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GRADING AND STUDENT EVALUATION, Kimberly Isabel Valladares Zuniga 801…
GRADING AND STUDENT
EVALUATION
Calculating Grades: Absolute and Relative Grading,
Depending on the school and methodology we are going to select the grades process.
Guidelines for Selecting Grading Criteria
Guidelines
.1. It is essential for all components of grading to be consistent with an institutional philosophy and/or regulations (see below for a further discussion of this topic).
2.All of the components of a final grade need to be explicitly stated in writing to students at the beginning of a term of
study, with a designation of percentages or weighting figures for each component.
3.If your grading system includes items (d) through (g) in the questionnaire
above (improvement, behavior, effort, motivation), it is important for you to recognize their subjectivit
4,Finally, consider allocating relatively small weights to items (c) through
(h) so that a grade primarily reflects achievement
Some Principles and Guidelines for Grading and Evaluation,
Principals
• grading is not necessarily based on a universally accepted scale,
• . grading is sometimes subjective and context-dependent,
• grading of tests is often done on the "curve,"
• grades reflect a teacher's philosophy of grading,
• grades reflect an institutional philosophy of gradi1;lg,
·cross-cultural variation in grad~g philosophies needs to be understoQ9:,
• grades often conform, by design, to a teacher's expected distribution of students across a continuum,
• tests do not always yield an expected level of difficulty,
• letter grades may not "mean" the-same thing to all people-,-·and
• alternatives to letter grades or numerical scores are highly desirable as additional indicators of achievement.
Crross-Cultural Factors and the Question of Difficulty
. A number of variables bear on the issue. In many cultures,
• one single fmal examination is the accepted determinant of a student's entire
course grade.
1.it is unheard of to ask a student to self-assess performance.
2.the teacher assigns a grade, and nobody questions the teacher'S criteria.
• as a corollary, grades ofA are reserved for a highly select few, and students are delighted with Bs.
Alternatives to Letter Grading
Alternatives
a teacher's marginal and/or end comments,
• a teacher's written reaction to a student's self-assessment of performance,
• a teacher's review of the test in the next class period,
• peer-assessment of performance,
• self-assessment of performance, and
• a teacher'S conference with the student.
What Do Letter Grades "Mean
Means
A excellent
B good
C adequate
-D tinadequate/unsatisfactory
F failing/unacceptable
Teachers' Perceptions of Appropriate Grade Distributions
Two conclusions were drawn from this insight. First, teachers may hypothetically subscribe to a pre-selected set of expectations, but in practice may not
conform to those expectations.
Second, teachers all agreed they were gUilty of grade inflation at the ALI; their good nature and empathy for students predisposed them toward assigning grades that were higher than ALI standards and
expectations.
PHllOSOPHY OF GRADING: WHAT SHOULD GRADES REFLECf?
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;
Kimberly Isabel Valladares Zuniga 801-1995-17266