scoring and rating(1)

8/6/2019 Scoring and Rating(1)

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Scoring and RatingScoring and Rating

Assoc. Prof. Dr. Chan YuenAssoc. Prof. Dr. Chan Yuen FookFook

Faculty of EducationFaculty of Education

UniversitiUniversiti TeknologiTeknologi MARAMARA


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IntroductionIntroduction

Valid measurement of achievementValid measurement of achievementis the product of a systematicallyis the product of a systematically

controlled series of steps, beginningcontrolled series of steps, beginningwith the identification of instructionalwith the identification of instructionalobjectives and ending with theobjectives and ending with thescoring and interpretation of results.scoring and interpretation of results.


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Scoring The TestScoring The Test

A Scoring KeyA Scoring Key comparing thecomparing thecolumns of answers from the mastercolumns of answers from the mastercopy of the test with the columns ofcopy of the test with the columns of

answers on each students paper.answers on each students paper.

A Strip KeyA Strip Key cutting the columns ofcutting the columns ofanswers from the master copy of theanswers from the master copy of the

test and mounting them on strips oftest and mounting them on strips ofcardboard cut from manila folders.cardboard cut from manila folders.


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Scoring The TestScoring The Test

A Scoring StencilA Scoring Stencil blank answerblank answersheet within holes punched wheresheet within holes punched wherethe correct answers should appear.the correct answers should appear.

The stencil is laid over each answerThe stencil is laid over each answersheet and the number of answersheet and the number of answerchecks appearing through the holeschecks appearing through the holesare counted, red lineare counted, red line no answer.no answer.


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MARKING MULTIPLEMARKING MULTIPLE--CHOICECHOICEITEMS (GOOD PRACTICE)ITEMS (GOOD PRACTICE)

Draw a red line through the correctDraw a red line through the correctanswer of the missed items rather thananswer of the missed items rather than

through the students wrong answersthrough the students wrong answers

Scan each test paper to ensure thatScan each test paper to ensure that

only ONE answer was marked for eachonly ONE answer was marked for eachitemitem eliminate any item containingeliminate any item containingmore than one answermore than one answer


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Types of Grading andTypes of Grading and

Reporting SystemsReporting Systems

Traditional LetterTraditional Letter--Grade SystemGrade System

PassPass--Fail SystemFail System

Checklists of ObjectivesChecklists of Objectives

Letters to Parents/GuardiansLetters to Parents/Guardians

Portfolios of Student WorkPortfolios of Student WorkParentParent--Teacher ConferencesTeacher Conferences


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Traditional letterTraditional letter--Grade SystemGrade System

Assign a little grade (Assign a little grade (e.ge.g A,B,C,D,E) for each subjectA,B,C,D,E) for each subject

In some cases a single number (In some cases a single number (e.ge.g 5,4,3,2,1) is used5,4,3,2,1) is used

instead of a letterinstead of a letter

This system is concise, convenient, the marks are easilyThis system is concise, convenient, the marks are easily

averaged and they are useful in predicting futureaveraged and they are useful in predicting future

achievementachievement

Limitations :Limitations :-- The students strengths and weaknesses in learning areThe students strengths and weaknesses in learning arenot indicatednot indicated-- It is difficult to interpret and use a single letter gradeIt is difficult to interpret and use a single letter grade


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Assigning Letter GradesAssigning Letter Grades

Determining what to include in a gradeDetermining what to include in a grade

Combining data in assigning gradesCombining data in assigning grades

Selecting the proper frame of reference forSelecting the proper frame of reference forgradinggrading

Determining the distribution of gradesDetermining the distribution of grades


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PassPass--Fail SystemFail System

AA twotwo category system (e.g. satisfactorycategory system (e.g. satisfactory

unsatisfactory, passunsatisfactory, passfail) is usedfail) is used

It is easy to use but it offers less information than theIt is easy to use but it offers less information than the

traditional A,B,C,D,F systemtraditional A,B,C,D,F system

It does not provides indication of the level of learning, i.e.It does not provides indication of the level of learning, i.e.

present performance or predicting future performancepresent performance or predicting future performance

Suitable to be used for courses using the mastery learningSuitable to be used for courses using the mastery learning

approach.approach.


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Checklist of ObjectiveChecklist of Objective

A list of objectives are checked or ratedA list of objectives are checked or rated

For rating purposes, the traditional A,B,C,D,F system ORFor rating purposes, the traditional A,B,C,D,F system OR

symbols like O (outstanding), S (satisfactory) and N (needsymbols like O (outstanding), S (satisfactory) and N (need

improvement) can be usedimprovement) can be used

AdvantageAdvantage provide a detailed analysis of the studentsprovide a detailed analysis of the students

strengths and weaknesses so that followstrengths and weaknesses so that follow--up activities canup activities can

be carried out to improve learningbe carried out to improve learning


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Letter to Parents/GuardiansLetter to Parents/Guardians

A flexible way of reporting students progress to parentsA flexible way of reporting students progress to parents

The strengths, weaknesses, learning needs and to suggestThe strengths, weaknesses, learning needs and to suggest

specific plans for improvement can be reportedspecific plans for improvement can be reported

Details to indicate clearly the students progress in allDetails to indicate clearly the students progress in all

areas of development can be includedareas of development can be includedLimitations :Limitations :

-- requires time and skill in preparing comprehensive andrequires time and skill in preparing comprehensive andthoughtful reportsthoughtful reports

-- descriptions of students learning weaknesses are easilydescriptions of students learning weaknesses are easily

misinterpreted by parents.misinterpreted by parents.-- fail to provide a systematic and cumulative record offail to provide a systematic and cumulative record of

student progress.student progress.


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ParentParent--TeacherConferencesTeacherConferences

To establish better cooperation between teachers andTo establish better cooperation between teachers and

parentsparents

A flexible procedure to provide a twoA flexible procedure to provide a two--way communicationway communication

between home and schoolbetween home and school

Parents can provide information concerning students outParents can provide information concerning students out--

ofof--school lifeschool life


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ParentParent--TeacherConferencesTeacherConferences

Permits the teacher and parents to ask question, toPermits the teacher and parents to ask question, to

discuss common concerns in helping the student and todiscuss common concerns in helping the student and to

cooperatively plan a program for improving the studentscooperatively plan a program for improving the students

learning and development.learning and development.

LimitationsLimitations

-- requires a lot of time and skillrequires a lot of time and skill

-- does not provide a systematic record of student progressdoes not provide a systematic record of student progress

-- some parents are unwilling or unable to come/attendsome parents are unwilling or unable to come/attend


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Multiple Grading and Reporting SystemMultiple Grading and Reporting System

Retain the use of traditional grading (letter grades orRetain the use of traditional grading (letter grades ornumbers) and supplements the grades withnumbers) and supplements the grades withchecklists of objectives.checklists of objectives.

Two grades are assigned to each subject: one forTwo grades are assigned to each subject: one forachievement and the other for effort, improvement,achievement and the other for effort, improvement,or growthor growth


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Guidelines for Developing aGuidelines for Developing a

Multiple Grading and Reporting SystemsMultiple Grading and Reporting Systems

Guided by the functions to be served.Guided by the functions to be served.

Developed cooperatively by parents, students, andDeveloped cooperatively by parents, students, andschool personnel.school personnel.

Based on a clear statement of educational objectives.Based on a clear statement of educational objectives.

Consistent with school standards.Consistent with school standards.

Based on adequate assessment.Based on adequate assessment.

Detailed enough to be diagnostic and yet compactDetailed enough to be diagnostic and yet compact

enough to be practical.enough to be practical.Provide for parentProvide for parent--teacher conferences as needed.teacher conferences as needed.


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RecordRecord--Keeping andKeeping and

Grading SoftwareGrading Software

Grade books have been a familiar part ofGrade books have been a familiar part ofteaching for many decades.teaching for many decades.

Although any simple spreadsheet can be used asAlthough any simple spreadsheet can be used asa grade book, there is a host of specializeda grade book, there is a host of specializedsoftware available that is specially designed tosoftware available that is specially designed tofacilitate the common tasks of recording andfacilitate the common tasks of recording and

combining grades.combining grades.


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Measures Of Central TendencyMeasures Of Central Tendency

A convenient way of summarizing data is to find aA convenient way of summarizing data is to find asingle index that can represent a whole set ofsingle index that can represent a whole set ofmeasures. In statistics, the term "measures ofmeasures. In statistics, the term "measures ofcentral tendency" or averages is just a fancycentral tendency" or averages is just a fancyname for mean, median and mode.name for mean, median and mode.

The average can be this measure, known as theThe average can be this measure, known as themean, or one of the other two measures of centralmean, or one of the other two measures of centraltendency, known as the mode and median. Eachtendency, known as the mode and median. Eachof these can serve as an index to represent aof these can serve as an index to represent a

group as a whole.group as a whole.


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MeanMean

1.1.MeanMean

The most widely used measure of centralThe most widely used measure of centraltendency is the mean. It is the sum of a set oftendency is the mean. It is the sum of a set ofdata divided by thedata divided by the number of data. (the answernumber of data. (the answer

should not be rounded up unless directed to doshould not be rounded up unless directed to doso.)so.)

ExampleExample

Sum of the DataSum of the Data 130130 == 1313Number of DataNumber of Data 1010


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MedianMedian

The medianThe median is defined as that point in a distribution ofis defined as that point in a distribution ofmeasures below which 50 percent of the cases lie. It is themeasures below which 50 percent of the cases lie. It is themiddle value or the mean of the middle two values, whenmiddle value or the mean of the middle two values, whenthe data isthe data is arranged in numerical order. When there are anarranged in numerical order. When there are anodd number of scores, the median is the middle score in theodd number of scores, the median is the middle score in thedistribution.distribution.

ExampleExample5, 5, 10, 10, 10, 15, 15, 15, 20, 255, 5, 10, 10, 10, 15, 15, 15, 20, 25it has been found that organizing the data is the easiest wayit has been found that organizing the data is the easiest wayto find the median. The numbers 10 andto find the median. The numbers 10 and 15 both fall in the15 both fall in themiddle. Thus, thesemiddle. Thus, these two numbers have to averaged to gettwo numbers have to averaged to get

the median.the median.

Median =Median = 10+1510+15 = 12.5= 12.522


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ModeMode

The modeThe mode is the value in a distribution thatis the value in a distribution thatoccurs most frequently. It is the valueoccurs most frequently. It is the value(number) that appears the most. It is possible(number) that appears the most. It is possibleto have more than one mode,to have more than one mode, and it is possibleand it is possible

to have no mode. If there is no mode, write "noto have no mode. If there is no mode, write "nomode", domode", do not write zero (0).not write zero (0).

In theIn the exampleexample above, two numbers appear theabove, two numbers appear themost often:most often: 10 and 15. The table shows there10 and 15. The table shows thereare three 10's and three 15's. Thus, in thisare three 10's and three 15's. Thus, in thisexample, there are two answers for the mode.example, there are two answers for the mode.


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Measures Of VariabilityMeasures Of Variability

Variability refers to the "spreadVariability refers to the "spread--outout--ness"ness"of scores in the distribution.of scores in the distribution. The greaterThe greaterthe difference between scores, the morethe difference between scores, the more

spread out the distribution is.spread out the distribution is. The moreThe moretightly the scores group together, the lesstightly the scores group together, the lessvariability there is in the distribution. Onevariability there is in the distribution. Onesuch measure of variability or spread issuch measure of variability or spread isthe range.the range.


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Standard DeviationStandard Deviation

ScoreScore MeanMean XX -- MeanMean (X(X -- Mean)Mean)2277 66 11 1166 66 00 0077 66 11 1188 66 22 4422 66 --44 1616Sum 30 0 22Sum 30 0 22

Standard Deviation

S2 (Variance) = [ (X-M)2]/(N 1)

S2 (Variance) = [Sum (X - M) 2]/(N 1)

S2 (Variance) = 22/ (5 1)

S2 (Variance) = 5.5

S (Standard Deviation) = 2.35


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ConclusionConclusion

A students score is simply the numberA students score is simply the numberof items answered correctly.of items answered correctly.

When all students answer every item onWhen all students answer every item ona test, the rank of the students scoresa test, the rank of the students scoreswill be the same whether the number iswill be the same whether the number isright or a correction for guessing isright or a correction for guessing is

used.used.


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SummarySummary

Scoring MethodsScoring Methods

Grading SystemsGrading Systems

Measures of Central TendencyMeasures of Central Tendency

Measures of VariabilityMeasures of Variability


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QuestionsQuestions

Which type of scoring method that youWhich type of scoring method that youprefer for the subject that you teach?prefer for the subject that you teach?Please justify with reasons.Please justify with reasons.

Which type of grading system that youWhich type of grading system that youused in your class? Please clarify withused in your class? Please clarify with

reasons.reasons.


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ReferencesReferences

Linn, R. L., & Miller, M. D. (2005). MeasurementLinn, R. L., & Miller, M. D. (2005). Measurementand assessment in testing. International Edition.and assessment in testing. International Edition.99thth Ed. New Jersey: Pearson Merrill PrenticeEd. New Jersey: Pearson Merrill PrenticeHallHall

AirasianAirasian, P.W. (2005). Classroom assessment:, P.W. (2005). Classroom assessment:Concepts and applications. 5Concepts and applications. 5thth Ed. Boston:Ed. Boston:McGrawHillMcGrawHill..

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