Grading

and Student
Evaluation
BY GROUP 11
Nabila Syahrani (20400121047)
Annisa Nurul Jannah (20400121052
Philosophy of Grading: What should grade
reflect?

Gronlund & Waugh (2008), gave the following advice:

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.
Guidelines for Selecting Grading Criteria

1. Consistency: It I essential for all component of grading to be

consistent with an Institutional philosophy and or regulations see
below for a further discussion of this topic.
2. Transparency: All components of a final grade need to be
explicitly stated in writing.
3. Specificity: It is important for you to recognize their subjectively,
but this does not give you an excuse to avoid converting such
factors into observable and measurable result.
4. Weighting: Consider allocating relative small weights to the Items so
that a grade primarily reflects achievement. A designation of 5%
to 10% of a grade to such factors will not mask strong
achievement in a course.
 Calculating Grades: Absolute and Relative
Grading

● Absolute Grading: If you prespecify standards of performance on

a numerical point system, you are using absolute grading. The key
to making an absolute grading system work is to be painstakingly
clear on competences and objectives and on tests, tasks, and other
assessment techniques that will factor into the formula for
assigning a grade.
● Relative Grading is more common used than absolute grading. It
has the advantage of allowing your own interpretation and of
adjusting for unpredicted case or difficulty of a test. Relative
grading is usually accomplished by ranking students in order of
performance and assigning cutoff points for grades.
 Teachers’ Perceptions of Appropriate
Grade Distributions

Most teachers bring to a test a course evaluation an interpretation of

estimated appropriate distributions, follow that interpretation and make
minor adjustment to compensate for such matters as unexpected
difficulty. This prevailing attitude toward a relative grading system is
well accepted and uncontroversial
INSTITUTIONAL EXPECTATIONS
AND CONSTRAINTS

Some institution refuses to employ either grade or a

numerical system of evaluation and instead offer narrative
evaluations of students. This preference for more
individualized evaluations is often reaction to the
overgeneralization of letter and numerical grading.
 Cultural Norms and the Question of
Difficulty

The teachers even in these cases it is important to understand the context in which they
are teaching. A number of variable bear on the issues in many cultural:
1. It is unheard of to ask a student to all assessment performance.
2. The teacher assigns a grade and nobody question the teacher criteria.
3. The measure of god teachers is one who can design a test that is so difficulties that
no student could achieve a perfect score. The fact that a student fall short of such
marks of perfection is demonstration of all teacher’s superior knowledge.
4. As a corollary, grade of are reserve for highly select few and student are delighted
with Bs.
5. One single final examination is the accepted determine of student entire course
grade.
6. The notions of a teacher’s preparing students to do their best on a test is an
educational contradictions
What do letter grades
‘mean’?
A Excellent
B Good
C Adequate
D Inadequate/Unsatisfactory
F Failing/Unacceptable
Every teacher who uses letter grades or a
percentage score to provide an evaluation should:
a. use a carefully constructed system of grading
b. assign grades on the basis of explicitly stated
criteria
c. base the criteria on objectives of a course or
assessment procedure(s)
SCORING AND GRADING TESTS AND
ASSIGNMENTS

1. Scoring methods: dichotomous scoring, polytomous

scoring, partial-credit scoring.
2. Scoring open-ended responses: Use rating scales or
rubrics to score these types of test tasks.
3. Developing a rubric:
a. Intuitive approach: often used to develop a rubric in
the classroom.
b. Empirical approach: examining language produced
by learners.
Guidelines for Rubric Development:
a. Define the construct to be measured by the task
b. Identify specific observable attributes
c. Describe the scale for holistic rubrics, write narrative
descriptions for incorporating each criterion.
d. For analytic, write narrative descriptions for each
individuals criterion.
e. Complete the rubrics by description other levels on the
continuum.
f. Collect samples of students work
g. Revise
Guidelines for Grading an Evaluation

1. Grading is not based on a universally accepted scale.

2. Grading is sometime subjective and dependent on context.
3. Test are often on a “curve“
4. Grade reflect a teacher’s philosophy and an institutional
philosophy of grading.
5. Cross-cultural variation need to be understood.
6. Test do not always yield an expected level of difficulty.
7. Test can be scored using rubrics or answer keys.
8. Letter grades may not mean the same thing to all people.
THANK
YOU