final ed103 ppt

Republic of the Philippines

MINDANAO STATE UNIVERSITY

COLLEGE OF EDUCATION

Fatima, General Santos City

Module 9: Grading and Reporting Practices

Lesson 4: Common Grading-Related Problems

Presented to:Dr. Ava Clare Marie O. Robles

Class Schedule: MTH/10:30-12:00

Presented By:

Eunice P. Do-ong

Identify and define Common

Grading-Related Problems.

Know and understand its

causes and effects.

Identify some questionable

grading practices.

Enumerate the guidelines in

appropriate grading.

Grade Inflation

- a rise in the average grade

assigned to students; especially: the

assigning of grades higher than previously

assigned for given levels of achievement.

.

1.) Institutional pressure to retain students. 2.) Increased attention and sensitivity to personal crisis situations

for students.

3.) Higher grades used to obtain better student evaluations of teaching.4.) The increased use of subjective or motivational factors in grading.

5.) Changing grading policies and practices.6.) Faculty attitudes.

7.) Content deflation.8.) Changing mission.

- If there is grade inflation, or even if there are merely unwarranted perceptions that grade inflation is occurring, the currency of grades and awards becomes distrusted, and likewise the education system is distrusted(Yorke, 2007).

Some grading practices are clearly matters of opinion, no strong evidence confirms their value nor the harm they cause.

Due to their potentially harmful effects, it is imperative that we consider these practices openly and honestly in light of current evidences. Three practices that deserve special attention are as

follows:

1.) Averaging scores to determine a grade.2.) The use of zeros.3.) Lowering grades because of behavioral infractions.

Purpose of Grading:

To provide an accurate

description of what students

have learned.

1.) Give the most recent evidence.

Scores from assessments at the end of marking period are typically more indicative of what students have learned than those gathered fro the beginning.

2.) Give priority to the most comprehensive evidence.

If certain sources of evidence represent cumulative summaries of the knowledge and skills the students have acquired, these should hold the greatest weight in determining the students’ grades.

3.) Give priority to evidence related to the most important learning goals or standards.

Rank the evidence gathered in terms of its importance to the course’s learning goals and standards.

Grade inflation and questionable grading practices are the two common grading-related problems that causes the inappropriateness in assessing the student’s level of achievement. Averaging scores to determine a grade, the use of zeros and the lowering grades because of behavioral infractions are the reasons why grading practices becomes questionable. To make it appropriate, it is a must for a teacher to give priority to evidences that are most recent, most comprehensive and that relates to the most important learning goals and standards.

Yorke, Mantz (2007). Grading Student’s Achievement in Higher Education: Signals and Shortcomings, Corwin Press, Inc., California.

Guskey, Thomas R. and Bailey, J. (2001). Developing Grading and Reporting Systems for Student Learning. Corwin Press, Inc., California.

Reganit, Arnulfo, Elicay, Ronaldo, & Laguerta, Cresenciana(2010). Assessment of Student Learning 1 (Cognitive Learning) C & E Publishing, Inc.

http://www.merriam-webster.com/dictionary/grade%20inflation

http://www.mnsu.edu/cetl/teachingresources/articles/gradeinflation.html

THANK YOU and GOD BLESS!!!