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James Richards, William Angliss Institute
An old chestnut revisited:teachers’ opinions and attitudes toward grading within a competency based training framework
2
Some background to “grading”
The grading of meritorious performance continues after CBT
End of 1990’s questions are raised: The mission of VET Undermines agreed workplace
standards By mid 2000 arguments become silent
3
Why Grade?
Against: based on perceived negative effect on learners.
The role of VET teachers/trainers Two forces driving the need to grade The extent to which employers and
HE selection use grades?
4
Who should decide?
Industry developed standards
Training package developers
Individual organisations (teachers)
5
How to grade
Generic criteria model The WA experience – a “failure to
market” Competency as a developmental
continuum Standards referencing approach
(specific criterion model)
6
Research Question:
What are teachers’ attitudes and opinions regarding grading within a CBT system? the value of grading The process of grading Differences between operational and
management teachers.
7
Methodology
Exploratory
Likert-type survey
8
Results
Response rate 68.6%
14 (58.33%) – management teachers 8 (33.33%) – operational teachers 2 (8.33%) - unknown
9
Grading students offers many benefits and is worth the effort. (Raw scores)
SA A D SD DK0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
Management teachers
Operations teachers
Unknown
10
Grading students offers many benefits and is worth the effort. (%)
SA A D SD DK0
10
20
30
40
50
60
Management teachers
Operations teachers
Series3
11
Grading has a negative impact on struggling learners
Strongly agree Agree Disagree Strongly disagree Don't know0
5
10
15
20
25
30
35
All teachers
12
Comments
Agree: Students see a “C” as “I just passed” – and that’s wrong.
Strongly disagree: Why should competition create negativity – it should encourage others to do better.
Agree: how can you be more competent than competent Strongly disagree: Those learners might be happy with
just a “C”. Disagree: teacher should be looking at student’s
personal best
Struggling learners maybe more comfortable with ungraded reporting (%)
13
Strongly agree Agree Disagree Strongly disagree Don't Know0
5
10
15
20
25
30
35
40
45
50
All teachers
14
In grading we are trying to satisfy external agents (such as selection for employment, higher education entrance) at the expense of the student’s training needs.(%)
Strongly agree Agree Disagree Strongly disagree Don't know0
5
10
15
20
25
30
35
All teachers
15
I believe higher grades indicate potential for success in higher education (university) studies (%)
Strongly agree Agree Disagree Strongly disagree Don't know0
10
20
30
40
50
60
All teachers
16
Comments
“not for employment, higher ed, yes” “grading is only used for higher ed. I have
never asked for a student’s results as an employer – I don’t care. What I want is for them to turn up, work well and be passionate”
“Employers look for attitude, commitment and integrity – not grades”
17
Level of support for grading in a CBT system (items5 & 8)
Strong support Support Not supported Strongly not supported Don't know0
5
10
15
20
25
30
35
40
All teachers
18
Comments
Disagree: lack of consistency between teachers’ grades makes a mockery of grading. I labour over grading to the point that it becomes very stressful
Strongly agree: Encourages good students to do extra learning, put in more effort.
Don’ know: perhaps management units – not operational.
19
Level of comfort with grading
Strong comfort comfort discomfort Strong discomfort Don't know0
5
10
15
20
25
30
35
40
All teachers
20
The process of grading
Continue to next slide
21
I believe the rubrics I use accurately represent workplace standards
Strongly agree Agree Disagree Strongly disagree Don't know0
5
10
15
20
25
30
35
All teachers
22
Comments
Disagree: We do not, cannot replicate the workplace
Disagree: …teachers can interpret rubrics in their own way.
23
Because of my industry experience I can accurately judge performance at higher levels without the need for a rubric
Strongly agree Agree Disagree Strongly disagree Don't know0
5
10
15
20
25
30
All teachers
24
Comments
Don’t know: industry is not a consistent beast Strongly disagree: A rubric is essential to
quantify competencies, skills ..a gut feeling is simply not enough
25
It is essential to have good industry experience in providing meaningful grades to students
Strongly agree Agree Disagree Striongly disagree Don't know0
5
10
15
20
25
30
35
40
All teachers
26
Requirements for grading student performance are becoming too complicated
Strongly agree Agree Disagree Strongly disagree Don't know0
5
10
15
20
25
30
35
All teachers
27
Comments
Strongly agree: Its taking the fun out of teaching
Strongly agree: Too many versions of what we are supposed to be doing – which one is correct?
Disagree: ..we just need to agree on a uniform approach
28
Rubrics used for grading should be centrally written and contained in each training package
Strongly agree Agree Disagree Strongly disagree Don't know0
5
10
15
20
25
30
35
All teachers
29
There should be two assessment events: one that determines C/NYC, and a second to determine the grade
Strongly agree Agree Disagree Strongly disagree Don't know0
5
10
15
20
25
30
35
All teachers
30
Comments
Strongly disagree: Too labour intensive – teachers would not support this consistently
Disagree: prefer no grading at all Strongly agree: …teachers apply superior to
what should be competent because of the low standard of student performance: it is “outstanding” to see a student complete all competencies
31
I believe I am able to write meaningful rubrics
Strongly agree Agree Disagree Strongly disagree Don't know0
10
20
30
40
50
60
70
All teachers