Jennie:
There could be little argument against the attributes of fairness and equity.
I suppose these key tenets could be subject to interpretation. To avoid misunderstandings, I maintain two features are needed. One is assuring there are correctly developed student learning outcomes (SLO’s) defined for a given lesson. The other is assuring these SLO’s are covered in the class (at a minimum). This is only way objective-based testing can be practiced in a fair and equitable manner.
Regards, Barry
I think that there are two critical factors that have to at the forefront in setting up a grading system -- fairness and equity. Once those are achieved, the rest should be dependent on the course itself.
Hi Doug:
Yes, we want true and fair grading. The most important way to assure you are measuring necessary learning is if you relate all of the assessment (quizzes) back to the student learning objectives that should be stated at the beginning of the course.
Regards, Barry
The grading system should reflect the students true learning in the class.
Hi Mustafijur:
Sometimes a teacher is locked into using an established system for grading.
When that's not the case, you want to make sure that your grades reflect the learning that has occured. Sometimes that's very difficult to measure and therefore, grading becomes a bit more difficult.
If all lessons are based on well written student learning objectives (outcomes), then the instructor can construct tests that measure those outcomes. That makes grading a whole lot more objective. too.
Regards, Barry
The biggest challenges to setting up a grading system is to post a grade on time, big class and to follow all rules.Education department and school has to work to gather to set up a grading system. I usually follow school policy.
Hi Vonia:
If we as instructors accurately answer this question, developing a grading system will be a lot more on target. That question is: What are the student learning objectives? Once we know what the expected learning is to be, we can then determine how best to measure that learning.
Of course, in reality the process is not as simple as I've portrayed it here, but the essential principle is the point I'm making.
Regards, Barry
The biggest challenge to setting up a grading system will vary depending on the instructors policy for homework, make up tests and etc. Will usually depend on that individual and if they round the grades to the higher end.
Hi Lori:
I think your participation points is a great idea. The more the student is involved, the more senses utilized, the more ingaged in the learning, the more likely the student will remember the experience and result in a better learning experience.
Regards, Barry
This is so true, everyone tests at different levels, so need to adjust. Also I only offer 2 forms of extra points worth a total of 10 points as an option. I also do participations points, to encourage them to be here to learn.
Hi Stephen:
You are correct that good evaluation systems should be consistent and fair. These tenets are easily constructed when rote memory or quantity of submitted items is the only requirement.
Being consistent becomes more challenging when manual dexterity or manipulative skill is being evaluated. Fairness could be challenged when thought, opinion or argument is being evaluated, such as in a written paper.
Clarity of what is to be evaluated accompanies fainess and consistency very nicely.
Regards, Barry
I agree. Being consistent and fair.
Hi Victor:
Einstein was quoted as saying: " Keep everything as simple as possible, but not simpler".
Simple is good when it accurately reflects what you are trying to measure. Some courses have many components that make grading a convolulted process. Even though, these courses assessments can still be based on a simple premise.
Of course the goal should be on complete and accurate assessment. If that can be done in a simple manner, that's great! But care should be taken that we don't inadvertently undermine the students perception of their performance because of a weakly constructed grading assessment. This is really something important to consider in the development of assessing student performance.
Regards, Barry
Hi Nolan:
You're right that determining the best way to grade lab work can be a trick.
Of course there are many variables. But in general, we have two categories of lab:
* lab where the outcome is observation of the result
* lab where skill in performing an activity is the emphasis
There are many lab subjects that attempt to quantify both aspects.
A good way to determine how to set-up a grading system is to go back to what outcome do you want the student to possess. From there, there are multitudes of methods to measue that result. The key lies in what learning outcome you are trying to measure. When clearly written learning outcomes are defined, measuring those oucomes becomes a lot easier of a task.
Regards, Barry
Our grading system is pretty much pre-determined
so that fairness isn't an issue.
i also agree totally on a simple evaluation system
I guess just deciding on how you are going to grade your labs. i have found that is the biggest issue that I have
Hi John:
Tools like spreadsheets can be helpful in organizing the variety of skills or learning points that occurred in a class. This could be one method that all students are measured using the same criteria which would be good in assuring fairness in your assessment. One consideration is to determine whether the entire checklist points are weighed the same or do some points have greater value (weight). Of course, that is going to vary tremendously from teacher to teacher and class topic.
Regards, Barry
Developing a spreadsheet that can assess a students ability accurately
