grading student evaluation

8/3/2019 Grading Student Evaluation

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The goal of assessment has to be, above

all, to support the improvement of

learning and teaching.

(Fredrickson & Collins, 1989)

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Contents1. Introduction:Assessment Words of

Wisdom2. Grading and Student

Evaluation

3. GradingQuestionnaire task

4. Grading Guidelines5. Conclusion A Story

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definition: Classroom

Assessment

Assessment

Planning

Collecting

Analyzing

Reporting

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Improving studentlearning impliesimproving theassessment system.

Teachers often assumethat it is their teaching

that directs studentlearning.

In practice, assessmentdirects studentlearning, because it is

the assessment systemthat defines what isworth learning.

(Havnes, 2004)


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There is substantial evidence thatassessment, rather than teaching, has

the major influence on studentslearning. Assessment . . . directs attention to what is important, acts as an incentive for study, and has a powerful effect on studentsapproaches to their work.

(Boud & Falchikov, 2007)

Rethinking Assessment in Higher Education


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2010

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Five key

assessment

principles

Practicality

ReliabilityValidityAuthenticity

Washback14


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Key Assessment Principles


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__________ isperhaps the mostcritical of all teaching

skills.

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Decision-makingis perhaps the

most critical of

all teaching skills.19


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(Anderson, 2003)

Since the 1970s, there has

been a group of educators and

researchers who have argued

that the key to being a good

teacher lies in the decisions

that teachers make.

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Goodassessments

lie at the coreof good

decisionmaking.

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decision making

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Wisdom

2. Grading and StudentEvaluation



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Grading/Student Evaluation

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Grading and Student Evaluation:

Challenges, Choices, and Consequences

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Sound assessment and grading

practice help teachers to improve theirinstruction, improve students motivation tolearn, and

increase students level ofachievement.

(Brookhart, 1999)


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Roles of grading (Walvoord, Anderson, 1998)

1. Evaluation: the grade claims to be a valid, fairand trustworthy judgment about the quality ofthe students work

2. Communication: the grade communicatesthe teachers judgment of the students work

3. Motivation: because it affects the time andeffort students spend, grading is a powerful partof the motivational structure of a course (for

better and for worse)4. Organization: a grade helps mark transitions,

bring closure and focus efforts for both teachersand students 27


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The teachers job is to render an informedand professional judgment to the best oftheir ability.

Teachers need to: establish clear and thoughtful criteria andstandards to students work,

exercise that professional judgment withinthe context of their institution, departmentand the students they deal with.

Walvoord & Anderson, 1998)

Teachers and Grading

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Grading and teachers roles Grades matter greatly for teachers whooften experience the tension of performing

two conflicting roles:1. Coaches - instructing, guiding student

writing

2. Judges - evaluating students work

** Teachers themselves are often judged bythe grades they give.


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Grading

schemes for

a course

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Grading schemes

- the series ofassessment tools

(exams, tasks,projects, etc.) that

are scored and

used to arrive at afinal grade for

students. 31


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2010

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MA TESOL

ProgramSan Francisco

State University


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(Brown & Abeywickrama, 2010)

Standards for assigning gradesare extraordinarily variableacross teachers, subject matter,

courses, programs, school

systems, and even cultures.

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Wisdom




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What should gradesreflect? How should differentobjectives, tasks, andcomponents of a

course figure into a

formula forcalculating grades?

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GradingQuestionnaire

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Grading criteria/weighting

task

Consider the course informationprovided (teaching assignment next slide)

Determine the criteria you will use toset up your grading scheme

Determine the weighting of the itemsin your grading scheme (to total 100%)

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Teaching Assignment Course title/level: 50 Writing (intermediate) 16 international students Course focus: writing effective essays Main learning outcome: Students will be

able to write effective 5-paragraph essays of

various types (e.g. argumentative, cause&effect, compare/contrast)

Length: 8 Weeks39


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What factors should be included

in deciding the final grade for a

course?

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Questionnaire responses

In a recent administration of thequestionnaire to teachers as the

American Language Institute at SanFrancisco State University . . .

the item on which most teachers agreedon was item (a) which received percentage allocationsfrom 50-75%.

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Brown & Abeywickrama (2010)

It is safe to assert that formal tests,quizzes, exercises, homework,

essays, reports, presentations all

of which are marked in some way

are universally accepted as

primary criteria for determining

grades.44


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Responses-American Language

Institute, SFSU Items (b) and (c) also drew relatively

strong support.

A word ofcaution: If intuitive, informal observations by theteacher figure into the final grade, it is very

important to inform students in advancehow these observations, and impressions

will be recorded throughout the semester.45


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Responses-American Language

Institute, SFSU

On items (d) through (h) therewas some disagreement andconsiderable discussion

but all of these items received atleast a few votes for inclusion.46


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How can these factors(improvement, effort,

motivation, etc.) be

systematically

incorporated into a

final grade? Some educationalassessment experts

state definitely that

none of these items

should ever be a factor

in grading. 47


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(Gronlund & Waugh, 2008)

Base grades on student achievement, andstudent achievement only.

Grades should represent the extent to whichthe learning outcomes were achieved by

students.

They should not be contaminated by studenteffort, tardiness, misbehavior or other

extraneous factors . . .

If they are permitted to become part of thegrade, the meaning of the grade as an

indicator of achievement is lost.

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This is a strongly empiricalphilosophy of grading.

There are other points of view thatconsider other factors in assessing

and grading (Grove, 1998;

Marzano, 2006; Power 1998, etc)

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How many teachers do youknow who are consistently

impeccable in their objectivity

as graders in the classroom?

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If you are willing to includesome nonachievement

factors in your grading

scheme, how do youincorporate them along with

other more measureable

factors?

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Wisdom




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Guidelines

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Guidelines for Selecting Grading

Criteria (4)1. It is essential for all components of grading

to be consistent with an institutional

philosophy and/or regulations.2. All 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.

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Guidelines for Selecting Grading

Criteria (4)3. If your grading system includes items (d)

through (h) in the questionnaire, it is

important for you to recognize theirsubjectivity and convert such factors into

observable and measureable results (e.g.

using checklists, note-taking systems, etc.).

4. Consider allocating relatively small weights

to items (c) through (h) so that a grade

primarily reflects achievement. 57


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Grading and Student Evaluation:

Challenges, Choices, and Consequences

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decision making

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The goal of assessment has to be, above

all, to support the improvement of

learning and teaching.

(Fredrickson & Collins, 1989)

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Wisdom




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finally . . .


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a story


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A grandfather planting seeds in hisgarden was asked by his grandson,How do you make the seeds

grow?

The grandfather replied, I cantmake the seeds grow, but I can

provide the best conditions forthem to grow.


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Effective classroom-based assessment can greatlycontribute to the successful nurturing and

development of our students language learning.


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Assessment:Grading & Student

Evaluation(January, 2012)Eddy White, Ph.D.

Assessment Coordinator

Center for English as a Second Language

University of Arizona 69

grading student evaluation

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