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ASSIGNING GRADES AND COURSE MARKS - Coggle Diagram
ASSIGNING GRADES AND COURSE MARKS
Grading refers to summative
evaluation
Marking refers to formative assessment
Scoring test: The process of checking exams to determine the number of correct and incorrect replies and assigning numerical scores.
Raw scores: they indicate
the number of items that pupils have answered correctly
Derived score: such as percentiles and standard scores, which are statistically calculated from the raw scores.
How to score different types of test:
Objective test: If the test is administered on an answer sheet, a scoring key can be created by punching out the correct responses on a cardboard sheet that fits over the answer sheets and allows the students' errors to be marked through the holes in the cardboard.
Essay test: Essay tests can be scored using one of two methods: the point-score technique or the sorting approach. Scorers should properly prepare the keys to increase reliability. There is little doubt that the evaluator's thoughtless, superficial reading and the lack of clearly defined marking criteria have been important factors leading to the essay test's unreliability.
Performance test: Objective performance assessments, such as the identification test, can be graded similarly to traditional objective tests. Typically, the work-sample test can also be set up to be scored numerically; when a specific number of points is assigned to each work-sample station, the students' results can be collated and managed in the traditional fashion.
Problem of grading
Individual students' course achievement is frequently not reflected in their course grades
Teachers do not have objective, well-defined standards for issuing grades
The halo effect commonly motivates teachers to give those they like greater grades than their performance merits
Occasionally, personality clashes between a student and his teacher result in the student being unfairly penalized when a grade is assigned
Male teachers have a tendency to give female students better grades than male students for comparable achievement
Course grades are frequently assigned based on insufficient data on student achievement
The grade may reflect a cultural bias that is harmful to minority students
The foundation for allocating grades may be unclear to students and parents
Conventional Methods of Grading
Individual standard
Fixed standard
Group or Norm-Referenced Standard
Conventional Methods of Assigning Course Marks
A course mark is a synthesis of the grades given on examinations and the class work completed over the semester
The grades should be a fair indication of the student's abilities
Assuming the exams are good and the class work is judged carefully, it should be reasonably easy
Use of Median and Mode
Point-Score Methods
Cumulative-point score
Grade-point average
New Methods of Grading
Criterion-Referenced Grading
Continuous-Assessment Methods