Return test papers promptly. Most students are anxious to know how they have done, and a quick turnaround also encourages relearning or corrective learning. Most experts recommend that tests be returned within five days. Laws governing the privacy and confidentiality of student records forbid the posting of grades by name, initials, or student numbers; confidentiality and concerns about security also dictate that exams not be left in a pile in the department office for students to pick up. If you cannot return papers to your students during class or office hours (using photo IDs if necessary), arrange for a staff member in the department to return the tests. For example, let students know that they can pick up their own test from the department secretary between 3 and 5 p.m. in the department office. (Sources: Lowman, 1984; Unruh, 1990)
Use some class time to discuss the overall results. After making some general comments on how the class performed as a whole, you can show the general distribution of scores, note items missed by many people, and correct widespread misunderstandings. For essay tests, describe what you expected in a good answer and the most common problems. Some faculty read or distribute unsigned excerpts from outstanding papers. Smith (1992) returns graded multiple-choice exams to students and then divides them into groups to discuss the answers among themselves. "Questionable" questions are referred to the instructor for discussion by the entire class. She reports that having students review exams in groups often takes less time than her own reviews and students report enjoying it more. (Source: McKeachie, 1986; Smith, 1992)
Schedule extra office hours after returning a test. Students who come to see you may be angry or may try to have their grades changed.
- Request that students wait twenty-four hours before coming to see you. This gives them a chance to reread the exam, cool down, and prepare specific questions.
- Let students know that if they request a review of the grading of their test, you reserve the right to change the grade either positively or negatively.
- Ask students to come with specific questions (not "Why is my grade so low?"). Some faculty request that students prepare a brief paragraph expressing their complaint and justifying the correctness of their answer (See below).
- When a student comes to see you, listen carefully. Do not interrupt the student to rebut each point.
- Try to shift the focus of the discussion from grades to problemsolving. Ask, "What can we do to help you do better next time?" Help the student shift his or her attitude from blaming you or the test toward gaining motivation to work more effectively.
- Don't change a grade out of sympathy or compassion but only because you have made a clerical error or mistakenly evaluated a response.
Avoid the mob mentality. Note from Doug Hoffman: Another useful tip for returning exams pertains to avoiding the “mob mentality” when students begin to argue answers in class. The typical scenario is that one student believes his/her answer is better than the correct answer and then everyone else in class that missed the same question “jumps on the bandwagon” and claims they were thinking the same thing as the original student. A great solution to avoid this situation is to simply to instruct the class that you will be returning the exam and reviewing the correct responses. Students are then informed that if a student believes that their answer is a better response, they are directed to send the instructor an email in the next seven days explaining why they believe their answer is a better choice. This simple method immediately diminishes the “mob mentality” and forces the student to really think about why they believe their answer is correct. In addition, the seven day deadline is purposely closed-ended so that the faculty member is not debating grades from earlier exams throughout the entire semester. Based on personal experience, this strategy works very effectively.
Sources: Jacobs and Chase, 1992; Jedrey, 1984, McKeachie, 1986