Professional Documents
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4 Analysis
4 Analysis
4 Analysis
This chapter presents the analysis and interpretations of the data collected in
relation to the grading system that has been introduced in Kerala to assess the
performance of Xth standard students. The Researcher has attempted to find out the
different aspects of the grading system from the perception of the teachers who have
evaluated children under both the schemes.
For a better understanding the chapter has been subdivided into 5 subsections:
Section 1 Profile of the respondents
Section 2 describes the grading and ranking system
Section 3 analyses the attainment of the objectives of grading system
Section 4 highlights teachers’ preference and
Section 5 spells out the advantages of the grading system.
The mean age of the teachers under study was 40 years respectively. The
mean ages show that all the teachers had several years of teaching experience and
were able to note the changes in the approach of the students to exams and learning
under both the systems of evaluation. ( Refer Table no.3.2)
106
Table No. 3.1
Age wise distribution of the respondents
Age in years Frequency Percent
20-30 8 13.3
31-40 17 28.3
41-50 30 50.0
Above 50 5 8.3
Total 60 100.0
Figure No. 3. 1
Age wise distribution of the respondents
Above 50 20-30
8% 13%
31-40
28%
41-50 20-30
51% 31-40
41-50
Above 50
N
Valid Missing Mean
AGE 60 0 40.7000
107
Sex wise distribution of the respondents
The sex wise distribution of the respondents portrayed that 66.7% of the
teachers of them fell in the female category followed by male with 33.3 %. It
indicated that in most of the schools under study the female teachers outnumbered
males. The fact that the male teachers evaded the participation in the survey might be
also a reason for this low percentage of males. (Refer Table No. 3.3 & Figure No. 3.2)
Table No. 3. 3
Sex wise distribution of the respondents
Figure No. 3. 2
Sex wise distribution of the respondents
F em
al e
40
Male
20
0 10 20 30 40 50
The age sex co-relation showed that in all the age categories females out
numbered males. 70% of female teachers under study were in the age group of 41-50
years. As against this only 30% of the males were in this category. Similarly, in the
20-30-age category, the female teachers were 62.5% to 37.5% of the males. In the 31-
108
40 & above 50 age categories too the females were comparatively higher than male
teachers. Probably the higher representation of the female teachers in the survey due
to lack of the number of male teachers or due to the indifference of the male teachers
to participate in the survey that has resulted in this variation in the percentages.
(Refer Table No. 3.4& Figure no3.3)
Table No. 3. 4
Age Vs Sex of the respondents
109
Table No. 3. 3
Age Vs Sex of the respondents
25 Male
Female
20
sex of the respondents
15
10
0
20-30 31-40 41-50 Above 50
Age of the respondents
110
Figure No. 3. 3
Educational Qualification of the respondents
35
33
30
25
20
15
11
10
9
5 5
2
0
MA BEd BSc BEd BA BEd MSc BEd Vidw an
Grading System
Grading system introduced is a new approach to learning and its evaluation.
Social changes in Kerala their nature the speed with which they happen are reflected
in our educational system. Keeping in line with the drastic changes taking place there
is a need to alter the approach and methods of education. Grading system is an
aftermath of that which looks into the learner centered approach.
This approach differentiating from the earlier approaches focus on the pupils’
nature of the learning process, favourable learning atmosphere, the role of the teacher
in the teaching-learning process and to the process of evaluation.
111
By analyzing the life experiences and by interacting with others
By volunteering for experiments and by analyzing failures
Along with learning evaluation also takes place in the child
Error and method is followed in the learning process. In each of the situation
the children/pupils are made to use their thinking abilities specific to human nature.
The application of these capabilities leads the child to learning abilities such as:
Ability to identify the similarities and dissimilarities.
Ability to establish relationship between cause and effect in a particular
problem/situation
Ability to formulate concepts based on the relationships already established.
Ability to classify different items on the basis of concepts gained.
Ability to logically analyze experiences/contexts and form conclusions
Ability to apply the acquired knowledge in new situations
Ability to classify store and retrieve information contexts etc. in memory
and to recall and compare them with new ones.
Ability to visualize them and to experience them in different ways in terms
of sounds, pictures etc.
Thus Grading system visualizes a curriculum which at a comprehensive
development of the learner demands.
112
Class tests
Project
A project is an investigative problems, which arise while the learner passes through
various learning experiences.
Major steps of the project are:
Selection of topic and formulation of hypothesis
Planning the project
Data collection
Analysis of data and formulation of conclusions
Preparation of the report
Presentation
Review
Continuous evaluation is carried out by the teacher at each of the project. The
indicators for evaluating the projects include:
Planning skills
Ability to collect data
Ability to analyze and arrive at conclusions
Excellence of the project report and
Awareness of the contents and methodology
Seminars
Seminars and practical are provided to the children/pupils to develop his skill
for planning and organizing the programmes.
The indicators for the seminar/practical are:
Ability to plan and organize
Ability for data collection
Awareness of the contents (presentation of papers, participation in discussion
etc.)
Ability to prepare papers (evaluation of observation/clarity, arrangement of
ideas
Excellence in presentation
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Practicals
Systematic procedure (understanding about scientific principles. Order of
working etc.)
Skill to handle tools
Accuracy/precision in the activities (controlling variables, Measurement,
recording, display)
Analysis of data
Excellence of the record
Assignments
The assignments are learning activities undertaken as a continuation of
classroom activities t realize the curriculum objectives. They help the learner to
higher level of learning from the present one. Assignments are usually given for the
construction of models, writing, drawing on the projects given.
Collections/Records
Class tests
Class tests are meant for identifying and solving learning problems. More than
written test what is advisable in the grading system is performance tests.
114
Section 3 Grading system – Attainment of its objectives
Grading system envisages a holistic development of the students in terms of
developing their power to think creatively and to make every effort to face the
challenges confronted by them and to solve each of them in matured manner. In the
grading system he/she is the center and not the teacher/school. It also envisions a
favourable learning atmosphere where he/she learns by doing rather than by sitting
and listening passively.
To attain the objectives of the evaluation under grading the elementary or the
preliminary act to be taken is giving due training or awareness regarding the system
highlighting its objects. The inquiry in this regard showed that excluding 3.3% of the
teachers all the others i.e., 96.7% had received training for evaluating children under
the grading system. There is an urgent need to impart this training to all the teachers
in order to bring forth the maximum output from the evaluation under the system.
(Refer Table No. 3.6 &Figure No. 3.4)
Table No. 3. 6
Whether Training has Been Received
Training Received
Sex Total
Yes No
20 20
Male 100.0% 100.0%
34.5% 33.3%
38 2 40
Female 95.0% 5.0% 100.0%
65.5% 100.0% 66.7%
58 2 60
Figure No. 3. 4
Whether Training has Been Received
115
Yes
3%
No
97%
Regarding the duration and venue of the training it was found that half of the
teachers (50%) had received a training of 5 days. Among the rest, 43% had received a
training of less than 5 days and 6.6% above 5 Days. Of the 43%, 18.3% and 13.3% of
the teachers had received 2 &3 days training each. Maximum days of training
received was 10 days by 3.3% of the teachers. The venue for the training in all the
cases was there own school campus. (Refer Table No. 3.7)
116
No teacher will be able to respond to the queries regarding both the systems
unless and until he/she has gone for evaluation under both the systems. Hence, a
probe was undertaken to see whether the teachers under study had gone for the
evaluation under the ranking and grading system. The results showed that cent
percent of the teachers under study had gone evaluation under both the systems. This
showed that they are the right persons to give a clear view regarding the prospects as
well as the problems of both the systems and also to give suggestions for further
improvement of the system.
Further probe regarding the difference between the evaluation under grading
and ranking systems 31.7% of the teachers were of the view that there is no difference
between the two. While the rest, .e., 68.3% stated that a difference could be viewed in
the evaluation of students under both t he systems. Among those who mentioned the
absence of difference the females out numbers males. While 84.2% of the females
stated the absence only 15.8% agreed to this. It is seen from this that there is a
marked variation in the perception of males and females regarding the evaluation
itself. (Refer Table No. 3.8& Figure No.3.5 )
Table No. 3.8
Whether Any Difference between Grading & Ranking
Difference between
Sl. No Sex of the Respondents Grading & Ranking Total
Yes No
17 3 20
117
Figure No. 3.5
Whether Any Difference between Grading & Ranking
Male
24
25 Female
20
17 16
15
10
5 3
0
Yes No
Moreover, the study also inquired to the teachers about the perception of
children on the grading system. As per the opinion of teachers most of the children
preferred grading system to ranking due one or the other reasons cited below.
Majority of the teachers i.e. 50% stated that the children favoured the grading
system as it provided them with ample opportunity for the free expression of their
ideas through group activity & that it encourages active participation. 30% mentioned
that it reduced the tension level and were able to approach the examinations with
more confidence. 10% said that the grading system is more of child/pupil centered
and hence often doubles the thinking power of the pupil. For the remaining 10% it
was the destroyal of inferiority & superiority complexes that prompted for opting for
the grading system.
Table No 3.9
Perception of the children regarding grading system
118
power
4 Destroys inferiority & superiority 6 10
complexes
Total 60 100
Although all the teachers expressed the positive side of the grading system,
they were not totally against the ranking system. Several of them stated that ranking
system is also equivalent to grading in evaluating the children because it motivates
them to achieve higher marks and that it is a competitive learning. However, all had
the impression that ranking system promotes mechanic way of recalling.
Undoubtedly, all these responses point out that grading system is the most suitable
method for evaluating children.
Grading system is more scientific
With regard to the query whether grading is more scientific or not than
ranking the data revealed that three fourth of the teachers were favourable stating that
grading is more scientific when compared to ranking. 25% however were on the
negative. The sex wise distribution showed that comparatively the males were
favourable than females. While 80% of the males had agreed to the statement that
grading is more scientific, the corresponding figures for the females were only 72.5%.
Table No. 3.10
Whether Grading is more Scientific
119
Figure No. 3.6
Whether Grading is more Scientific
29
30 Male
Female
25
20
16
15
11
10
0
Yes No
Concerning the reasons for their agreement to the statement the teachers
highlighted the following for their favouring grading system: they were a) it avoids
unhealthy competitions b) it avoids biased discussions c) students get more chance
for expressing their abilities d) it is more innovative e) it is much more apt for the
accurate assessment f) pupils get a clear idea regarding the various concepts g) gives
room for wider thinking h) it helps much more for the overall development and i) it
doubles the abilities of children. (Refer Table No. 3.11 & Figure No. 3.7)
120
8 Helps for the overall development 6 10
9 Doubles the abilities of children. 8 13.3
Total 60 100
121
Figure No. 3.7
Reasons Cited for Grading System
Healthy competitions
8%
13% Unbiased Discussions
Ample opportunities
5%
Innovative
Accurate assessment
10% Clear idea on concepts
Develops w ider thinking
Promotes overall development
Doubles the abilities
8%
26%
7%
10% 13%
122
37 3 40
Female 92.5% 7.5% 100.0%
71.2% 37.5% 66.7%
52 8 60
Total 86.7% 13.3% 100.0%
100.0% 100.0% 100.0%
Female
Whether grading has advantage over ranking
Male
No
Yes
0 5 10 15 20 25 30 35 40
Attainment of objectives
Although the time is not fully ripe to state on the attainment of the objectives
of the grading system, the study ventured to see what the teachers perceive regarding
the attainment of the goals set while introducing the system. The figures in this regard
highlighted that only 33.2% of the teachers mentioned that grading system has
attained it objectives. The majority i.e., 63.3% stated that the system is yet to travel a
long distance to attain the set objectives. Negation in this regard does not mean that
grading system has fully failed in its attainment but rather it only refers that the
attainment of the objectives was only to a certain extent and not to the fullest
123
measure. It is therefore warranted that serious efforts need to be taken to direct the
flow of system in the right direction facilitating its attainment in cent percent. A great
deal is still to be accomplished. (Refer Table No. 3.13 & Figure No. 3.9)
Female
Male
23
No 15
17
Yes 5
0 5 10 15 20 25
124
Concerning the reasons for lagging in the attainment of the objectives the
teachers opined lack of awareness on the grading system as the major reason. In-
depth and training need to be imparted to all the teachers on the various aspects of the
grading system. Only then they will be able to carry out the evaluation in an effective
manner. The training they received was insufficient in many cases as it was merely
for the sake of it. Common training programmes preferably in certain other location
rather than in their own schools will provide better result from the training. (Refer
Table No. 3.14 & Figure No. 3.10)
The other reasons cited included: High teacher student ratio and magnitude of
the syllabus. Probably, better training and reduction of the number of students in each
class could bring forth better output that is enshrined in the grading system when it
was introduced.
Table No. 3.14
Reasons for the lag in the attainment of the objectives
Sl.No Reasons Frequency Percentage
1 Lack of awareness 45 75
2 High teacher student ratio 10 16.6
3 Magnitude of the syllabus 5 8.3
Total 100
75%
125
Rating of Grading
The figures of table no.3.15 depicts that 80% of male teachers and 35% of the
female teachers opined that grading is superior to ranking. 20% and 40% of males
and females expressed the grading as equivalent to ranking. Inferior to ranking was
mentioned by only 25% of the females. The overall figures thus portray the
perception of teachers that grading is comparatively superior or better than ranking.
( Refer table no. 3.15& Figure no. 3.11)
16 4 0 20
14 16 10 40
24 25 11 60
126
40 Male
37 Female
35
30
25
20
16
15
10
5 4
2
0 1
0
Superior to ranking Equivalent to ranking Inferior to Ranking
The Co-relation between the rating of evaluation under grading and the
perception of the scientific nature of grading the figures show that among those who
stated that grading is more scientific 82.2% had rated grading as superior to ranking.
Of the rest, 15.6% and 2.2% each had ranked as equivalent to ranking and inferior to
ranking respectively. Off those who negated 80% had stated that grading is superior
in evaluating the students when compared to ranking. 13.3% and 6.7% each
mentioned that it is equivalent to ranking or that it is inferior to ranking respectively.
(Refer Table No. 3.16)
The chi-square scores and the co-relation results between the two variables
indicated that the scientific nature of the grading system might have contributed in
rating the evaluation under grading as superior to ranking. The results show that the
scores are significant at .05 level. The results also is verifying and testing the first
hypothesis which states that there is significant improvement in assessing through
grading system.
127
& Evaluation under Grading
Rating of the teachers on the grading system indicated that grading system is
superior to ranking in evaluating children (students). The mean scores secured by the
questions related to the grading system clearly point to the positive bend of teachers
to the grading system. The high mean scores of the first 7 questions excluding the
second one indicated the holistic nature of the assessment of children under the
grading system.. The mean scored secured by the questions related to ranking is
comparatively low.
Table No. 3.17
Evaluation under Grading
Sex
Male Female Total
128
Grading system has brought down the tension level 3.8500 3.8500 3.8500
of children 20 40 60
3.1500 3.2750 3.2333
Grading is more biased than Ranking
20 40 60
Assignments burden the students & spares no time 3.1000 3.1750 3.1500
for learning 20 40 60
2.8000 3.0000 2.9333
Collection/records hinders the flow of learning
20 40 60
129
2.7000 2.8000 2.7667
Grading & ranking are equivalent
20 40 60
The holistic nature of evaluation through grading has prompted the teachers to
prefer grading to ranking. The data in this regard revealed that of those who preferred
grading excluding 9.8% all the others had either agreed (60.8%) or moderately agreed
(29.4% ) that grading is more holistic than ranking agreed. Off those who preferred
ranking 22.2% strongly agreed to the statement that grading is more holistic than
ranking. 11.1% and 55.6% each had agreed and moderately agreed to the statement.
The chi square score is significant at .05 level. (Refer Table No. 3.18 & Figure No.
3.12)
Table No. 3.18
Cross tabulation of Evaluation by grading is more holistic than Ranking &
Preference between the two
Figure No.3.12
Cross tabulation of Evaluation by grading is more holistic than Ranking &
Preference between the two
130
35
Grading
30 Ranking
Preference between grading and ranking
25
20
15
10
0
Strongly Agree Agree Moderately Agree Disagree
Evaluation by grading is holistic than grading
Lacunae
Most of the teachers under study had no doubt on the limitations of the
grading system. 88.3% of them stated that grading system several lacunae and they
have to be rectified to make the system more efficient and effective. Only 11.7%
opined that the system is devoid of limitations.
Sex wise distribution showed that compared to the 92.5% of the females who
reported lacunae, the corresponding figures for males in this regard was only 80%. If
we look into the preceding pages too we can see that the females comparatively had a
higher apprehension regarding the grading system. ( Refer Table No. 3.19)
Table No. 3.19
Whether any lacunae in Grading
16 4 20
131
37 3 40
53 7 60
132
37 3 40
Female 92.5% 7.5% 100.0%
72.5% 33.3% 66.7%
51 9 60
Total 85.0% 15.0% 100.0%
100.0% 100.0% 100.0%
40
37
35
30
25
20
Male
14
Female
15
10
6
5 3
0
Grading Ranking
The Positive effect of the grading system is prime reason for their preference
for grading system. The other supportive reasons could be summarized as:
It also brings down the tension level of students and develops a healthy
competition( Refer Table No. 3.21)
133
The ability of all children are given due consideration
It increases the confidence of children
Envisages the all round development of children
And Reduces the unhealthy competition
If we look to the preceding pages we can find the students too has preferred
the grading system for one reason or other. Moreover, the ranking of grading system
by teachers indicated that more than 80% of them had rated it as superior to ranking
system. In addition, the depiction of the advantages and disadvantages show that
compared to the ranking system, the lacunae of grading system are low. All these are
re emphasizing the preference of the teachers and students for the grading system.
( Refer Table No. 3.22)
134
Table No. 3.22
Cross tabulation between the scientific nature of grading and the preference
between the two
The table below portray that off the total respondents under study 76.5% of
the teachers who preferred grading to ranking stated that it is more scientific than
ranking. Only 23.5% claimed otherwise. Probably, lack of proper understanding and
bias might have been the reasons for stating that it is not scientific. Among those who
preferred ranking too 66.7% opined that grading is more scientific. The remaining
however was not in favour of ascribing more scientific nature to Grading.
Indifference to change and low awareness on the evaluation under grading might have
contributed to this response. ( Refer Table No. 3.23)
135
Table No. 3.23
Priorities among the different factors of Grading
Project Class
Sex Seminars Practicals Assignments Collection Records
Preparation tests
3.05000 2.60000 3.45000 3.35000 3.85000 4.45000 4.40000
Male 20 20 20 20 20 20 20
2.06410 1.39170 1.73129 1.56525 1.42441 1.43178 1.14248
2.30000 3.07500 3.77500 2.90000 4.42500 3.60000 4.42500
Female 40 40 40 40 40 40 40
1.50555 1.59144 1.27073 1.53255 1.15220 1.12774 1.17424
2.55000 2.91667 3.66667 3.05000 4.23333 3.88333 4.41667
Total 60 60 60 60 60 60 60
1.73132 1.53260 1.43405 1.54509 1.26714 1.29001 1.15409
Advantages
Grading
It promotes only reasonable competition
Reduces the tension level of children
Makes learning an enjoyable business
Envisages continuours monitoring
Ensures active participation of all children
Inculcates within the pupil the need to study
136
Provides extra chances to express their views
Increases their thinking and creative power
Promotes group activity & sociability
Aims at the overall development of children
Decreases the tension level
Ranking
Motivates them to achieve high marks
Promotes competitive learning
Comparatively lesser work burden for the teachers
Disadvantages
The major disadvantages are found in the system itself but in its implementation part.
The major limitations in this regard are:
Grading
The teachers are not given due awareness regarding the grading system
Passiveness of teachers often curtains the attainment of the objectives
Lack of proper training to teachers in evaluating the students
Increased number of students
Exorbitant syllabus for the classes
Increased teacher student ratio
Ranking
Develops unhealthy competition
Reduces learning into mere by hearting/recalling
Avoids group activity/active participation
Lacks proper and continuous monitoring of students
Weak students are not given the due attention/care
Doubles the tension level of children
137
DATA ANALYSIS AND INTREPRETATION
Part -II
STATISTICAL TESTS AND THE INTREPRETATIONS
This part of the data analysis and interpretation chapter deals with the use of
statistical measures like correlation co-efficient. Relationship between the variables
and their degree of association is studied by means of correlation co-efficient.
Chi-square test
The Hypothesis is tested by means of the chi-square method and the validity
of the same is analyzed.
Correlation
Correlation is the relationship between two or more paired variables or two or
more sets of data. The degree of relationship is measured and represented by the co-
efficient of correlation. Thus correlation is an analysis of the co-variation between
two or more variables.
Of this the correlation measure, which is used in this study, is Karl Pearson co
efficient correlation.
138
Γ= Σ dx – Σdy
Σdx² - Σdy²
Where dx + deviation of item values of x series from eh arithmetic average.
Where dy + deviation of item values of y series from the arithmetic average
Where Σdx² = Sum of the squares of the deviation of x values
Where Σdy² = Sum of the squares of the deviation of y values
Value Interpretation
0 No correlation
-1 Perfect negative correlation
+1 Perfect Positive correlation
0.7-0.9 High Correlation
0.5-0.699 Moderate degree of correlation
Less than 0.5 Low degree of correlation
Hypothesis
Hypothesis 1
The table value at .05% significant level is .372
Df= 1
Chi squre value= .392
The chi square value calculated is higher than the table value whereby rejecting
the null hypothesis and accepting the alternative
Co-relation
Asymp.
Approx. Approx.
Value Std.
T(b) Sig.
Error(a)
139
Interval by
Pearson's R .081 .139 .618 .539(c)
Interval
Ordinal by Spearman
.081 .139 .618 .539(c)
Ordinal Correlation
The co-efficient co-relation of Karl Pearson show that the assumption of the
teachers on the scientific nature of grading system in evaluating the students and the
preference for the same is positive and that there is a moderate degree of correlation
between the two. The correlation indicate that the scientific nature of the grading
system contributes in opting for the same by the teachers. This verifies the first
hypothesis that grading brings improvement in the assessment of the students.
2. Hypothesis 2
The talbe value at .05% significant level is 13.925
Df = 3
Chi squre value= 16.454
The chi square value calculated is higher than the table value whereby rejecting
the null hypothesis and accepting the alternative
Co-relation
140
1.000 .032
Pearson Correlation
.032 1.000
. .805
Sig. (2-tailed)
.805 .
The holistic nature of evaluation through grading has prompted the teachers to
prefer grading to ranking. The Correlation value i.e. .805 indicate positive and high
correlation between the two variables. This means that the holistic nature of
evaluating children under the grading system has contributed to the option for grading
by teachers.
3. Hypothesis 3
3. There is a relationship between the Reduction of the tension level of children and
the preference of teachers for the grading system.
The chi square value calculated is higher than the table value whereby rejcting the
null hypothesis and accepting the alternative
141
1.000 .037
Pearson Correlation
.037 1.000
. .777
Sig. (2-tailed)
.777 .
4. Hypothesis 4
The talbe value at .05% significant level is 28.024
Df = 3
Chi squre value- 31.895
4. There is significant association between the advantages of grading system and the
preference for grading system indirectly indicating the improvement in the
assessment of children.
The chi square value calculated is higher than the table value whereby rejcting
the null hypothesis and accepting the alternative
Co-relation
Overall Preference
advantages of between
grading Grading &
142
system Ranking
Overall advantages of grading
Pearson 1.000 .087
system
Correlation
Preference between the two .087 1.000
Overall effectiveness . .510
Sig. (2-tailed)
Preference between the two .510 .
The correlation value.510 indicates a moderate relation between the two. The
overall advantages is comparatively higher than ranking and that has resulted in
preferring for the grading system by the teachers. This also point to the improvement
that is made in assessing the children through the grading system.
The results of the hypothesis show that scientific and holistic nature of
evaluation has been the major reason for their preference for grading system. The
association between various grading related variables and the preference show
positive correlation with either moderate of high degree of relationship which only
reveals that assessment under grading is more preferred due to the advantages and
accuracy it has in assessing the children. Moreover, these positive aspects of the
system vindicate to the significant improvement in the assessment using grading than
ranking system.
143
CHAPTER IV
The present study titled “An analysis of the Grading and ranking system in
the evaluation of SSLC students with special reference to teachers’ perception” was
formulated with the purpose of analysing the grading and ranking system objectively
according to the perception of the teachers. Moreover, the study also made an attempt
to unearth the factors that promote/hinder both the in achieving its envisioned
objectives and suggest measures for improving the same. The findings of this study
would also help the research scholars to idn3etiy related areas of study and further
probe in this regard.
The Universe of the study comprised all the teachers in the Govt.
Aided high schools functioning with the administrative area of Thrissur
district of the State of Kerala.
As a preliminary step all the Govt. aided high schools within the area of
Thrissur were enlisted. Thereafter, from the list using a lottery method 6 schools were
selected randomly. From each selected schools 10 teachers each were selected
randomly for obtaining the relevant data pertaining to the study. Care was taken to
include only those teachers who a minimum of 5 years teaching experience and those
who have gone for evaluating the students under ranking and grading system. Thus a
144
total of 60 teachers were contacted and relevant information was collected using the
pre-tested interview schedules and informal discussions
This chapter highlights the findings as well as the suggestions of the study,
which probed into the various factors of the grading and ranking system, which was
used for evaluating the children of Xth standard.
The findings of the study has been scripted under four heads viz., Profile of
the respondents, Grading/Ranking systems & attainment of objectives, and
Advantages / disadvantages and Preference between the two
145
Grading system – Attainment of its objectives
Excluding 3.3% of the teachers all the others i.e., 96.7% had received training
for evaluating children under the grading system
duration and venue of the training
half of the teachers (50%) had received a training of 5 days
43% had received a training of less than 5 days and 6.6% above 5 Days
Maximum days of training received were 10 days by 3.3% of the teachers.
The venue for the training in all the cases was there own school campus.
cent percent of the teachers under study had gone evaluation under both the
systems
31.7% of the teachers were of the view that there is no difference between the
grading and ranking system
68.3% stated that a difference could be viewed in the evaluation of students
under both t he systems
Among those who mentioned the absence of difference the females out
numbers males
84.2% of the females & 15.8% of males stated the absence of any difference
As per the opinion of teachers most of the children preferred grading system
to ranking
50% stated that the children favoured the grading system as it provided them
with ample opportunity for the free expression of their ideas through group
activity
30% mentioned that it reduced the tension level and were able to approach the
examinations with more confidence
10% said that the grading system is more of child/pupil centered and hence
often doubles the thinking power
For the remaining 10% it was the destroyal of inferiority & superiority
complexes
Several of them stated that ranking system is also equivalent to grading in
evaluating the children because it motivates them to achieve higher marks and
that it is a competitive learning
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Grading system is more scientific
Three fourth of the teachers were favourable stating that grading is more
scientific when compared to ranking
25% however were on the negative
While 80% of the males had agreed to the statement that grading is more
scientific
, the corresponding figures for the females were only 72.5%
the reasons for their agreement included: a) it avoids unhealthy competitions
& biased discussions c) students get more chance for expressing their abilities
e) it is much more apt for the accurate assessment f) pupils get a clear idea
regarding the various concepts g) gives room for wider thinking h) it helps
much more for the overall development and i) it doubles the abilities of
children
75% of the teachers under study had agreed saying that grading system has
more advantages
Only 13.3% were doubtful regarding the advantages
Attainment of objectives
Only 33.2% of the teachers mentioned that grading system has attained it
objectives
The majority i.e., 63.3% stated that the system is yet to travel a long distance
to attain the set objectives
Lack of proper awareness and training on the grading system were cited as the
prominent reasons for the above
The mean scores of the overall rating showed that the questions related to the
grading system had obtained higher scores than those related to the ranking
system.
The least mean score was for the statement that grading and ranking are
equivalent.
The mean scores of all the first six statements viz., grading has brought down
the tension level, Grading is more biased than Ranking, Project preparation
contributes greatly to student learning, Seminars/practicals develop the
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organizational and leadership qualities of the student, Project preparation
inculcates the ability to the problems themselves, Evaluation by Grading is
more holistic, and Grading is superior to ranking are higher than three or
between 3 & 4 indicating the agreement of the teachers to the statement..
88.3% of them stated that grading system several lacunae and they have to be
rectified
11.7% opined that the system is devoid of limitations
the limitations are mostly at the implementation stage.
92.5% of the females & 80% of males reported lacunae in the system
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Aims at the overall development of children
Ranking
Motivates them to achieve high marks
Promotes competitive learning
Comparatively lesser work burden for the teachers
Disadvantages
Grading
The teachers are not given due awareness regarding the grading system
Passiveness of teachers often curtails the attainment of the objectives
Lack of proper training to teachers in evaluating the students
Increased number of students & Exorbitant syllabus for the classes
Increased teacher student ratio
Ranking
Develops unhealthy competition
Reduces learning into mere by hearting/recalling
Avoids group activity/active participation
Lacks proper and continuous monitoring of students
Weak students are not given the due attention/care
Doubles the tension level of children
SUGGESTIONS
The suggestions to make the grading system more systematic and thereby
fulfill the objectives the teachers highlighted the following suggestions:
Reduce the teacher student ratio into 1: 25
Decrease the syllabus for the classes
Give proper in-depth and detailed training to the teachers
Sensitize the students and parents on the grading system
Improve the school facilities
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Continued evaluation should be valued uniformly by nominated group of
teachers by examination board.
Conclusion:
The study which delved into the perception of the teachers on various aspects
of the grading system and ranking system unearthed the preference of teachers for
grading system than ranking system, The holistic development of the students,
accurate assessment, reducing the tension level of children, promoting healthy
competition and overall development of the students were the major reasons for the
preference. According to them the project preparation, seminars, practical, class tests,
assignment, collection, and records consumes a great deal of the time of children by
way of preparation and of teachers by way of correction. However, they were
unanimous in speaking out the positive part of these in the overall development of the
students. Assessment of students through grading hence is considered to be much
more effective and efficient than ranking by most of the teachers. Nevertheless,
certain lacunae exist in the implementation process especially due to the lack of
proper training to the teachers. Hence timely direction and training could bring
maximum or cent percent accuracy in the evaluation of students under the grading
system.
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