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GRADING - PPT-converted Flipbook PDF
GRADING - PPT-converted
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GRADING
prepared by Dr. Reshmi.K.S Asst Prof in Physical Science, Kerala University College of Teacher Education, Nedumangad, Trivandrum.
Grading System in Schools • Grading is a part of CONTINUOUS COMPREHENSIVE EVALUATION. • CCE is introduced in school education by CBSE after NCF 2005. • CCE covers all aspects of students’ development – scholastic and co-scholastic areas.
ORIGIN OF GRADING SYSTEM According to Keith Hoskin, the concept of grading students work quantitatively was developed by William Farish, a tutor. It was first implemented by the University of
Cambridge in 1792.
Grading
A grade represents the extend to which intended learning outcomes have been achieved. Grading is the primary means by which the results of assessments are summarized and communicated.
GRADING IN EDUCATION oIt is the act of assigning a mark or rating indicating achievement or the worth of work done. OR o It is the process of applying standardized measurements of varying levels of achievement in a course. Grades can be assigned as
• letters (Eg : A,B,C….F), • range (Eg : 1 to 6), • percentage, or • number out of a possible total (Eg : out of 25) • descriptors (Eg: Excellent, very good, good, average, poor)
GRADE POINT AVERAGE (GPA)
GPA is calculated by taking the number of grade points a student earned in a given period of time divided by the total number of credits taken.
Starch & Elliot (1912) experimented on the subjectivity of assessment done by teachers.
They reported a wide disparity in the grades rewarded by teachers.
This subjectivity resulted in the scaling of numeric grades
into letter grades to reduce variation.
Grading •
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Grading is the process of using a formal system for the purpose of summarizing and reporting student achievement and progress. It is an important professional responsibility of a teacher. Grades can be assigned to individual measurements (e.g., a test or paper) or to assessments (groups of measurements—typically at end of grading period or school year). Grading involves comparison of performance to standards or criteria. Grading should not be an afterthought; it should be treated as an integral part of the instructional process.
FEATURES OF GRADING • When the level of student performance is classified into a range and denoted using letter, that system of assessment is called grading system. • In grading, usually classification is made on 9point, 7point and 5point scale. • It identifies students performance level with a wide range. • It involves the use of specialised symbols whose meaning ought to be defined objectively in terms of specific criteria.
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It provides summative judgments about the students. It is highly dependent on teachers’ judgments. It should be based on accumulation of valid and reliable evidence. The main purpose of grades is to communicate information about student’s achievement and progress. It can serve as source of motivation, especially for high-achieving students.
EXAMPLES – of grades Grading – 7 point scale
Grading – 9 point scale Score %
Grade
Interpretation
Score %
Grade
90-100
A+
Outstanding
90 and Above
A+
80-89
A
Excellent
70-79
B+
Very Good
60-69
B
Good
80-89
A
70-79
B+
50-59
C+
Above Average
60-69
B
40-49
C
Average
30-39
D+
Marginal
20-29
D
Need Improvement
Below 20
E
Need Improvement
45-59 33-44 Below 33
C D E
Grading and scoring are NOT the same. DIFFERENCES SCORING
GRADING
• Denoted by numbers • Denoted by letters (Eg: (Eg: 23/25). A+, A) • Denotes the total marks • Denotes the rating. or points earned by a • Grading involves a value student/participant. judgment; the same • Scoring (using a rubric) involves assigning an score can be assigned objective description to different grades based a student’s on a number of factors performance.
Periodic test Unit test
quiz
Participation/ performance
Components of students grade behaviour
assignment
Project/ output
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Classification of Grading Percentage Grading – From 0 to 100 percent. Letter Grading and variations – Series of letters from ‘A ‘ to ‘F’ or with letters with plus/minus as an ordered category. Norm – referenced Grading – Comparing students with each other; usually letter grades. Mastery Grading – Grading students as ‘masters’ or ‘passers’ when their attainment reaches a pre-specified level. Pass/Fail – Using a scale with two levels - Pass/ Fail. Standards Grading/Absolute standards Grading/Criterion referred grading – Comparing student performance to a pre-established standard of performance. Narrative Grading – Writing comments about students.
DIRECT GRADING • Evaluator judges and assigns a grade/symbol to a given answer, indicating its quality. • If there are several answers, their grades are combined and GPA IS FOUND.
ADVANTAGES & DISADVANTAGES OF DIRECT GRADING ADVANTAGES
• Simplifies the process of assessment • Makes a raw assessment on a raw scale • Uses a uniform scale for the assessment of quality • Separates assessment of quality and scale
DISADVANTAGES
• Massive and time consuming. • Mistakes cannot be ruled out • Suitable for small group.
NON-DIRECT GRADING or INDIRECT GRADING • Method of awarding grades through marks. • Marks are awarded to each question, based
on the marking scheme . • Total marks are calculated and converted to
grades.
ABSOLUTE GRADING • System based on instructors pre-specified performance standards. • Grades are given based on predetermined cutoff
levels. • Each point value is assigned a letter grade.
• Absolute grading is inflexible • Eg : A (90-100); B (80-89); C (70-79); D(60-69) etc.
ABSOLUTE GRADING ADVANTAGES
DISADVANTAGES
No reference to the performance of others
Performance standards are difficult to specify and justify, as they may vary unintentionally due to variations in test difficulty, student ability and instructional effectiveness
All students can obtain high grades
May be subject to rater’s subjectivity.
RELATIVE GRADING • Grades are given based on the student’s performance
compared to the others in the class. • The grading range is not fixed in advance.
• Eg 1: A ( Top 10% of students); B (Next 25% of students); C (Middle 30% of students); D (Next 25% of students); F (Bottom 10% of students). OR
• Eg 2: Some teachers divide the class grades by quartiles from A-D. Others will use the highest grade achieved by an individual student as the A grade and mark other students
based on the performance of the best student.
RELATIVE GRADING ADVANTAGES
DISADVANTAGES
Easy to interpret as it describes rank in a group.
Provides inconsistent interpretation as the meaning of a grade varies with the ability of the student group.
Can discriminate among levels of student performance.
Can be assigned without using a clear reference to specific student
ADVANTAGES & DISADVANTAGES OF GRADING ADVANTAGES
• Reduced score pressure
• Advanced Grading Pattern (score in all tasks and get good overall grade) • Identification of Weakness and Strengths
• Easier Studies
DISADVANTAGES • Does not instil competition • Not an accurate representation of performance and knowledge gained. • Demotivation • Not an exact scoring system. • Decreased Performance & Increased Lethargy (students score
high in assignments and projects and become lesser active in exams)
CONCLUSION •Grading is a part of CCE. • Developed by William Farish • Grading is the process of applying standardized
measurements of varying levels of achievement in a course •Grades can be assigned using letters.
•2 types of grading – direct and indirect grading •Indirect grading is further divided into absolute grading and relative grading
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