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Notes: Related Assessment Factors Chapter 11 & 12 Butler &…
Notes: Related Assessment Factors
Chapter 11 & 12
Butler & McMunn (2006)
Grading history and practices
-grading practices began in the late 1800s
-college entry screening
-changed several times - percentages/ three-point scale/ distribution curve/ five-point scale/ pass or fail
-grading issues continue until today
Traditional grading
norm referenced
summative only
"secret" practices -
can be influenced by bias
includes attitude, effort,
and absences
New grading
criterion referenced
combination of formative +
summative
practices shared with
students e.g. rubrics
focused on achievement
other indicators of central tendency used
Negative grading practices
that impede learning
Variations in grade calculations
-diff. grading scales
-diff. grading policies
-diff. final score calculations
-zero score use discrepancy
Not aligning grades to instruction
students must have time to practice new skills before being tested
instructional activities must help prepare students for the type of assessment that will be used
Discouraging students effort
-teachers should motivate students
-don't penalize risk-takers (have provisional
placements without penalties)
Negative effects of grading
unable to predict future success
subjective
undermines the learning process
disrupts relationships
promotes cheating
Positive grading practices
that help learning
Meaningful & derived from
quality assessments
clear learning targets
Formative assessments used
to provide feedback
Only summative assessments
used to make judgments and assign grades
Grading formats and policies
are communicated to students and parents
Standardized grading policies
Grades should reflect students' current
achievement levels
Issues in standardized
test scores reporting
issues in statistical methods
issues in test constructions
wrong impression of students
poor performers are wrongly judged as liabilities
difficult to retain teachers
Short-term & long-term strategies
by educators in high-stakes testing environment
Short-term
test workbooks or programs that have similar high-stakes test formats
less emphasis on non-tested subjects
school rewards
holding talks/pep sessions
using class time to prepare for testing
attending workshops by vendors
(lacks emphasis on learning)
Long-term
emphasis on learning
formative assessments used to develop
confidence and depth of knowledge in students
slower results but helps students progress
towards achievement
Rebecca Sen