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Gronlund
(1998),
a
widely
respected
educational assessment specialist, gave the
following advice :
Base grades on student achievement, and
achievement only. Grades should represent the
extent to which the intended learning outcomes
were achieved by students. They should not be
contaminated by student effort, tardiness,
misbehavior, and other extraneous factors ... If
they are permitted to become part of the grade,
the meaning of the grade as an indicator of
achievement is lost. (pp.174-175)
f. Effort.
g. Motivation.
1.
2.
3.
4.
Absolute Grading
The key to making an absolute grading system
work is to be painstakingly clear on
competencies and objectives, and on tests,
tasks, and other assessment techniques that
will figure into the formula for assigning a grade.
Relative Grading
Relative grading is more commonly used than
absolute grading. It has the advantage of
allowing your own interpretation and of
adjusting for unpredicted ease or difficulty of a
test.
consideration of philosophies of
grading
and
of
procedures
for
calculating grades is not complete
without a focus on the role of the
institution in determining grades.
Being cognizant of an institutional
philosophy of grading is an important
step toward a consistent and fair
evaluation of your students.
In many cultures :
1. It is unheard of to ask a student to self-asses performance.
2. The teacher assigns a grade, and nobody questions the
teachers criteria
3. The measure of a good teacher is one who can design a
test that is so difficult that no student could achieve a
perfect score.
4. Grades of A are reserved for a highly selected few.
5. One single final examination is the accepted determinant
of a students entire course grade
6. The notion of a teachers preparing students to do their
best on a test is an educational contradiction
1.
2.
3.
4.
5.
6.
7.
8.
9.
Experience as a teachers
Adeptness at designing feasible tasks
Special care in framing items that are clear and
relevant
Mirroring in-class takss that students have
mastered
Variation of tasks on the test itself
Reference to prior tests in the same course
A thorough review and preparation for the test
Knowledge of your students collective abilities
A little bit of luck
Typically,
institutional
manuals
for
teachers and students will list the
following descriptors of letter grades.
A
excellent
B
good
C
adequate
D inadequate/unsatisfactory
E
failing/unacceptable
1.
2.
3.
4.
5.
6.
A
teachers
marginal
and/or
end
of
exam/paper/project comments
A teachers summative written evaluative
remarks
A teachers written reaction to a students self
assessment of performance in a course
A
completed
summative
checklist
of
competencies
Narrative evaluations of general performance on
key objectives
A teachers conference with the student
Typically,
institutional
manuals
for
teachers and students will list the
following descriptors of letter grades :
A
excellent
B
good
C
adequate
D
inadequate/unsatisfactory
E
failing/unacceptable
1. Self-assessment
Self-assessment of end-of-course at tainment of objectives is
recommended through the use of the following :
checklist, a guided journal entry, an essay and a teacherstudent conference.
2. Narrative evaluations
The arguments in favor of this form of evaluation are
apparent : individualization, evaluation of multiple
objectives of a course, face validity, and washback
potential.
3. Checklist evaluations
The advantages of such a form are increased practicality and
reliability while maintaining washback.
4. Conferences
1.
2.
3.
4.
5.