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Grading and Feedback

Online Grading via Albert

Final grades are submitted online via the Faculty Center on Albert. Generally, final grades must be submitted within 72 hours of the last class meeting. Specific dates will be communicated each semester by the Office of the Associate Dean for Academic Affairs.

For an overview of online grading visit the Faculty Grading Help webpage.  

For additional help with grading please contact Niurvys Hechavarria (niurvys.hechavarria@nyu.edu), Faculty Resources Administrator.

General Guidelines for Grading

In grading students’ papers it is helpful to students if you write comments that reflect areas of both strength and weakness. In addition, at the end of the paper you should make a final statement summarizing your analysis of their work. Comments should convey how you arrived at the grade.

Students sometimes request an opportunity to re-write mid-term papers. You are under no obligation to grant this request. It should be done only if you feel that the benefit of doing so outweighs the drawbacks. Students should not routinely be permitted to re-write final papers. This decision is up to each instructor. Some students may want to meet with you to go over their paper in more detail or because they are upset about their grade. Please make every effort to meet with the student.

Note that letter grades range from “A” to “C” and “F”. We do not use A+, C+, C- or D grades.

 

 

Feedback

Faculty have a responsibility to provide feedback to students on their performance at appropriate intervals throughout the course, and to respond promptly to questions and concerns about grading. Students have the right to consult with a faculty member about how the grade for a particular assignment or the final grade was determined. Final course grades can include a combination of paper grades, attendance, and participation. You should let your students know your expectations about this at the beginning of the semester. The ultimate responsibility for grades belongs solely to you, but feel free to consult with the relevant Curriculum Area Chair regarding grading issues.

Guidelines for Grading Student Papers

The following guidelines, adopted by the faculty, are the culmination of a lengthy process aimed at objectifying the basis for grading. The guidelines do not mandate a rigid formula for grading students, but they offer guidance for determining grades. Individual faculty members have discretion within the scheme of attributes to weigh factors differentially as they see fit. However, instructors should make a clear contract with their class about the following components:

  1. Clarity in the way that attributes included in the guidelines will be weighted.
  2. Clarity in the basis for demonstrating performance (in other words, what evidence will be utilized) in regard to attributes.
  3. Clarity on the process that will be used by the instructor for offering feedback on performance.

In grading students’ papers it is helpful to students if you write comments that reflect areas of both strength and weakness. In addition, at the end of the paper you should make a final statement summarizing your analysis of their work. Comments should convey how you arrived at the grade.

Students sometimes request an opportunity to re-write mid-term papers. You are under no obligation to grant this request. It should be done only if you feel that the benefit of doing so outweighs the drawbacks. Students should not routinely be permitted to re-write final papers. This decision is up to each instructor. Some students may want to meet with you to go over their paper in more detail or because they are upset about their grade. Please make every effort to meet with the student.

Procedure for Appealing a Grade

A student who wishes to appeal a grade must first contact his/her professor. If an agreement is not reached the student may then contact the Curriculum Area Chair. The Chair may consult with the professor separately or with the student concerning the grade. The final decision on the grade appeal will be made by the professor.


Grades for Field Learning

Grades for Field Instruction (pass, fail, incomplete) are given at the end of each semester. The Field Instruction course grade is assigned by the faculty advisor, based on the student’s professional conduct and full participation in Field Learning at the agency placement, which includes submission of process recordings, project assignments, reflective recordings, and participation in individual meetings with the Faculty Advisor. The Initial Educational Statement, Mid-Year Evaluation, and Final Evaluation completed by the field instructor are key sources of information for the assignment of a grade. The initial educational statement, mid-year evaluation, and final evaluation, are signed by both field instructor and student and then submitted to the School via email to silver.fieldlearning@nyu.edu, or else faxed or hand-delivered; the Field Learning office then forwards them to the Faculty Advisor.

The Initial Educational Statement is completed by the field instructor after the first 6 weeks of the placement, shared with the student, and signed by both. The statement is an early indicator of progress toward meeting learning objectives specific to the agency, a learning plan that includes practice tasks related to the learning objectives, and student performance in the placement setting.

A Mid-Year Evaluation is completed at the end of the first semester of either the Foundation Year or the Advanced Concentration Year and after the student has finished the 300 hours required for Field Instruction. The evaluation is completed by the field instructor in collaboration with the student, and signed by both.

The Final Evaluation is completed at the end of the second semester of either the Foundation or Advanced Concentration placement, after the student has finished the 300 hours required for Field Instruction (and a total of 600 hours for each of the Foundation and Advanced Concentration placements). The evaluation is completed by the field instructor in collaboration with the student, and signed by both.


Policy on Late Assignments and Incomplete Grades

Late Assignments: Students are expected to complete all course assignments on time. Instructors may establish a policy regarding the consequences of late assignments and make it known to students by including it in the course syllabus.

Incomplete Grades: Students who are unable to complete all of the assignments for a course by the time the course has ended must request an Incomplete (I) grade from the instructor by submitting an Incomplete Grade Request Form.

I grades are to be used infrequently and only for extraordinary circumstances, and instructors are under no obligation to grant a request for an I grade. If the instructor agrees to grant an I grade, then students must prepare three copies of the form:

  1. Keep one copy for their own records
  2. Give one copy to the instructor
  3. Submit one copy to their academic advisor (MSW Program Office for WS, or coordinator of program for offsite campus).

If the student does not submit a request for an I grade or if the instructor denies the request, the student will receive a grade of “F” (Fail).

It is the obligation of the student who has received an I grade to fulfill the requirements by the due date that was agreed upon with the instructor. The recommended time for students to submit the required assignments is no more than 6 weeks from the due date of the assignment.

Once the requirements are fulfilled, the instructor will issue a change of grade for the student. The recommended time for instructors to submit grades is within 4 weeks from the time the student submits the assignment. Grades will convert to F if the student does not submit the assignment by the agreed-upon date.

Students with any outstanding I grades (an I grade that isn’t resolved by the end of the next semester will be blocked from registering for the next semester. Any student with an academic block is responsible for contacting the Associate Director of the MSW Program. At that point, the student’s education plan will be assessed and registration approval for the next term may be granted on a case-by-case basis.


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Grading Rubric

A   Excellence in integrating conceptual learning with practice situations. Consistently superior performance in dealing with conceptual material. Excellence in written expression and scholarship. Evidence of self-direction in learning with substantial reading activity in depth and breadth. Resourceful, intelligent participation in class discussion. Might include leadership in class projects.

A-  Attributes would be similar to the above, but to a lesser degree. There might be somewhat more unevenness than in the “A” performance.

B+   Performance on attributes would be somewhat above “B” level, but less than “A-” level. One might find more unevenness and more gaps than in an “A-” student in an otherwise good level of functioning.

B   Expectations for graduate level work acceptable in terms of self-direction, reading activity dealing with conceptual material, integration of conceptual-practice dimensions of learning, class participation, oral and written expression. Stress would be on acceptable performance.

B-   Barely acceptable performance in attributes (described in “A” and “B” categories). Some area might be below expectation. The work has been done but there are a number of gaps and some superficiality in grasp of material.

C   There is minimal grasp of concepts and minimal integration of conceptual and practice learning. Student might repeat some content areas on mechanical, rote basis but the student's understanding is unclear or questionable. The grade is "passing" but the student is considered marginal in important areas of learning. The gaps in learning are more extensive than in the case of a “B-” grade. The grade of “C” should serve to alert the student that his/her work is borderline and should improve. The course instructor must inform the student's faculty adviser of any “C” grades. The latter in turn should initiate a conference with the “C” student focused on the circumstances related to receiving such a borderline grade.

F   Work is unsatisfactory in most of the attributes considered and does not warrant receiving credit for the course. A student receiving an “F” grossly misunderstands course content and/or is deficient in its mastery. Failure to submit assignments or other required materials is clearly unacceptable. Non-matriculating students who receive an “F” grade are not eligible for future registration.

N   No grade or credit given. N is assigned only when the student never attended the course.

I   Course work is incomplete at the time when grades are entered. The requirements and procedures for assigning this grade are explained by the Policy on Late Assignments and Incomplete Grades below.

NR   There is no record of a grade. If the course instructor fails to enter a grade within 60 days of the date when grades are due, an NR will be automatically entered in place of a grade. The course instructor can change an NR to a grade using the standard grade change process. Courses with an NR do not count toward earned credit or factor into the GPA. However, they do count as credits attempted, which impacts academic progress evaluations used for financial aid eligibility. Students with an NR on their record may not graduate without a formal documented exception approved by the Associate Dean for Academic Affairs.