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Abid Rahim Anggara

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Base grades on student achievement, andachievement only.Grades should represent theextent to which the intended learningoutcomes

were achieved by students. They should notbecontaminated by student effort, tardiness,misbehavior, and other extraneous factors. . . .If they are permitted to become part of

thegrade, the meaning of the grade as anindicator of achievement islost.

Gronlund (1998) (pp. 174-175)

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Look at the items below and choose the ones that should be considered(however greatly or minimally) in a set of criteria for determining a finalgrade in a course.

_____ a. language performance of the student as formally demonstratedon tests, quizzes,andother explicitly scored procedures

  _____ b. your intuitive, informal observation of the student’s language

performance _____ c. oral participation in class _____ d. improvement (over the entire course period)  _____ e. behavior in class - being cooperative, polite, disruptive, etc.  _____ f. effort _____ g. motivation

_____ h. punctuality and attendance☺  how many times the student brings you chocolate chip cookiesNow look

back at the items you chose, and in the blank next to those items only,write in apercentage that represents the weight that you would assign toeach circled item. Make sureyour total percentages add up to 100

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Grading is not necessarily based on auniversally accepted scale.

Grading is sometimes subjective and context-

dependant. Grades may not “mean” the same thing to all

people.

Alternatives to letter or numerical grades arehighly desirable as additional indicators ofachievement.

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1. Develop an informed, comprehensive personalphilosophy of grading that is consistent with yourphilosophy of teaching and evaluation.

2. Design tests that conform to appropriate institutionaland cultural expectations of the difficulty that studentsshould experience.

3. Select appropriate criteria for grading and theirrelative weighting in calculating grades.

4. Communicate criteria for grading to students at thebeginning of the course and at subsequent gradingperiods (mid-term, final)

5. Triangulate formal graded evaluations withalternatives that are more formative and that give morewashback

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Grading

Questionare

a. Language performance of the students asformally demonstrated on test ,quizzes, andothers

b. Your intuitive, informal observation of thestudents language performance

c. Oral participation on classd. Improvement (over the entire course period)e. Behavior in class; being cooperative, polite,

disruptive, etcf. Effortg. Motivationh. Punctuality and attendance

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There are some issues grading different culture:- Unheard of to ask a student to self assess

performance- Assigns grade and no one question teacher criteria- The measure of a good teacher is one who can

design a test that is so difficult that no students canachieve a perfect score.

- Grades of A are reserved for highly select

- One single final examination is the accepteddeterminant course grade- The notion of a teacher preparing students to do

their best on a test.

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Philosophies of grading a long with attendantcross cultural variation in some factor

influences;- Experience as a teacher

- Adeptness at designing feasible tasks

- Special care in framing items that are clear and

relevant- Mirroring in class task that students have

mastered

- Variation of task

- Referent to prior test

- Knowledge of the students

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Institutional manual for teacher to list descriptorsof letter grades;

A = Excelent

B = good

C = adequate or average

D = inadequate/unsatisfactory

F = falling/unacceptable

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The factors of teacher uses letter to grading are;

1. Uses percentage score to provide andevaluation, whether a summative, on formalassessment procedure

2. Alternatives to letter grading are essential

consideration because must work to persuadethe gate keepers.

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What do to make on remaining tests andassignments in order to get students grades;there are thousand methods of arranging a

grade book, some of them are:www.classmategrading.com 

www.teach-nology.com/downloads/grading 

www.gradebooks4teachers.com

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Class mate average-gradebook

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1. For assessment of a test, paper, report, extra-class exercise. include;

The teachers should be;

- Give a comments

- Written reaction performance

- Review of the test in the next class period

- Peer assessment the students

- Self assessment the students

- Conference with the students

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2. For summative assessment of student at theend of a course.

- Paper or project comment

- Written evaluative remark on journal, portfolio

and each other- Written reaction

- A completed summative checklist ofcompetencies

- Narrative evaluation

- Conference

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Self assessment

Narrative evaluation

Checklist

conferences

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1. Self assessment

Recommended through the use of the following

- Checklists

- A guide journal entry that directs the studentsto reflect on the content

- An easy that self assesses- A teacher-students conference

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2. Narrative evaluation

A protest letter grades as exclusive indicators ofachievement.

Example;

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3. Checklist evaluation

A checklist with brief comments from the teacher,

ideally followed by a conference and responsefrom the students.

Example midterm evaluation form;

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-

Grading is not necessarily based on acceptable scale.- Grading is sometimes subjective and context dependent.

- Grading of tests is often done on a curve.

- Grades reflect a teachers philosophy of grading.

- Cross cultural variation in grading philosophies

- Grades often conform, by design, to a teachers expecteddistribution of students across

- Test do not always yield an expected level of difficulty- Letter grades may not mean the same thing to all people.

- Alternatives to letter grades or numerical scores arehighly desirable as additional indicators of achievement.