Most of us find that grading student work is the most difficult part of our job. We often feel pulled in multiple directions – with service commitments and research projects on top of teaching responsibilities – so finding time to grade student papers, exams, projects, and in-class work can feel challenging. Some students don’t even read the feedback they receive on their graded assignments, making our time spent on evaluations seem like a waste. There are many professional development strategies to help us improve the quality of our feedback or to speed up grading. These include pre-written comments, audio/video options and peer grading. The conversation around grading often leaves out how to fit the evaluation activity into the constraints of the typical day of a professor. The majority of us don’t have large blocks of time available to complete tasks. Grading takes up time and can bleed into our personal lives, like late nights or weekends. Faculty can achieve a better balance with their work, family life, and mental health by finding a way to cultivate small moments with consistency in grading ….
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