As we explained last month, grading at scale brings structural challenges: time, consistency, criteria and student impact. We’re building better systems to address them. More coming next week.
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In multi-section courses, consistency is hard to maintain. Same module, question and rubric-but different instructors may interpret criteria differently. Small variations can lead comparable work to receive different marks. The challenge is applying one standard at scale.

High-quality feedback is specific, actionable, consistent and timely. Most educators aim for all four but delivering them across large cohorts under tight deadlines is difficult. That gap is where today’s assessment system struggles.
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Feedback is most effective when it arrives while the learning is still fresh. But marking often takes two weeks or more. By then, students check the grade and move on. The problem isn’t feedback quality-it’s timing at scale.

Most instructors know exactly what they're looking for. But turning that into a full rubric takes time that often isn't available.

So the criteria live in memory.
Clear at the start. Different by the end.

Not a lack of expertise.
What happens when systems rely on memory instead of structure.

There's a moment in long grading sessions most people don't talk about.

The feedback gets shorter. Less specific. Less precise.

Not because you care less.

You notice it. Which means you care.

The issue is not motivation. It's the conditions.

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Good grading takes care. Every student deserves fair, specific, consistent feedback—but scale and fatigue make that hard. This isn’t a teacher problem. It’s a volume problem.

Grading is teaching; it reveals understanding, clarifies mistakes, tell next steps for students and what to reteach for teachers.

The challenge is keeping feedback thoughtful and consistent at scale.

5 minutes per response sounds small—until you multiply it.
Reading it properly, evaluating it, and writing brief feedback takes 5+ minutes.

30 students = 2.5 hours
60 = 5 hours
90 = 7.5 hours

For one question. The real challenge is maintaining the same standard at scale; without drift.

If you teach at university, you know this night: response 47 of 110, three hours in, not halfway.
You’re not just grading; you’re giving feedback that helps students improve.

That’s what makes grading matter and what makes doing it well at scale so hard. This is not unusual. It’s normal.