JUDY ANN D.

PAMMALAY EDUC - 13
BEED 4-A

Topic: Norm/Criterion Referenced Grading System/ Distribution of Grades and Guidelines For Effective
Grading

 NORM-REFERENCED GRADING SYSTEM

- Norm reference grading refers to a grading system wherein a student’s grade is placed in relation to
the performance of a group.
- Also known as grading curve the teacher will be the one to set how many percent of the student in the
class assign each grade if it is not stated in the grading policy.
- Bell curve
Example of Norm-Referenced Grading System:

Advantages

1. It is very easy to use.

2. It works well for the course with retention policies and it limits only few students to advance to the
next level.

3. It useful if the focus of the individual achievement of the student

4. It is appropriate to the large number of student.

5. It does not encourage cooperate among the student.

Disadvantages

1. The performance of the student is not determined by his achievement, but also the achievement of the
other students.

2. It promotes competition among the students rather than cooperation.

3. It cannot be used when the class size is smaller than 40.

4. Not all students can pass the given subject or course.

 CRITERION-REFERENCED GRADING SYSTEM

- Criterion-referenced systems students are evaluated against an absolute scale (e.g. 95-100 = A, 88-94 =
B, etc.). Normally the criteria are a set number of points or a percentage of the total. Since the
standard is absolute, it is possible that all students could get As or all students could get Ds.

Example of Criterion Reference Grading:

Advantage

 Students are not competing with each other and are thus more likely to actively help each other learn.
A student's grade is not influenced by the calibre of the class.

Disadvantage

 It is difficult to set reasonable criteria for the students without a fair amount of teaching experience.
Most experienced faculty set these criteria based on their knowledge of how students usually perform
(thus making it fairly similar to the norm referenced system).

 Guidelines for Effective Grading

1. Describe the grading procedures to students at the beginning of the instruction.

2. clarify that course grades will be based on achievement only

3. Explain how other factors (effort, work habits, etc.) will be reported.

4. Relate grading procedures to intended learning outcomes.

5. Obtain valid evidence (tests) for assigning grades.

6. Try to prevent cheating.

7. Return and review all test results as soon as possible.

8. Properly weight the various types of achievements included in the grade.

9. Do not lower an achievement grade for tardiness, weak effort, misbehaviour.

10. Be fair. Avoid bias. When in doubt, review the evidence.