Include comprehensive grading criteria in your initial course handout or syllabus. While you need not plan every pop quiz or graded activity for the semester, students should have a snapshot of the grading breakdown. For instance, grades will be generated from 40 percent term papers, 20 percent participation, 20 percent homework and 20 percent final exam.
Spell out classroom policies that will affect grading in the course handout. Determine consequences for late papers, missed classes, plagiarism, absent homework and other likely problems. You may want to set a grace period for minor infractions, such as no penalty for one missed homework assignment or one missed discussion session.
Lay out detailed grading criteria for students. For instance, you may know that you will assess research papers on quality of argumentation, grammar and style and depth of research. Give a percentage breakdown of grading factors if possible. If you aren't ready to determine detailed criteria at the outset of the course, wait until later in the semester to give students a supplementary handout.
Convey assessment criteria in many forms. Give students a hard-copy syllabus on the first day of class, and go over the handout together, using a projector. Give examples to illustrate, for instance, how missing no classes, three classes or five classes will influence a grade. Post the syllabus online and maintain a course Web page, or offer to email the syllabus to students on request.
Give students spontaneous reminders of grading policies. Before a class discussion, for instance, remind students that they must make thoughtful contributions to most discussion sessions to earn full marks for participation. When assigning papers, review the pertinent grading criteria.
Be kind but firm. As you present criteria, be clear about your expectations but also upbeat. Focus on what students can do to earn good grades rather than warning them against negative behaviors. Urge students to ask questions in class or privately. A 2011 study published in the journal "Social Psychology of Education" found that syllabi with friendly tones motivate students and convey that the instructor is approachable and eager to teach.
Modify the syllabus with care. Do not start with lax or vague grading policies and become stricter later in the semester. This will confuse and frustrate students. When in doubt, start with a strict policy and relax it later if your class proves to be especially mature and capable.