Hi Donna:
It a good idea when all of the grading criteria and conditions are known, discussed, and in writing at the beginning of the course. Then, students and instructor alike are all on the same page as to how grades will be generated.
Regards, Barry
making sure - the students understand the process and that understand how the grades will be interpreted. This can be confusing for all.
Luckily our school has a grading system that we all abide by when doing product evaluation. As for extra credit, we can determine the amount of points that are offered for that. I usually keep the points low so that the student isn't relying on that to pass the class.
making up test that are equal for each student.
Justin,
You hit the nail on the head. Academics are a pathway to performance. I harp on this constantly with my students. I say "harp
Hi Charlin:
Really, easier said than done. If you have the responsibility to develop your grading system, you'll want it to be fair, accurrate, assess the learning you provided, and hopefully, advance the student to different levels of performance and skill. Objectivity and consistency are among these tenets.
Regards, Barry
Hi Justin:
You're describing a challenging activity many instructors wrestle with to find the right balance. If you're convinced you've accurately assessed their learning, then you've succeeded at least to a satisfactory degree.
Regards, Barry
Being objective but consistant
Coontinual refinement of the assessment process is something that I find myself sending a lot of time on. Assessing test results and gathering feedback from peers as well as course and forum participaiton have been very useful resources for me. All of what you say is true, the real proof is in what the students are learning and can they apply the lesson to their real life situations.
Hi Justin:
Class assignments and the most appropriate grading of those assignments takes care, diligence, experience, and wisdom. We want to be fair and consistent, but also objective in evaluating individual student performance. However it's done, we want to be sure we are measuring student learning - and at times, that can be a difficult task at best!
Regards, Barry
Hi Raymond:
Good points. Certain courses will require more emphasis on one component more than another. But in general, I agree felexibility in the grading system facilitates balance.
Regards, Barry
Hi Jeffrey:
You're right. Unless your institution prtescibes something specific its best when an instructor can determine how best to measure their students performance.
Regards, Barry
Hi James:
I think pre-testing is one of the most underused media that has great potential. It ingages, promotes critical thinking, and provides an automatic form of feedback not available by other methods.
Regards, Barry
Great points Justin. The consistency also tranfers into a clear intent and optimistic outlook of the student in their academic progress.
The biggest challenge is consistency. It helps to have some established grading criteria that is consistently applied throughtout the school. Letter grade scale, extra credit policy, +/- cut offs and Professionalism/participation should be established so that students feel that these are being applied fairly. Individual class grading criteria should be a reflection of students previous educational experience combined with the new knowledge obtained from current course work. Combining the two allows students to draw from the knowledge that they already have and link it up with the new knowledge. Applying proper point scores and determining the amount of graded material to be completed is most challenging part of setting this area of the grading system. I prefer to use smaller more frequent exams and /or projects to achieve this.
A challenge with setting up a grading system could be balance. Balance as far as if a student does poorly with written tests; can the student still have the chance to achieve a 'B' or 'A' if he does well with homework assignments and other graded matieral. Also by not having grade weights be no more than 20% of the final score, students can have chances to rebound in other areas if needed.
Ther is no universal evaluation system. Each class needs to be set up individually so the best possible evaluation system can be utilized. Also the class should keep evolving as it is taught each time so the evaluation methods should be changed as the course changes
Grading sysytems should, above all, be fair, have meaning, and reflect the best evaluative source for the three learning styles. Though research is now pointing to a blended style of learning we have adhered for years to the kinesthetic, auditory and visual rubrics for teaching. I have been successful by pre-testing my students to develop the best possible approach and helping them to find meaning in the concept of learning style they may primarily possess. I shows the student that I am engaging them on the best systematic method I can use to help them learn. This also increases their awareness that students are different and we should respect each other and work together for the best atmosphere and morale in the classroom. I explain every step, and engage them on a delarative (explanatory - what?) methodology so they will not feel their time has been ill spent. This really works for me and encourages the student to intrinsically think for meaning and clarity.
Hi Gloria:
Good - it does take time, trial, and error to find the balance. We want to be assured we are truly measuring student learning vs. arriving at a numerical grade.
Regards, Barry
I agree with Ron. The hardest thing for me was determining the weight of all assignments, quizzes, and final exam but through repetition of teaching the same course I sowly found my grading balance.
