as a secondary standard with the marking rubric the primary standard…I refuse to compromise my standards of learning just to enable a lazy student to maintain theirs.
Your email address will not be published. Required fields are marked *
Notify me of follow-up comments by email.
Notify me of new posts by email.
This site uses Akismet to reduce spam. Learn how your comment data is processed .
unwrittenhistories at gmail dot com
New blog posts every Tuesday and Canadian history roundups every Sunday!
If you would like permission to republish any blog posts from Unwritten Histories, in whole or in part, please contact me at the address above.
Email Address
© 2024 Unwritten Histories
Theme by Anders Noren — Up ↑
On january 19th, 2021, college board announced that they will no longer administer the sat subject tests in the u.s. and that the essay would be retired. read our blog post to understand what this means in the near term and what the college board has in store for students down the road., our articles on subject tests and the sat essay will remain on our site for reference purposes as colleges and students transition to a revised testing landscape..
No percentiles or norms are provided in student reports. Even colleges do not receive any summary statistics. Given Compass’ concerns about the inaccuracy of essay scoring and the notable failures of the ACT on that front, the de-emphasis of norms would seem to be a good thing. The problem is that 10% of colleges are sticking with the SAT Essay as an admission requirement . While those colleges will not receive score distribution reports from the College Board, it is not difficult for them to construct their own statistics—officially or unofficially—based on thousands of applicants. Colleges can determine a “good score,” but students cannot. This asymmetry of information is harmful to students, as they are left to speculate how well they have performed and how their scores will be interpreted. Through our analysis, Compass hopes to provide students and parents more context for evaluating SAT Essay scores.
On the old SAT, the essay was a required component of the Writing section and made up approximately one-third of a student’s 200–800 score. The essay score itself was simply the sum (2–12) of two readers’ 1–6 scores. Readers were expected to grade holistically and not to focus on individual components of the writing. The SAT essay came under a great deal of criticism for being too loosely structured. Factual accuracy was not required; it was not that difficult to make pre-fabricated material fit the prompt; many colleges found the 2–12 essay scores of little use; and the conflation of the essay and “Writing” was, in some cases, blocking the use of the SAT Writing score—which included grammar and usage—entirely.
With the 2016 overhaul of the SAT came an attempt to make the essay more academically defensible while also making it optional (as the ACT essay had long been). The essay score is not a part of the 400–1600 score. Instead, a student opting to take the SAT Essay receives 2–8 scores in three dimensions: reading, analysis, and writing. No equating or fancy lookup table is involved. The scores are simply the sum of two readers’ 1–4 ratings in each dimension. There is no official totaling or averaging of scores, although colleges may choose to do so.
What is almost universally true about grading of standardized test essays is that readers gravitate to the middle of the scale. The default instinct is to nudge a score above or below a perceived cutoff or midpoint rather than to evenly distribute scores. When the only options are 1, 2, 3, or 4, the consequence is predictable—readers give out a lot of 2s and 3s and very few 1s and 4s. In fact, our analysis shows that 80% of all reader scores are 2s or 3s. This, in turn, means that most of the dimension scores (the sum of the two readers) range from 4 to 6. Analysis scores are outliers. A third of readers give essays a 1 in Analysis. Below is the distribution of reader scores across all dimensions.
By combining multiple data sources—including extensive College Board scoring information—Compass has estimated the mean and mode (most common) essay scores for students at various score levels. We also found that the reading and writing dimensions were similar, while analysis scores lagged by a point across all sub-groups. These figures should not be viewed as cutoffs for “good” scores. The loose correlation of essay score to Total Score and the high standard deviation of essay scores means that students at all levels see wide variation of scores. The average essay-taking student scores a 1,080 on the SAT and receives just under a 5/4/5.
College Board recently released essay results for the class of 2017, so score distributions are now available. From these, percentiles can also be calculated. We provide these figures with mixed feelings. On the one hand, percentile scores on such an imperfect measure can be highly misleading. On the other hand, we feel that students should understand the full workings of essay scores.
What is frustrating to many students on the SAT and ACT is that they can score 98th percentile in most areas and then get a “middling” score on the essay. This result is actually quite predictable. Whereas math and verbal scores are the result of dozens of objective questions, the essay is a single question graded subjectively. To replace statistical concepts with a colloquial one—far more “luck” is involved than on the multiple-choice sections. What text is used in the essay stimulus? How well will the student respond to the style and subject matter? Which of the hundreds of readers were assigned to grade the student’s essay? What other essays has the reader recently scored?
Even good writers run into the unpredictability involved and the fact that essay readers give so few high scores. A 5 means that the Readers A and B gave the essay a 2 and a 3, respectively. Which reader was “right?” If the essay had encountered two readers like Reader A, it would have received a 4. If the essay had been given two readers like Reader B, it would have received a 6. That swing makes a large difference if we judge scores exclusively by percentiles, but essay scores are simply too blurry to make such cut-and-dry distinctions. More than 80% of students receive one of three scores—4, 5, or 6 on the reading and writing dimensions and 3, 4, or 5 on analysis.
It’s unlikely that many colleges will release a breakdown of essay scores for admitted students—especially since so few are requiring it. What we know from experience with the ACT , though, is that even at the most competitive schools in the country, the 25th–75th percentile scores of admitted students were 8–10 on the ACT’s old 2–12 score range. We expect that things will play out similarly for the SAT and that most students admitted to highly selective colleges will have domain scores in the 5–7 range (possibly closer to 4–6 for analysis). It’s even less likely for students to average a high score across all three areas than it is to obtain a single high mark. We estimate that only a fraction of a percent of students will average an 8—for example [8/8/8, 7/8/8, 8/7/8, or 8,8,7].
Update as of October 2017. The University of California system has published the 25th–75th percentile ranges for enrolled students. It has chosen to work with total scores. The highest ranges—including those at UCLA and Berkeley—are 17–20. Those scores are inline with our estimates above.
Colleges have been given no guidance by College Board on how to use essay scores for admission. Will they sum the scores? Will they average them? Will they value certain areas over others? Chances are that if you are worrying too much about those questions, then you are likely losing sight of the bigger picture. We know of no cases where admission committees will make formulaic use of essay scores. The scores are a very small, very error-prone part of a student’s testing portfolio.
Are 3s and 4s, then, low enough that an otherwise high-scoring student should retest? There is no one-size-fits-all answer to that question. In general, it is a mistake to retest solely to improve an essay score unless a student is confident that the SAT Total Score can be maintained or improved. A student with a 1340 PSAT and 1280 SAT may feel that it is worthwhile to bring up low essay scores because she has previously shown that she can do better on the Evidence-based Reading and Writing and Math, as well. A student with a 1400 PSAT and 1540 SAT should think long and hard before committing to a retest. Admission results from the class of 2017 may give us some added insight into the use of SAT Essay scores.
For the class of 2017, Compass has prepared a list of the SAT Essay and ACT Writing policies for 360 of the top colleges . Several of the largest and most prestigious public university systems—California, Michigan, and Texas, for example, still require the essay, and a number of highly competitive private colleges do the same—for example, Dartmouth, Harvard, Princeton, and Stanford.
The number of excellent colleges not requiring the SAT Essay, though, is long and getting longer. Compass expects even more colleges to drop the essay requirement for the classes of 2018 and 2019. Policies are typically finalized in late spring or during the summer.
A common question regarding SAT scores is whether the whole mess can be avoided by skipping the essay. After all, if only about 10% of colleges are requiring the section, is it really that important? Despite serious misgivings about the test and the ways scores are interpreted, Compass still recommends that most students take the essay unless they are certain that they will not be applying to any of the colleges requiring or recommending it. Nationally, about 70% of students choose to take the essay on at least one SAT administration. When looking at higher scoring segments, that quickly rises to 85–90%. Almost all Compass students take the SAT Essay at least once to insure that they do not miss out on educational opportunities.
Most Compass students decide to do some preparation for the essay, because taking any part of a test “cold” can be an unpleasant experience, and students want to avoid feeling like a retake is necessary. In addition to practicing exercises and tests, most students can perform well enough on the SAT Essay after 1–2 hours of tutoring. Students taking a Compass practice SAT will also receive a scored essay. Students interested in essay writing tips for the SAT can refer to Compass blog posts on the difference between the ACT and SAT tasks and the use of first person on the essays .
Yes. ACT makes it difficult to obtain a copy of your Writing essay, but College Board includes it as part of your online report.
Yes, colleges are provided with student essays. We know of very few circumstances where SAT Essay reading is regularly conducted. Colleges that do not require the SAT Essay fall into the “consider” and “do not consider” camps. Schools do not always list this policy on their website or in their application materials, so it is hard to have a comprehensive list. We recommend contacting colleges for more information. In general, the essay will have little to no impact at colleges that do not require or recommend it.
Almost all colleges that require the SAT Essay require Writing for ACT-takers. The essays are very different on the two tests, but neither can be said to be universally “easier” or “harder.” Compass recommends that the primary sections of the tests determine your planning. Compass’ content experts have also written a piece on how to attack the ACT essay .
ACT and SAT essay requirements ACT Writing scores explained Comparing ACT and SAT essay tasks The use of first person in ACT and SAT essays Understanding the “audience and purpose” of the ACT essay Compass proctored practice testing for the ACT, SAT, and Subject Tests
Art graduated magna cum laude from Harvard University, where he was the top-ranked liberal arts student in his class. Art pioneered the one-on-one approach to test prep in California in 1989 and co-founded Compass Education Group in 2004 in order to bring the best ideas and tutors into students' homes and computers. Although he has attained perfect scores on all flavors of the SAT and ACT, he is routinely beaten in backgammon.
Next post test prep in 10th grade: when does it make sense, 222 comments.
Hi! I’m a high school junior who took the October and November SATs. I got a 1500 on October and then retook it to get a 1590 in November. I’m very happy with my score, but my essays are troubling me. I got a 6-4-6 in October and thought I would improve in November, but I got a 6-3-6. I really cannot improve my actual SAT score, but I don’t understand the essay. I’ve always been a good writer and have consistently been praised for it in English class and outside of class. Is this essay score indicative of my writing skill? And will this essay hurt my chances at Ivy League and other top tier schools? None of the schools I plan on applying to require it, but, since I have to submit it, will it hurt my chances? Thank you so much.
Maya, The essay is becoming increasingly irrelevant. Honestly, a 6-4-6 is a fine score and will not hurt your chances for admission. It’s something of an odd writing task, so I wouldn’t worry that it doesn’t match your writing skills elsewhere.
SIGN UP FOR OUR NEWSLETTER
By using this website, you agree to our Privacy Policy .
© 2024 Compass Education Group. SAT, PSAT, NMSC, National Merit, Merit Scholar, ACT, ISEE, SSAT, HSPT and AP are registered trademarks not owned by Compass Education Group. The trademark holders were not involved in the production of, and do not endorse, this website.
Assessing your writing, explore more of umgc.
How Is Writing Graded?
Students often want to know how their writing assignments are graded—that is, what is an A paper, a B paper, and so on. Generally speaking, there are two basic ways to determine how your papers will be graded.
Understand your assignment, which often will include a rubric.
Understand general grading standards professors usually apply to papers.
Assignments and What Rubrics Have To Do with Them
Virtually every college and graduate-level assignment will include instructions from your professor. Often, rubrics, which provide criteria for each possible grade you might receive, will accompany your assignments.
Some rubrics can be quite detailed, breaking down the assignment and describing the grading criteria for each requirement. Other rubrics merely provide general writing standards associated with each grade. In either case, your first and best source for understanding assignment’s associated grading standards is the content of the assignment itself.
As you familiarize yourself with an assignment and its rubric, keep in mind the following:
Prioritize the criteria for a particular assignment over the criteria listed in the section below.
When an assignment comes with a rubric, study the rubric and familiarize yourself with it. Aside from your professor, this is the best guide to successfully meeting the assignment requirements.
Prioritize your professor’s advice above all. College and graduate professors often provide their own descriptions of their assignments and a list of requirements. Sometimes these can differ from the accompanying rubric. If you are ever in doubt about your assignment and its requirements, contact your professor with your questions.
Although each professor and class is unique, there are some general qualities that attach to each grade. The following grading standards may be useful as you assess your own writing, but remember, a number of factors ultimately contribute to your grade, including your specific instructor's guidelines and preferences. Always defer to your assignment-specific or class-specific standards for grading information, and reach out to your instructor with any questions.
The A paper is characterized by outstanding writing marked by superior readability and command of content.
The paper thoroughly addresses the assignment prompt.
The paper proceeds in a clear, logical fashion that makes the information accessible to the reader.
The paper’s purpose is clear, followed by details reflecting this purpose.
The style throughout the paper accommodates the reader.
The diction throughout the paper, and sentence construction, contribute to understanding.
The student’s grammar, mechanics, and format are flawless.
The B paper is characterized by distinguished writing and fulfills the assignment requirements; however, the writing contains some of the following weaknesses:
The paper is well organized, but the presentation of content sometimes inhibits understanding.
The audience for which the paper is intended is sometimes unclear.
The student’s diction at times is vague and hinders precise communication.
The student’s grammar, mechanics, and formatting flaws interfere with reading and comprehension.
The C paper is characterized by satisfactory writing that is generally effective but contains any one of the following weaknesses:
The paper lacks clear organization, or some material is not clearly explained; the paper’s audience and purpose are not clear.
The student’s sentences, although grammatically correct, often make information difficult to extract.
The student’s diction throughout the paper interferes with readability, but the reader can still glean the meaning; sections of the paper require rereading.
The paper contains repeated errors in grammar, mechanics, or format.
The D paper struggles to communicate information and contains weak writing. In a professional work environment, such writing would be considered incompetent because it suffers from any one of the following problems:
The paper contains two or more of the problems listed for the C paper.
The paper lacks evidence of audience accommodation.
The paper contains poor diction, such as garbled wording that prevents understanding.
The student’s sentences have mechanical errors, such as persistent run‑on sentences and comma splices.
The student’s grammar, spelling, or format problems create frequent obstacles to understanding.
The paper fails on multiple levels. A failing grade on a writing assignment usually means that your paper contains two or more of the problems listed for the D paper.
Mailing Address: 3501 University Blvd. East, Adelphi, MD 20783 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License . © 2022 UMGC. All links to external sites were verified at the time of publication. UMGC is not responsible for the validity or integrity of information located at external sites.
Chapter 1: College Writing
How Does College Writing Differ from Workplace Writing?
What Is College Writing?
Why So Much Emphasis on Writing?
Chapter 2: The Writing Process
Doing Exploratory Research
Getting from Notes to Your Draft
Introduction
Prewriting - Techniques to Get Started - Mining Your Intuition
Prewriting: Targeting Your Audience
Prewriting: Techniques to Get Started
Prewriting: Understanding Your Assignment
Rewriting: Being Your Own Critic
Rewriting: Creating a Revision Strategy
Rewriting: Getting Feedback
Rewriting: The Final Draft
Techniques to Get Started - Outlining
Techniques to Get Started - Using Systematic Techniques
Thesis Statement and Controlling Idea
Writing: Getting from Notes to Your Draft - Freewriting
Writing: Getting from Notes to Your Draft - Summarizing Your Ideas
Writing: Outlining What You Will Write
Chapter 3: Thinking Strategies
A Word About Style, Voice, and Tone
A Word About Style, Voice, and Tone: Style Through Vocabulary and Diction
Critical Strategies and Writing
Critical Strategies and Writing: Analysis
Critical Strategies and Writing: Evaluation
Critical Strategies and Writing: Persuasion
Critical Strategies and Writing: Synthesis
Developing a Paper Using Strategies
Kinds of Assignments You Will Write
Patterns for Presenting Information
Patterns for Presenting Information: Critiques
Patterns for Presenting Information: Discussing Raw Data
Patterns for Presenting Information: General-to-Specific Pattern
Patterns for Presenting Information: Problem-Cause-Solution Pattern
Patterns for Presenting Information: Specific-to-General Pattern
Patterns for Presenting Information: Summaries and Abstracts
Supporting with Research and Examples
Writing Essay Examinations
Writing Essay Examinations: Make Your Answer Relevant and Complete
Writing Essay Examinations: Organize Thinking Before Writing
Writing Essay Examinations: Read and Understand the Question
Chapter 4: The Research Process
Planning and Writing a Research Paper
Planning and Writing a Research Paper: Ask a Research Question
Planning and Writing a Research Paper: Cite Sources
Planning and Writing a Research Paper: Collect Evidence
Planning and Writing a Research Paper: Decide Your Point of View, or Role, for Your Research
Planning and Writing a Research Paper: Draw Conclusions
Planning and Writing a Research Paper: Find a Topic and Get an Overview
Planning and Writing a Research Paper: Manage Your Resources
Planning and Writing a Research Paper: Outline
Planning and Writing a Research Paper: Survey the Literature
Planning and Writing a Research Paper: Work Your Sources into Your Research Writing
Research Resources: Where Are Research Resources Found? - Human Resources
Research Resources: What Are Research Resources?
Research Resources: Where Are Research Resources Found?
Research Resources: Where Are Research Resources Found? - Electronic Resources
Research Resources: Where Are Research Resources Found? - Print Resources
Structuring the Research Paper: Formal Research Structure
Structuring the Research Paper: Informal Research Structure
The Nature of Research
The Research Assignment: How Should Research Sources Be Evaluated?
The Research Assignment: When Is Research Needed?
The Research Assignment: Why Perform Research?
Chapter 5: Academic Integrity
Academic Integrity
Giving Credit to Sources
Giving Credit to Sources: Copyright Laws
Giving Credit to Sources: Documentation
Giving Credit to Sources: Style Guides
Integrating Sources
Practicing Academic Integrity
Practicing Academic Integrity: Keeping Accurate Records
Practicing Academic Integrity: Managing Source Material
Practicing Academic Integrity: Managing Source Material - Paraphrasing Your Source
Practicing Academic Integrity: Managing Source Material - Quoting Your Source
Practicing Academic Integrity: Managing Source Material - Summarizing Your Sources
Types of Documentation
Types of Documentation: Bibliographies and Source Lists
Types of Documentation: Citing World Wide Web Sources
Types of Documentation: In-Text or Parenthetical Citations
Types of Documentation: In-Text or Parenthetical Citations - APA Style
Types of Documentation: In-Text or Parenthetical Citations - CSE/CBE Style
Types of Documentation: In-Text or Parenthetical Citations - Chicago Style
Types of Documentation: In-Text or Parenthetical Citations - MLA Style
Types of Documentation: Note Citations
Chapter 6: Using Library Resources
Finding Library Resources
Chapter 7: Assessing Your Writing
How Is Writing Graded?: A General Assessment Tool
The Draft Stage
The Draft Stage: The First Draft
The Draft Stage: The Revision Process and the Final Draft
The Draft Stage: Using Feedback
The Research Stage
Using Assessment to Improve Your Writing
Chapter 8: Other Frequently Assigned Papers
Reviews and Reaction Papers: Article and Book Reviews
Reviews and Reaction Papers: Reaction Papers
Writing Arguments
Writing Arguments: Adapting the Argument Structure
Writing Arguments: Purposes of Argument
Writing Arguments: References to Consult for Writing Arguments
Writing Arguments: Steps to Writing an Argument - Anticipate Active Opposition
Writing Arguments: Steps to Writing an Argument - Determine Your Organization
Writing Arguments: Steps to Writing an Argument - Develop Your Argument
Writing Arguments: Steps to Writing an Argument - Introduce Your Argument
Writing Arguments: Steps to Writing an Argument - State Your Thesis or Proposition
Writing Arguments: Steps to Writing an Argument - Write Your Conclusion
Writing Arguments: Types of Argument
Dictionaries
General Style Manuals
Researching on the Internet
Special Style Manuals
Writing Handbooks
Collaborative Writing: Assignments to Accompany the Group Project
Collaborative Writing: Informal Progress Report
Collaborative Writing: Issues to Resolve
Collaborative Writing: Methodology
Collaborative Writing: Peer Evaluation
Collaborative Writing: Tasks of Collaborative Writing Group Members
Collaborative Writing: Writing Plan
General Introduction
Peer Reviewing
Working with Your Instructor’s Comments and Grades
Devising a Writing Project Plan and Schedule
Reviewing Your Plan with Others
By using our website you agree to our use of cookies. Learn more about how we use cookies by reading our Privacy Policy .
Strategies, best practices and practical examples to make your grading process more efficient, effective and meaningful
This ultimate guide to grading student work offers strategies, tips and examples to help you make the grading process more efficient and effective for you and your students. The right approach can save time for other teaching tasks, like lecture preparation and student mentoring.
Grading is one of the most painstaking responsibilities of postsecondary teaching. It’s also one of the most crucial elements of the educational process. Even with an efficient system, grading requires a great deal of time—and even the best-laid grading systems are not entirely immune to student complaints and appeals. This guide explores some of the common challenges in grading student work along with proven grading techniques and helpful tips to communicate expectations and set you and your students up for success, especially those who are fresh out of high school and adjusting to new expectations in college or university.
Grading is only one of several indicators of a student’s comprehension and mastery, but understanding what grading entails is essential to succeeding as an educator. It allows instructors to provide standardized measures to evaluate varying levels of academic performance while providing students valuable feedback to help them gauge their own understanding of course material and skill development. Done well, effective grading techniques show learners where they performed well and in what areas they need improvement. Grading student work also gives instructors insights into how they can improve the student learning experience.
No matter how experienced the instructor is, grading student work can be tricky. No such grade exists that perfectly reflects a student’s overall comprehension or learning. In other words, some grades end up being inaccurate representations of actual comprehension and mastery. This is often the case when instructors use an inappropriate grading scale, such as a pass/fail structure for an exam, when a 100-point system gives a more accurate or nuanced picture.
Grading students’ work fairly but consistently presents other challenges. For example, grades for creative projects or essays might suffer from instructor bias, even with a consistent rubric in place. Instructors can employ every strategy they know to ensure fairness, accessibility, accuracy and consistency, and even so, some students will still complain about their grades. Handling grade point appeals can pull instructors away from other tasks that need their attention.
Many of these issues can be avoided by breaking things down into logical steps. First, get clear on the learning outcomes you seek to achieve, then ensure the coursework students will engage in is well suited to evaluating those outcomes and last, identify the criteria you will use to assess student performance.
There are a number of grading techniques that can alleviate many problems associated with grading, including the perception of inconsistent, unfair or arbitrary practices. Grading can use up a large portion of educators’ time. However, the results may not improve even if the time you spend on it does. Grading, particularly in large class sizes, can leave instructors feeling burnt out. Those who are new to higher education can fall into a grading trap, where far too much of their allocated teaching time is spent on grading. As well, after the graded assignments have been handed back, there may be a rush of students wanting either to contest the grade, or understand why they got a particular grade, which takes up even more of the instructor’s time. With some dedicated preparation time, careful planning and thoughtful strategies, grading student work can be smooth and efficient. It can also provide effective learning opportunities for the students and good information for the instructor about the student learning (or lack of) taking place in the course. These grading strategies can help instructors improve their accuracy in capturing student performance .
Setting grading criteria helps reduce the time instructors spend on actual grading later on. Such standards add consistency and fairness to the grading process, making it easier for students to understand how grading works. Students also have a clearer understanding of what they need to do to reach certain grade levels.
Establishing clear grading criteria also helps instructors communicate their performance expectations to students. Furthermore, clear grading strategies give educators a clearer picture of content to focus on and how to assess subject mastery. This can help avoid so-called ‘busywork’ by ensuring each activity aligns clearly to the desired learning outcome.
Step 1: Determine the learning outcomes and the outputs to measure performance. Does assessing comprehension require quizzes and/or exams, or will written papers better capture what the instructor wants to see from students’ performance? Perhaps lab reports or presentations are an ideal way of capturing specific learning objectives, such as behavioral mastery.
Step 2: Establish criteria to determine how you will evaluate assigned work. Is it precision in performing steps, accuracy in information recall, or thoroughness in expression? To what extent will creativity factor in the assessment?
Step 3: Determine the grade weight or value for each assignment. These weights represent the relative importance of each assignment toward the final grade and a student’s GPA. For example, how much will the final exam count relative to a research paper or essay? Once the weights are in place, it’s essential to stratify grades that distinguish performance levels. For example:
Grading efficiency depends a great deal on devoting appropriate amounts of time to certain grading tasks. For instance, some assignments deserve less attention than others. That’s why some outcomes, like attendance or participation work, can help save time by getting a simple pass/fail grade or acknowledgment of completion using a check/check-plus/check-minus scale.
However, other assignments like tests or papers need to show more in-depth comprehension of the course material. These items need more intricate scoring schemes and require more time to evaluate, especially if student responses warrant feedback.
When appropriate, multiple-choice questions can provide a quick grading technique. They also provide the added benefit of grading consistency among all students completing the questions. However, multiple-choice questions are more difficult to write than most people realize. These questions are most useful when information recall and conceptual understanding are the primary learning outcomes.
Instructors can maximize their time for more critical educational tasks by creating scheduled grading strategies and sticking to it. A spreadsheet is also essential for calculating many students’ grades quickly and exporting data to other platforms.
Grading student work is more than just routine, despite what some students believe. The better students understand what instructors expect them to take away from the course, the more meaningful the grading structure will be. Meaningful grading strategies reflect effective assignments, which have distinct goals and evaluation criteria. It also helps avoid letting the grading process take priority over teaching and mentoring.
Leaving thoughtful and thorough comments does more than rationalize a grade. Providing feedback is another form of teaching and helps students better understand the nuances behind the grade. Suppose a student earns a ‘C’ on a paper. If the introduction was outstanding, but the body needed improvement, comments explaining this distinction will give a clearer picture of what the ‘C’ grade represents as opposed to ‘A-level’ work.
Instructors should limit comments to elements of their work that students can actually improve or build upon. Above all, comments should pertain to the original goal of the assignment. Excessive comments that knit-pick a student’s work are often discouraging and overwhelming, leaving the student less able or willing to improve their effort on future projects. Instead, instructors should provide comments that point to patterns of strengths and areas needing improvement. It’s also helpful to leave a summary comment at the end of the assignment or paper.
In many instances, an appropriate response to a grade complaint might simply be, “It’s in the syllabus.” Nevertheless, one of the best strategies to curtail grade complaints is to limit or prohibit discussions of grades during class time. Inform students that they can discuss grades outside of class or during office hours.
Instructors can do many things before the semester or term begins to reduce grade complaints. This includes detailed explanations in the grading system’s syllabus, the criteria for earning a particular letter grade, policies on late work, and other standards that inform grading. It also doesn’t hurt to remind students of each assignment’s specific grading criteria before it comes due. Instructors should avoid changing their grading policies; doing so will likely lead to grade complaints.
Since not all assignments may count equally toward a final course grade, instructors should figure out which grading scales are appropriate for each assignment. They should also consider that various assignments assess student work differently; therefore, their grading structure should reflect those differences. For example, some exams might warrant a 100-point scale rather than a pass/fail grade. Requirements like attendance or class participation might be used to reward effort; therefore, merely completing that day’s requirement is sufficient.
Some writing projects might seem like they require more subjective grading standards than multiple-choice tests. However, instructors can implement objective standards to maintain consistency while acknowledging students’ individual approaches to the project.
Instructors should create a rubric or chart against which they evaluate each assignment. A rubric contains specific grading criteria and the point value for each. For example, out of 100 points, a rubric specifies that a maximum of 10 points are given to the introduction. Furthermore, an instructor can include even more detailed elements that an introduction should include, such as a thesis statement, attention-getter, and preview of the paper’s main points.
While exams, research papers, and math problems tend to have more finite grading criteria, creative works like short films, poetry, or sculptures can seem more difficult to grade. Instructors might apply technical evaluations that adhere to disciplinary standards. However, there is the challenge of grading how students apply their subject talent and judgment to a finished product.
For creative projects that are more visual, instructors might ask students to submit a written statement along with their assignment. This statement can provide a reflection or analysis of the finished product, or describe the theory or concept the student used. This supplement can add insight that informs the grade.
Professors or course coordinators who oversee several sections of a course have the added responsibility of managing other instructors or graduate student teaching assistants (TAs) in addition to their own grading. Course directors need to communicate regularly and consistently with all teaching staff about the grading standards and criteria to ensure they are applied consistently across all sections.
If possible, the course director should address students from all sections in one gathering to explain the criteria, expectations, assignments, and other policies. TAs should continue to communicate grading-related information to the students in their classes. They also should maintain contact with each other and the course director to address inconsistencies, stay on top of any changes and bring attention to problems.
To maintain consistency and objectivity across all sections, the course director might consider assigning TAs to grade other sections besides their own. Another strategy that can save time and maintain consistency is to have each TA grade only one exam portion. It’s also vital to compare average grades and test scores across sections to see if certain groups of students are falling behind or if some classes need changes in their teaching strategies.
Ungrading is an education model that prioritizes giving feedback and encouraging learning through self-reflection rather than a letter grade. Some instructors argue that grades cannot objectively assess a student’s work. Even when calculated down to the hundredth of a percentage point, a “B+” on an English paper doesn’t paint a complete picture about what a student can do, what they understand or where they need help. Alfie Kohn, lecturer on human behavior, education, and parenting, says that the basis for grades is often subjective and uninformative. Even the final grade on a STEM assignment is more of a reflection of how the assignment was written, rather than the student’s mastery of the subject matter. So what are educators who have adopted ungrading actually doing? Here are some practices and strategies that decentralize the role of assessments in the higher ed classroom.
Instructors will grade on a curve to allow for a specific distribution of scores, often referred to as “normal distribution.” To ensure there is a specific percentage of students receiving As, Bs, Cs and so forth, the instructor can manually adjust grades.
When displayed visually, the distribution of grades ideally forms the shape of a bell. A small number of students will do poorly, another small group will excel and most will fall somewhere in the middle. Students whose grades settle in the middle will receive a C-average. Students with the highest and the lowest grades fall on either side.
Some instructors will only grade assignments and tests on a curve if it is clear that the entire class struggled with the exam. Others use the bell curve to grade for the duration of the term, combining every score and putting the whole class (or all of their classes, if they have more than one) on a curve once the raw scores are tallied.
Grading is a time-consuming exercise for most educators. Here are some tips to help you become more efficient and to lighten your load.
There are many tools available to college educators to make grading student work more consistent and efficient. Top Hat’s all-in-one teaching platform allows you to automate a number of grading processes, including tests and quizzes using a variety of different question types. Attendance, participation, assignments and tests are all automatically captured in the Top Hat Gradebook , a sophisticated data management tool that maintains multiple student records.
In the Top Hat Gradebook, you can access individual and aggregate grades at a glance while taking advantage of many different reporting options. You can also sync grades and other reporting directly to your learning management system (LMS).
Grading is one of the most essential components of the teaching and learning experience. It requires a great deal of strategy and thought to be executed well. While it certainly isn’t without its fair share of challenges, clear expectations and transparent practice ensure that students feel included as part of the process and can benefit from the feedback they receive. This way, they are able to track their own progress towards learning goals and course objectives.
Click here to learn more about Gradebook, Top Hat’s all-in-one solution designed to help you monitor student progress with immediate, real-time feedback.
Subscribe to the top hat blog.
Join more than 10,000 educators. Get articles with higher ed trends, teaching tips and expert advice delivered straight to your inbox.
Calculate for all schools, your chance of acceptance.
Extracurriculars.
Our free chancing engine takes into consideration your SAT score, in addition to other profile factors, such as GPA and extracurriculars. Create a free account to discover your chances at hundreds of different schools.
Students taking the latest version of the SAT have a lot of questions about the Essay section in particular. When the College Board redesigned the SAT in 2016, the Essay section was the aspect of the test that changed most substantially.
As a result, it is the section that is least understood. Keep reading to learn how we approach setting a good target score for this often enigmatic section of the SAT.
Students taking the optional Essay section are provided with a written argument and asked to analyze it. Check out the College Board’s example prompt with sample graded responses to get a sense of what the exam looks like.
This is the only optional section of the SAT. It does not impact your overall score out of 1600. Instead, your Essay grade stands alone on your score report.
While the College Board does not require the SAT Essay, certain schools do.
As part of our free guidance platform, our Admissions Assessment tells you what schools you need to improve your SAT score for and by how much. Sign up to get started today.
Additionally, these schools do not require the SAT Essay but recommend it.
We recommend taking the Essay section just in case you want to apply to one of the schools that requires or recommends it. If you’re absolutely sure you won’t apply to any of these schools, you can skip it. Just know that you can’t retake the SAT essay alone, so if you change your mind and want to apply to a school that requires the Essay section, you’ll have to retake the whole test.
Your essay will be evaluated on three criteria—Reading, Analysis, and Writing.
The Reading grade is meant to gauge how well you understand the passage content. Did you absorb the information you just read? Especially when the details are not intuitive, your readers will be checking to see that you read closely and caught the nuance of the piece.
The Analysis score relates to how well you represented the argument that the writer made. Your goal in the Essay section should be to determine what the writer’s main argument is and describe how they present it.
Finally, your score in Writing reflects your own command over the English language. Your capacity to write clear, well-structured sentences that use a wide range of vocabulary will determine this grade.
Two readers each give the essay a score between 1 and 4, depending on how well each reader thinks you did in the three categories. Their grades are then summed to give you a three-part grade. The highest grade you can receive is 8, 8, 8, while the lowest possible score is 2, 2, 2. To give an example, one student may score a 5, 4, 4, which would mean that their readers submitted the following feedback:
Reading | 3 | 2 |
Analysis | 2 | 2 |
Writing | 2 | 2 |
In 2019, the mean score on the Reading and Writing for the SAT Essay was a 5. For the Analysis section, the mean score was a little lower at 3, simply because Analysis is a skill that high school students spend less time honing than Reading or Writing.
For a detailed breakdown of how 2019’s test takers performed, here are a few score distributions:
Here’s a rough breakdown of the percentile scores based on the most recent College Board data. Here’s how this chart works: say you scored a 6 on the Reading section. According to the data, that means that you performed better than 70% of other essay writers.
SAT Essay Score Percentile Rankings
8 | 99 | 99+ | 98 |
7 | 96 | 99 | 93 |
6 | 70 | 93 | 53 |
5 | 48 | 79 | 33 |
4 | 18 | 51 | 9 |
3 | 8 | 32 | 4 |
2 | 0 | 0 | 0 |
Source: College Board and CollegeVine data analysis
Unless your SAT Essay score is rock-bottom, you should not feel the need to retest just to improve your Essay score. If you received a low score that you feel isn’t representative of your writing abilities, focus on crafting stellar college essays instead of retaking the SAT just for the Essay section.
If you were unhappy with your SAT Essay score AND your overall SAT score, however, then you should consider retaking the test with the Essay section.
Here are a few tips on how to improve your SAT Essay score:
1. Annotate the passage. Read carefully. Start by boxing the main argument of the passage, then put a star next to three or four places where the author employs a strategy to win the readers over. These may include:
2. State the main point of the passage author. Make it clear that you understand what the author is trying to say by stating their thesis clearly in your essay response. No one reading your essay should have any doubt as to what you think the main point of the passage is.
Make the author’s thesis clear at the beginning of your response as well as in your concluding paragraph. Tie back to it often within your body paragraphs too.
3. Outline before you write. Spend 3-5 minutes organizing your thoughts. Build up 2-4 points about the argument’s structure. Think of yourself as a debate coach. Give feedback on the persuasion tactics the author used. Which ones were most effective? What could they have done to sway their audience even more?
Remembered the strategies you starred when you were annotating? These are the building blocks of the author’s argument, and your essay should provide analysis of how effectively these building blocks were used.
4. DO NOT include your personal opinion. The essay exists to assess whether you can analyze an argument. It has nothing to do with your personal views. If you find yourself defending or disagreeing with the passage, that is a good sign that you are missing a chance to analyze the argument’s structure.
5. Proofread your essay. Give yourself 2 minutes towards the end of the section to improve the language you used. Search for spelling and grammar mistakes, as well as weak word choice. Replace monosyllabic words like “good” and “is” with more dynamic vocabulary, such as “striking” or “constitutes.” This is a quick and easy way to boost your Writing score.
For more advice on how to study for the Essay section, check out our How to Get a Perfect Score on the SAT Essay and The Ultimate Guide to the New SAT Essay .
Want to know how your SAT score impacts your chances of acceptance to your dream schools? Our free Chancing Engine will not only help you predict your odds, but also let you know how you stack up against other applicants, and which aspects of your profile to improve. Sign up for your free CollegeVine account today to gain access to our Chancing Engine and get a jumpstart on your college strategy!
The documents below (all from Northwestern) provide examples for instructors seeking methods to systematize their grading of papers and to explain their grading criteria to students. The documents illustrate three principles about grading criteria: (1) The criteria depend on the nature of the assignment (e.g., reflective essay, technical report). (2) The criteria are grouped in categories (e.g., clear purpose, logical organization, grammar/style). (3) The criteria can be presented to students in different forms (e.g., table, list, etc.).
Analytical and research paper grading guide Details the criteria--including compelling argument, logical organization, awareness of audience, sophisticated style, and evidence of revision--used to determine grades
Grading criteria for a reflective essay A list of grading criteria distributed to students before they revise their first assignment, a reflective essay. The handout is intended both to inform students of what I will be looking for in assessing their revisions and to reinforce the general suggestions I gave them in our conferences about their first drafts.
Grading criteria freshman engineering essays (doc) A two-column chart, with evaluation criteria listed in one column and space for specific comments in the other. Each student receives this chart back with his or her graded essay.
ESL grading symbols What is most useful about this handout on symbols for ESL (English as a Second Language) writers is that it divides the errors into those that interfere with a reader comprehending the writer’s intended meaning and the more superficial errors.
Criteria for letter grades Grading standards that can be distributed to students and then referred to in giving students feedback on working drafts so they can understand what they need to do to improve their writing.
Freshman seminar grading chart A chart that explains the criteria (purpose, content, organization, mechanics, and style) used to determine grades.
Freshman seminar grading sheet final essay A detailed checklist of strengths and areas for improvement returned to each student with his or her graded paper.
Freshman seminar assessment rubric A rubric developed by Northwestern's WCAS freshman assessment group to assess how well the freshman seminar program meets its goal of improving student writing. Instructors may find it a useful way to evaluate each student's writing on individual papers and throughout the course.
Northwestern University Library | 1970 Campus Drive, Evanston, IL 60208-2300 | Phone: 847.491.7658 | Fax: 847.491.8306 | Email: [email protected]
The Common Grading Scale (CGS) replaced the Common Assessment Scale from September 2014.
The CGS provides a common, alpha-numeric marking scale which is used across the University. This enables you to compare your performance in different disciplines and courses and ensures consistency in assessment.
Grade | Band Descriptor | Honour Class | PGT Award | Grade Point | |
---|---|---|---|---|---|
Excellent | First | Distinction | 22.00-18.00 | ||
Very Good | Upper Second | Commendation | 17.99-15.00 | ||
Good | Lower Second | Pass | 14.99-12.00 | ||
Pass (pass grade = D3) | Third | Pass | 11.99-9.00 | ||
, E1, E2, E3 | Marginal Fail | Below Third Class Honours | Fail | 8.99-6.00 | |
Fail | Below Third Class Honours | Fail | 5.99-3.00 | ||
Fail, Token, or No Submission | Below Third Class Honours | Fail | 2.99-0.00 | ||
RP is at Postgraduate Taught level RF is l at Postgraduate Taught level |
The Scale comprises 23 discrete Grades grouped into seven Bands with an associated Grade Point for each grade. These Grade Points are used for the purposes of aggregation to (i) determine the overall course mark from a number of components (eg end of course exam and essay mark) and (ii) determine overall honours degree classification.
Each band has associated Descriptors; in looking at the Grade received, you should refer to these descriptors to help you understand your Grade.
Ongoing assessment throughout your course to help you and your tutor monitor your progress. Formative assessments do not count towards your final mark. Most of our courses feature some element of formative assessment.
Assessments that take place at the end of units or at the end of your course to evaluate your understanding of the materials you’ve studied. Summative assessments contribute to the final mark you receive for your course.
Some courses may involve formal exams that you have to attend in person at the end of your studies.
Credits are an indicative guide to the length of time it takes an average student to complete a course’s learning outcomes.
One SCQF credit represents an average of 10 hours of learning time, including teaching, private study and assessments.
You may take more or less than 10 hours to complete one SCQF credit, but this will not affect how many credits you receive for completing it. However long you take, you’ll still receive one SCQF credit.
But what about your essay? How does your essay score compare to everyone else? There's no percentile information for that in the score report.
Find out what an average SAT essay score looks like (and how you stack up) in this article!
feature image credit: FLL Small, Medium, & Large Trophies by David Luders , used under CC BY 2.0 /Cropped from original.
(adsbygoogle = window.adsbygoogle || []).push({});.
In January 2021, the College Board announced that after June 2021, it would no longer offer the Essay portion of the SAT (except at schools who opt in during School Day Testing). It is now no longer possible to take the SAT Essay, unless your school is one of the small number who choose to offer it during SAT School Day Testing.
While most colleges had already made SAT Essay scores optional, this move by the College Board means no colleges now require the SAT Essay. It will also likely lead to additional college application changes such not looking at essay scores at all for the SAT or ACT, as well as potentially requiring additional writing samples for placement.
What does the end of the SAT Essay mean for your college applications? Check out our article on the College Board's SAT Essay decision for everything you need to know.
First, a quick reminder about how SAT essays are scored: two graders score each SAT essay on a scale of 1-4 across three different dimensions:
Summed together, this means your score can range between 2 and 8 for each area. There is no longer one single "total" SAT essay score, just Reading, Analysis, and Writing essay scores.
Logically, it would seem that the average SAT essay score in each domain should be a 5 (since that's halfway between 2 and 8). The most recent SAT essay score data bears this out except when it comes to the Analysis dimension.
The average SAT essay score for students graduating high school in 2020 was 5 out of 8 for Reading, 3 out of 8 for Analysis, and 5 out of 8 for Writing (source: CollegeBoard 2020 Total Group Report) .
To get a better idea of how frequently different essay scores were assigned, I created several different SAT essay score distribution charts that show how many students got each essay score for Reading, Analysis, and Writing .
The data in this first chart shows the distribution of scores across all three dimensions for students who graduated high school in 2019.
(data source for all graphs: CollegeBoard)
From this chart, we can see that there's the same general trend for the numbers of students who got various Reading and Writing scores, while there's something quite different going on with Analysis scores. Let's separate these scores out into separate graphs, starting with Reading and Writing essay scores.
If you compare the graphs for the distribution of Reading and Writing scores, you'll see a striking similarity between them when it comes to how many students got each score on Reading and Writing. There's a huge drop-off from the middle range of scores (4-6) to the upper and lower ends of the scale.
Because so many people score towards the middle on SAT Essay Reading and Writing scores, it's safe to say that if you score a 3 or below, your essay score is definitely lower than average; if you score a 4-6, your score is pretty average; and if you score a 7 or above, your score is significantly higher than average.
Things are a little murkier when it comes to the Analysis essay scores. Let's take a look.
In contrast to the trend for Reading and Writing scores, Analysis scores are heavily skewed toward the bottom of the scale. Even though the average Analysis score for 2020 was a 3 out of 8, the Analysis score the most students received was 2 out of 8.
Why did so many students score lower on Analysis, while still managing to do okay on Reading and Writing? The most likely answer is that the Analysis dimension is the part of the SAT essay task that is most different from what students have had to do on other standardized test essays.
Instead of giving their opinion on the passage in the SAT essay prompt, students are asked to analyze the author's opinion. While this analysis is pretty straightforward once you manage to wrap your mind around it, it is very different from what students had to do on the old SAT essay (and what students are still asked to do on the ACT essay) and other standardized essays like DBQs .
Because of the different trends for Analysis scores on the SAT essay, an Analysis score of a 6 or above puts you well above average; a score of 3-5 is solidly middle of the pack; and a score of 2 is low. If you did get a 2/8 Analysis score, the good news is that you can most likely boost it to at least a 4 (if not a 6 or higher) by reviewing these 15 SAT essay tips .
When colleges look at your SAT scores, however, they usually won't look at your essay scores all by themselves. Most schools look at your overall SAT score first, your Evidence-Based Reading and Writing and Math scores next, and your essay scores last (if they care about your SAT essay scores at all). This leads into my next point...
Because your essay score no longer affects your Writing section score on the SAT, the importance of the SAT Essay has decreased significantly. More and more schools are dropping the requirement for students to submit SAT with Essay scores entirely, and schools that do require the SAT Essay often place much less importance on your essay score than on your other SAT scores.
Still, there are highly competitive programs and schools that use SAT scores to place students in the appropriate level classes that require students to submit SAT Essay scores. For these kinds of schools, while your SAT essay score still won't matter as much as almost any other part of your application, you'll still want to aim for a high enough score that you're not immediately disqualified (or so that you don't get bumped down into remedial writing).
So what's the average SAT essay score you should target for more competitive schools? Our advice is to aim for at least a 6 out of 8 on Reading, Analysis, and Writing.
Higher essay scores (particularly on the Analysis dimension) are even better, but a 6 out of 8 shows that you have above-average writing skills on a standardized essay written at the end of a multi-hour test.
In cases where admissions offices might wonder if your application's personal statement was a fluke, your SAT essay scores can confirm that you do have a certain level of writing ability. And the SAT essay rubric requirements to get a 6 out of 8 on each section are a pretty reasonable minimum standard for colleges to expect students to meet.
If you're struggling to get a 4 or above on each SAT essay section, don't despair—you're not alone, and there is hope.
Start by reading our collection of SAT essay blog articles . I recommend starting with our introduction to the new SAT essay prompts , our SAT essay tips article , and our explanation of the SAT essay rubric . Next, follow along as I write an SAT essay, step-by-step . With these four articles, you'll learn just what is required to excel in each dimension of the SAT essay and how to approach reading the prompt, analyzing the passage, and writing the essay.
For further help, you can take a look at how to create your own SAT essay templates and how to get a perfect 8/8/8 score on the SAT essay . If you're struggling with identifying how the authors of SAT essay prompts build their argument, we also go into the six most common argumentative essay devices .
Finally, if you think you'd benefit from more personalized feedback on your essay writing, you might want to try out PrepScholar SAT . You'll get to write essays on official SAT essay prompts and receive feedback from graders on what you're doing well and how you can improve and boost your score to the next level.
Now that you know what an average SAT essay score is, what should be your target ? Learn more with our article on what a good SAT essay score is for you .
Discover what the relationship is between SAT essay length and essay score here !
Do you need to submit an SAT essay score for the schools you're applying to? Find out if your schools are on the list of schools requiring the SAT with essay here .
How to Get Into Harvard and the Ivy League
How to Get a Perfect 4.0 GPA
How to Write an Amazing College Essay
What Exactly Are Colleges Looking For?
ACT vs. SAT: Which Test Should You Take?
When should you take the SAT or ACT?
Get Your Free
Find Your Target SAT Score
Free Complete Official SAT Practice Tests
Score 800 on SAT Math
Score 800 on SAT Reading and Writing
Score 600 on SAT Math
Score 600 on SAT Reading and Writing
Find Your Target ACT Score
Complete Official Free ACT Practice Tests
Get a 36 on ACT English
Get a 36 on ACT Math
Get a 36 on ACT Reading
Get a 36 on ACT Science
Get a 24 on ACT English
Get a 24 on ACT Math
Get a 24 on ACT Reading
Get a 24 on ACT Science
Stay Informed
Get the latest articles and test prep tips!
Laura graduated magna cum laude from Wellesley College with a BA in Music and Psychology, and earned a Master's degree in Composition from the Longy School of Music of Bard College. She scored 99 percentile scores on the SAT and GRE and loves advising students on how to excel in high school.
Have any questions about this article or other topics? Ask below and we'll reply!
IMAGES
VIDEO
COMMENTS
When a professor assigns a paper, it often comes with a writing rubric. The professor will use the writing rubric to grade your essay. Writing rubrics offer guidance and help you make sure you're ticking every box as you write. They don't always involve points. Sometimes, rubrics score papers on a scale from poor to excellent.
Naturally, you may be wondering what average score you need on each MEE answer to pass the MEE portion of the bar exam. In UBE jurisdictions, you need an average score somewhere between 3.9 and 4.2 to pass. Specifically: An average score of 3.9 is passing for jurisdictions that require a 260. An average score of 4 out of 6 is passing for ...
100-Point Essay Rubric. Need an easy way to convert a scoring rubric to a letter grade? This example for essay writing earns students a final score out of 100 points. Learn more: Learn for Your Life. Drama Performance Rubric. If you're unsure how to grade a student's participation and performance in drama class, consider this example.
Outlined below is the entire process of how an examinee's MEE score is calculated: Step # 1: Each essay answer is graded and given a "raw score" using relative grading. The score given is based on the quality of the answer, and the grading scale varies per jurisdiction (e.g. 0-6, 1-5). "Relative grading" means scoring and ranking the ...
%PDF-1.7 %âãÏÓ 14 0 obj > endobj xref 14 36 0000000016 00000 n 0000001282 00000 n 0000014475 00000 n 0000014623 00000 n 0000015042 00000 n 0000015081 00000 n 0000015246 00000 n 0000015409 00000 n 0000015580 00000 n 0000015654 00000 n 0000016290 00000 n 0000016562 00000 n 0000016890 00000 n 0000017245 00000 n 0000017860 00000 n 0000018383 00000 n 0000019045 00000 n 0000019642 00000 n ...
Rubric Best Practices, Examples, and Templates. A rubric is a scoring tool that identifies the different criteria relevant to an assignment, assessment, or learning outcome and states the possible levels of achievement in a specific, clear, and objective way. Use rubrics to assess project-based student work including essays, group projects ...
A rubric is a chart used in grading essays, special projects and other more items which can be more subjective. It lists each of the grading criteria separately and defines the different performance levels within those criteria. Standardized tests like the SAT's use rubrics to score writing samples, and designing one for your own use is easy ...
Use this simple EZ Grading calculator to find quiz, test and assignment scores: Easy Grader. Average Grade Calculator. Final Grade Calculator. # of questions: # wrong: Result. 10 / 10 = 100%. Show Grading Chart Show Decimals.
Grading rubrics can be of great benefit to both you and your students. For you, a rubric saves time and decreases subjectivity. Specific criteria are explicitly stated, facilitating the grading process and increasing your objectivity. For students, the use of grading rubrics helps them to meet or exceed expectations, to view the grading process ...
The Complete SAT Essay Grading Rubric: Item-by-Item Breakdown. Based on the CollegeBoard's stated Reading, Analysis, and Writing criteria, I've created the below charts (for easier comparison across score points). For the purpose of going deeper into just what the SAT is looking for in your essay, I've then broken down each category further ...
The highest SAT score you can possibly earn is 1600. The lowest is 400. Your total SAT score is comprised of a Math section score and an Evidence-Based Reading and Writing score. Each SAT section is scored between 200 and 800 points. The average SAT score for the class of 2022 was 1050. The average Math score on the SAT for the class of 2022 ...
Your comps list can be a great starting point. 5) Make a Grading Conversion Chart. In general, most assignments require three different "grades": a letter grade, a percentage, and a numeric grade (like 7 out of 10). They each have their own purposes, but the odds are you will need to convert between them.
On the old SAT, the essay was a required component of the Writing section and made up approximately one-third of a student's 200-800 score. The essay score itself was simply the sum (2-12) of two readers' 1-6 scores. Readers were expected to grade holistically and not to focus on individual components of the writing.
Students often want to know how their writing assignments are graded—that is, what is an A paper, a B paper, and so on. Generally speaking, there are two basic ways to determine how your papers will be graded. Understand your assignment, which often will include a rubric. Understand general grading standards professors usually apply to papers.
8 − Effective. Essays earning a score of 8 effectively develop a position on the role, if any, that public libraries should serve in the future. They develop their position by effectively synthesizing* at least three of the sources. The evidence and explanations appropriately and convincingly support the student's position.
Grading essays and open-ended writing. ... Instructors should create a rubric or chart against which they evaluate each assignment. A rubric contains specific grading criteria and the point value for each. For example, out of 100 points, a rubric specifies that a maximum of 10 points are given to the introduction. Furthermore, an instructor can ...
Each ACT essay is scored by two different graders on a scale of 1-6 across four different domains, for a total score out of 12 in each domain. These domain scores are then averaged into a total score out of 12. NOTE: The ACT Writing Test from September 2015-June 2016 had a slightly different scoring scale; instead of averaging all the domain ...
In 2019, the mean score on the Reading and Writing for the SAT Essay was a 5. For the Analysis section, the mean score was a little lower at 3, simply because Analysis is a skill that high school students spend less time honing than Reading or Writing. For a detailed breakdown of how 2019's test takers performed, here are a few score ...
The documents below (all from Northwestern) provide examples for instructors seeking methods to systematize their grading of papers and to explain their grading criteria to students. The documents illustrate three principles about grading criteria: (1) The criteria depend on the nature of the assignment (e.g., reflective essay, technical report).
ACT Essay Grading: The Basics. If you've chosen to take the ACT Plus Writing, you'll have 40 minutes to write an essay (after completing the English, Math, Reading, and Science sections of the ACT, of course). Your essay will be evaluated by two graders, who score your essay from 1-6 on each of 4 domains, leading to scores out of 12 for each ...
The Common Grading Scale (CGS) replaced the Common Assessment Scale from September 2014. The CGS provides a common, alpha-numeric marking scale which is used across the University. This enables you to compare your performance in different disciplines and courses and ensures consistency in assessment. The Scale comprises 23 discrete Grades ...
The SAT has two big sections—SAT Reading and Writing and SAT Math. You can earn a scaled score of between 200 and 800 points on each section, for a total of 1600 possible points on the SAT. The scaled score of between 200 and 800 is converted from the raw score you earn on each section. Your raw score is simply the number of questions you ...
The average SAT essay score for students graduating high school in 2020 was 5 out of 8 for Reading, 3 out of 8 for Analysis, and 5 out of 8 for Writing (source: CollegeBoard 2020 Total Group Report). To get a better idea of how frequently different essay scores were assigned, I created several different SAT essay score distribution charts that ...