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Eighth Group GRADING AND STUDENT EVALUATION

New grading and student evaluation.ppt

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Page 1: New grading and student evaluation.ppt

Eighth Group

GRADING AND STUDENT EVALUATION

Page 2: New grading and student evaluation.ppt

Critical questions

• What is the purpose do grades serve?

• What is the trouble with evaluation of

students?

• How to make grading more effecient?

Page 3: New grading and student evaluation.ppt

Definition of grading

• Grades in the realm of education are

standardized measurements of varying levels of

comprehension within a subject area.

• Grades can be assigned in letters (for example,

A, B, C, D, or E, or F), as a range (for example

4.0–1.0), as a number out of a possible total (for

example out of 20 or 100), as descriptors

(excellent, great, satisfactory, needs

improvement).

Page 4: New grading and student evaluation.ppt

Philosophy of Grading

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. . . .

If they are permitted to become part of the grade, the

meaning of the grade as an indicator of achievement is

lost.

Gronlund (1998) (pp. 174-175)

Page 5: New grading and student evaluation.ppt

Institutional Expectations and Constraint

Page 6: New grading and student evaluation.ppt

Alternatives to Letter Grading

12 Alternatives to Letter Grades

1. Gamification2. Live Feedback3. Grade–>Iterate–>Replace4. Always-on Proving Grounds (Continuous Climate of Assessment)5. Standards-Based Reporting6. “So? So What? What Now?”8. Curating the Highlights9. Pass/Fail10.P2P, S2S, or Mentor Celebration11.Non-points-based Rubrics12.Publishing

Page 7: New grading and student evaluation.ppt

Some Principles and Guidelines for Grading and Evaluation

Principles

• Grading is not necessarily based on a universally

acceptedscale.

• Grading is sometimes subjective and context-

dependant.

• Grades may not “mean” the same thing to all

people.

• Alternatives to letter or numerical grades are

highly desirable as additionalindicators of

achievement.

Page 8: New grading and student evaluation.ppt

Some Principles and Guidelines for Grading and Evaluation

Guideline1. Develop an informed, comprehensive personal

philosophy of grading that isconsistent with your philosophy of teaching and evaluation.

2. Design tests that conform to appropriate institutional and cultural expectations of the difficulty that students should experience.

3. Select appropriate criteria for grading and their relative weighting in calculatinggrades.

4. Communicate criteria for grading to students at the beginning of the course and atsubsequent grading periods (mid-term, final)

5.Triangulate formal graded evaluations with alternatives that are more formativeand that give more washback.

Page 9: New grading and student evaluation.ppt

What is the purpose do grades serve?

Page 10: New grading and student evaluation.ppt

What is the purpose do grades serve?

Barbara Walvoord and Virginia Anderson identify the multiple roles that grades serve:

• as an evaluation of student work;• as a means of communicating to students,

parents, graduate schools, professional schools, and future employers about a student’s performance in college and potential for further success;

• as a source of motivation to students for continued learning and improvement;

• as a means of organizing a lesson, a unit, or a semester in that grades mark transitions in a course and bring closure to it.

Page 11: New grading and student evaluation.ppt

What is the trouble with evaluation of students?

Page 12: New grading and student evaluation.ppt

What is the trouble with evaluation of students?

Suskie identify some problems with student evaluation :• Evaluation is a highly inconsistent process. Teachers give

different numbers and types of assessments and weight them differently.

• There is disagreement on issues like the role and value of work. Some teachers assign homework frequently and weight it heavily, while some don’t assign it at all.

• Some teachers will allow retakes of tests and quizzes, others do not.

Page 13: New grading and student evaluation.ppt

What is the trouble with evaluation of students?

• Different policies exist for work turned in late.• Districts may or require different final grades as a passing

mark – 60 to 70 is a common but large range.• Districts may set a minimum score that teachers can

record – e.g., no grade lower than a 50 is allowed.• The validity and reliability of student assessments vary.

• There are major philosophical differences regarding

evaluation. Some teachers view learning as primarily a

student responsibility, while some place the responsibility

for teaching mainly on themselves.

Page 14: New grading and student evaluation.ppt

What is the trouble with evaluation of students?

• There is little agreement on many assessments and what

kinds are needed for evaluation.

• Even within the same school different teachers teach

differently and test differently for the same course.

Page 15: New grading and student evaluation.ppt

How to make grading

more effecient?

Page 16: New grading and student evaluation.ppt

How to make grading more effecient?

There are some strategies that we can use to make the grading process more efficient.

♣At the very beginningConsider the course grading policies.

♣ Before you grade Try creating a rubric, or grading scale, and test it out on a sampling of

papers. ♣ While you are gradingGrade while you are in a good mood.

♣ Commenting on Student WorkIdentify common problems students had with an assignment and prepare a handout addressing those problems.

♣ After You’ve GradedIf appropriate for your course or section, use a spreadsheet or the Space Grading feature to calculate grades.

Page 17: New grading and student evaluation.ppt

CONCLUSIONS