Seeing red: Quality of an essay, color of the grading pen, and student reactions to the grading process

Undergraduates read one of the four vignettes depicting a student essay on social stratification, comments by the instructor, and a grade. In a 2 × 2 factorial design we manipulate independent variables of quality of the essay and color of the grading pen. We test hypotheses that a higher quality essay and an aqua grading pen results in higher teaching evaluations. MANOVA show no statistically significant differences on two instrumental evaluation items: instructor is knowledgeable and organized. Statistically significant differences are observed for quality of the essay and color of the grading pen on three expressive items of instructor is nice, enthusiastic, and has rapport with students. Results suggest that instructors should use a grading pen of a neutral color.

► The red grading pen can upset students and weaken teacher–student relations and perhaps learning.
► Undergraduates read teacher comments in red or aqua on a fictitious student essay.
► The students evaluated teaching on instrumental and expressive dimensions.
► We found no differences on instructor is knowledgeable and organized.
► We found differences on instructor is nice, enthusiastic, and has rapport. Maybe do not use a red pen.