what's in a grade?_slideshow

8/14/2019 What's in a Grade?_slideshow

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WHATS IN A GRADE?

Principles and Guidelines for Grading and Evaluation

Willy C Cardoso

WELCOME!!!


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Introduction

Are teachers able to capture the totality ofstudents competence through formal tests?

What should grades reflect?


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1. polygene

a. the first stratum of lower-order protozoa containing multiple genes

b. a combination of two or more plastics to produce a highly durable material

c. one of a set of cooperating genes, each producing a small quantitative effect

d. any of a number of multicellular chromosomes

2. cynosure

a. an object that serves as a focal point of attention and admiration; a center of interest or

attentionb. a narrow opening caused by a break or fault in limestone caves

c. the cleavage in rock caused by glacial activity

d. one of a group of electrical Impulses capable of passing through metals

3. gudgeon

a. a jail for commoners during the Middle Ages, located in the villages of Germany and France

b. a strip of metal used to reinforce beams and girders in building construction

c. a tool used by Alaskan Indians to carve totem poles

d. a small Eurasian freshwater fish

4. reglet

a. a narrow, flat molding

b. a musical composition of regular beat and harmonic intonation

c. an Australian bird of the eagle family

d. a short sleeve found on women's dresses in Victorian England

Circle the correct answer. You have 2 minutes to complete this examination!


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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 otherextraneous 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)

Philosophy of Grading


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Philosophy of Grading

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

_____ a. language performance of the student as formally demonstrated on tests, quizzes,

and

other explicitly scored procedures

_____ b. your intuitive, informal observation of the students 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

i. how many times the student brings you chocolate chip cookies

Now look back at the items you chose, and in the blank next to those items only, write in a

percentage that represents the weight that you would assign to each circled item. Make sure

your total percentages add up to 100.


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Evaluate your evaluation

Summative X FormativeTriangulation

VALIDITY RELIABILITY

WASHBACKPRACTICALITY AUTHENTICITY

Rater

Administration

Test

Content

Construct

Face


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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 additional

indicators of achievement.


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Guideline

s

1. 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 calculating

grades.

4. Communicate criteria for grading to students at the beginning of the course and at

subsequent grading periods (mid-term, final)

5. Triangulate formal graded evaluations with alternatives that are more formative

and that give more washback.


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Conclusion

The traditional testing system puts no responsibility on the student. The

student is accustomed to the teacher saying if he/she is good or bad. Many

students approach tests hoping that, this time, they will be lucky. For many

students assessment is something that teachers do to them, rather than

something teachers do with them.

However, if we see evaluation as part of the teaching process, we can use

assessment to help students learn their strengths and weaknesses and plan

their learning better. We can encourage them to become self-critical and to

take more responsibility.

This can be done quite easily with a bit of planning.

(Baxter 1997)


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Reference

Evaluating your StudentsAndy Baxter

(Richmond)

Language Assessment: Principles and Classroom Practices

H. Douglas Brown

(Longman)

Authentic Assessment for English Language Learners

J. Michael OMalley and Lorraine Valdez Pierce(Longman)


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Willy C Cardoso

[email protected]

AuthenticTeaching.wordpress.com

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