We are currently revising our grading system and have encountered several challenges. Of course the first was how to make it fair and remain consistent for the various classes. How to make it easy for both the staff and student to understand. What if it fails?
What flexibility do we have if we run into problems? Those are just a couple of issues that we have had to deal with though this process.
Looking back the one thing we should have done is pilot the program prior to accepting across the board in all classes.
We have three classes a day that teach the same course and we go through hours of debate on our grading procedures. We have the same lab projects but, assignning point totals is a very individual process. I find that if I do the same procedure and point value every class I feel I am being fair with my classes. We also have another school that teaches the same labs and comparing our process with theirs is just as difficult.
The biggest challenge to setting up the grading system is ensuring that our tests are fair and reliable. I have learned to distribute my grades evenly so that my students have many opportunities for success and no one project can either break them or make them succeed, having failed the other assignments. I also believe that we have to be careful that our tests measure what we teach.
First, consistency among those that are teaching the course. How do we ensure that all are "on board" and agree to the sequence of the material and such. Then after saying they are "on board" go on there marry way... I'm taking a big picture approach, so this is work in prgress.
Second, I feel after observing our student body for four years that our students are not avaid textbook readers, but learn more by doing or by repetetively told how to do. I recognize the kenetic style and am trying more things to do with hands on, the repetitively style of teaching is new, but after 4-6 times it might sink in, I'd like to find a way of cutting this down to 2-3 times of repeating myself.
Thirdly, we are challenged by students that want to enjoy life and party and stay out then be come worn out, become ill and miss attending class. This reminds me of the fable of the ant and the grasshopper... seeing the consequences is not that well preceived, so I'm left wondering.
These are the three challenges to setting up a grading system that I see and I'm now developing several grading rubic's and wonder about how well I'm hitting the mark.
Sincerely,
Bennett
How do you ensure consistency when you have the same course offered 4 different times by 4 different instructors? Assume they all have the same syllabus, quizzes, assissments and projects. Is it reasonable to assume uniformity? Is there a range of uniformity that is reasoable?
Your thoughts?
Bennett
I think that the biggest challenge is to get some of the students that are not good listners to understand some of the material that is given during lecture.It seems to me that in lab everyone seems to learn well, but during lecture it is difficult at times to keep some students attention , that is why I try to split lab and lecture time up!
Hi Barry:
Very interesting tie in with matching grading system with motivation. I agree that a rightly motivated individual will tend to do better in their courses.
Regards, Barry
The biggest challenge to setting up a grading system is the balance between motivation and assessment. A grading system that creates too high a percentage of failures may be accurate in terms of assessment but fails to properly motivate studdents into trying harder. Especially students who are LD (Learning Disabled), ELL (English Language Learners) and/or those with issues of Emerging Literacy or lack of proper foundations will often just give up on the course if passing the tests or assessments is too difficult. It is the Instructors obligation to motivate ALL of their students, but they have a special responsibility to those students who have legitimate reasons for the difficulties they face.
Hi Larry:
Very good. We should not be testing anything that is not part of the curriculum and definetly, we should be testing information that wasn't taught or covered in the class.
Teachers who rely on the practice of "well, it was in the book and you should have known the material" are poor teachers in my thinking. That's not to say there can't be reading assignments and testing on that material. But mystery questions that are not tied to specific learning objectives should be avoided.
Regards, Barry
developing an evaluation system is fairy easy. the cirriculum will dictate the type of system. it depends on if it is all book or hands on. if it is all book you can give tests or require essays.tests can be graded by percentage. essays can be graded by content and completeness. if it is all hands on you set up a quality standard for the work, depending on what it is.
Hi Brian:
When teachers focus on their student learning objectives (SLO)they often find that both the method and the weight of the assessment tool is a bit easier to define and generate. It answers the question "what is the student suppossed to learn" and how can they learn it (or how can the instructor teach it)". Assessments are merely extensions of these SLO's.
Regards, Barry
Hi Brian:
Rubrics do add a great dimension to the dynamics of grading becasue they tend to be fair, comprehensive, and inclusive of the variables most students will utilize.
Regards, Barry
Simply put, Fairness! The evaluation system also must reflect the core competencies set up by the administration. For instance, if the course requires qualitative learning and the ability to duplicate then this is where the majority of the points issued must originate. However, in a quantitative course the results are more exact and do not allow much room for analysis.
I believe that the numerical grading systems that are set up by our institution are quite effective. The rubrics system calculates the data and issues the approprate earned grade.
Hi Donald:
Great! Rubrics do help organize information and decison making a lot. I think the initial effort it takes to set is well offset by the tremendous benefit to the instructor.
Regards, Barry
We use a rubrics matrix and this simplifies everything. We now have criteria for everything that is taught. The biggest challenge was to set it up. The grading is now consistent and fair, this has cut down the number of challenges on how we grade.
Hi Doreen:
Right! Balance is the key. I've found that is takes a while of adjusting and modifying to find the best balance. Also, I've learned to be flexible and willing to change what I thought was presviously working just fine.
Regards, Barry
Hi Lois:
Boy, getting that component weight set is a biggie. It's important because if not done with care, we may inadvertently place too much weight on an area we think is impotant and unitentionally deny an otherwise worthy student due credit for true learning. What a shame if that was to happen.
Regards, Barry
Hi Philipp:
Subjectivity in testing is certainly a challenge to avoid but oh, so important.
Regards, Barry
Hi Servet:
Yes, instant feedback on tests, quizzes, assessments, etc. is a great method for students to know how they done, ways to improve and/or study, and where they're at in the class. I think it helps reinforce the relationship the students have with their instructor as well.
Regards, Barry
