When the grading system has to evolve based on classroom and training factors.
The level of detail given to honor each individual grade-group based on the material being evaluated.
I often ask myself.....How much to award this answer? does this answer deserve that many points?
Its more of a scale of importance, and it changes according to information being taught or how the students grab the instruction.
Hi Paul:
Evenly spaced components as you describe help keep grades spaced well. I think this techniques helps keep no one factor monopolizing the final grade.
Regards, Barry
Hi Bobby:
Grading without bias or subjectivity takes a lot of thought and planning. We want to be fair, but our version of fair and the students version may be different. Using a grading rubric can help the instructor follow an established model that helps keep things relatively objective.
Regards, Barry
Balance and variety are a constant concern in the classes that I am lead instructor. Exams, quizes and projects are used for variety. The goal is to have no specific assessment worth more than 15% of the total course grade.
I feel that course content, that must be evaluated ans ascessed for each student to see if each student has gained the mastery of the subject matter in their field of study, is the most important factor. Secondly, has the evaluation been fair and consistent for each student? Has favoratism played any role in the instructors final evaluations of their students? And is the grading system fair in judging the progess and learning obtained from materials and subject matter taught? If the student can demonstrate that he/she has acquired and ascertained the needed expertice required be competative in their chosen field, then the grading system will be a good and fair one. Being honest about the student's and classes knowledge and capabilities is the biggest challenge in setting up a fair and honest grading system that encompasses each and every student.
Bobby
Hi Jason:
You're right about the use and benefit of of a quality grading rubric - indispensible for most calsses to assue accuracy and consistency - two traits you mentioned were important.
For some assignments, I'll read the first half of the class papers before I begin to enter grades - this gives me an opportunity to get into the flow of how this session of stuidents are responding to my assignment.
I agree having as much grading criteria defined and conveyed to students at the beginning of a new class works wonders to quelch disputes later on.
Regards, Barry
Some of the biggestest challenges to setting up a grading system are consistency, fairness, accuracy, and calculation. I find that it is often challenging to grade consistently from not only student to student but also from class to class. Often times I will double check on a grade from one class in the morning to make sure that I am being equally consistent when it comes to the same grade in my night class. One of the best tools I find to acomplish this is by right clicking on each and every single proficiency and typing in a comment on why the student recieved the grade that they did. Having a strong grading rubrics in place also is very beneficial in evaluating the students' grade on proficiencies. I find that as an instructor it is very important to remain fair on all accounts. In my eyes we have all signed on to teach in a fair and ethical environment where everyone has the same chances and opportunities as the next person. We have a moral obligation to our students to deliver their final grades to them as accurately and unbiased as possible. By having systems in place prior to the start of the course which outline make-up work, extra credit, and other policies it makes it easier on the instructor to not get tangled up in any "grey" areas. Calculation of grades requires focus as to eliminate the margin of error. It should be done as close as possible to when the work has been completed so that it is fresh in the memory of the instructor.
Hi Albert:
Yes, we want to assure fairness and accuracy in our testing, and that includes considering many factors in the construction, delivery and grading of tests. Ultimately, we want to make sure we've assessed the true learning level of our students.
Regards, Barry
Being sure that the system is fair to all students. Assigning the proper number of points in the proper categories.
Hi Andrea:
These are good. We want to be fair, accurate, and assess our student appropriately. It seems that are loopholes that studens find no matter how concise and precise we try to be.
Regards, Barry
I feel that the following are the biggest challenges when setting up a class grading system:
* fairness to students
* accurately representing the required course content
* reaching all students learning styles and abilities in the class
Hi Carol:
Yes, as I conveyed in a previous post, tests should come from specific assignments as part of designated categories such as you've listed here. Good job. Sounds like you've got a good handle on how you want your classes to be conducted.
Regards, Barry
Hi Carol:
Good. If your syllabus is claer about extra credit then there can be no mistake. When it's not made claer, that opens the door for students to ask or feel frustrated by the refusal of their instructor to give EC.
Regards, Barry
Hi Carol:
I agree. Assessment should comprise a variety of categories, and within those categories, assignments. In this manner, an instructor can get a better grasp on the overall learning the student my have achieved. Assessments, then, can be associated to the bulk of the course content.
Regards, Barry
Hi Kenneth:
Good. Maintaining that consistency is not always an easy task. Given we have learners at different levels, learning styles, and our own perception of how thorougly and completely we covered a topic. Then, is the test fair and accurate? And as you say, is it within school policy. A lot of variables. Not every time, but sometimes.
Regards, Barry
Hello,
I agree - tests should only contain information that was learned through lectures, group work, quizzes, homework, or assignments.
Hello,
I agree one-hundred percent. Many times extra credit is perceived that way. I never allow extra credit work.
I have had students who owe two or three assignments ask for extra credit work. Somehow they look at extra credit as a replacement for missed assignments.
No way, I stick to my syllabus.
Hello:
I wouldn't say this is a challenge, but I think balance is important. If too few points are assigned, students won't put forth enough effort.
Consistency for the course content while maintaining the facilities policies.
Hi Rob:
Good, I'm glad that we're able to reinforce good ideas that have proven successful in the past.
Regards, Barry
