Students has a grade average of "A", "B" and "C" is considered horor's work and such is indicated on he and/or her report card. This procedure seems to help the better student as well as the poorer student grde system.
Dr. Harris-Ray:
You've cited good questions teachers need to ask themselves when they are planning assessment of course materials.
There are different methods to approach this important topic. However in all settings our purpose is to measure student progress in meeting a defined goal or course objective. So then, the question becomes "how can I best assess that the student has satisfactorily achieved the skill set or learning segment" for a given course or lesson objective.
Regards, Barry
The biggest challange to be is setting up each aspect of the class to adequately reflect learning and attempted goals. Example, I want everything to equal 100%...should tests count as 70%, class participation 20% , and attendance 10%....or should I make class participation and higher percentation and just have a midterm and a final.
The biggest challenge with grading is giving particular weights or percentages to assignments.
Accuracy,consistency. & fairness
Hi Steve:
Boy, balance really is a key element, isn't it?
It is unrealistic for instructors to believe that all of their students are striving to give that 110% all of the time (although there are instances in certain disciplines where that is probably close to being accurate).
In consideration of the average student population while planning an evaluation system, it is important to assure higher performing students don't feel their work is not being recognized appropriately.
A way to think about this goes back to the point about what is being measured. Again, although this varies among disciplines and skill sets, when assessment aligns to learning objectives, an instructor is more likely to strike that balance in grading that will fair to all and improves the overall achievement of learning.
Regards, Barry
I believe the biggest challenge to setting up a grading system is in the overall balance. It is important to have enough work to have high performing learners continue to stretch their legs and push themselves to new levels. It is equally as important to students who are performing adequately to enter the field of study to receive grades that allow them to complete the course with the information required to get to the next.
Hi Tim:
There are pros and cons to every kind of evaluation. Although not always easy, we want to be able to "tune in" to the students to determine to what degree they have acquired the desired skills and/or learning.
+ Pretesting can alert students to what they can expect is later assessments.
+ Study guides help separate the "nice to know" from the "need to know".
+ Well written learning objectives really tell the student in advance what is nexpected of them.
With these and other assessment preparations performed, the opportunity to employ a variety of testing formats becomes more abundant.
Regards, Barry
The biggest challege is fairness. Written multiple question test are not the problem. Labs,essays and presentations are subjective to the Instructor viewpoint. This can cause issues with students who believe they should have a better grade for their efforts.
I find that attendance and class participation are the hardest. Even though attendance can be graded on a strict numerical basis, in teaching adults I have many who cannot be in class for the whole period, so I must come up with divisions of attendance (not merely "present" or "absent") ...
It's the opposite problem with class participation. I find myself fighting my own subjectivity when it comes to grading it, since there always are students who don't do as well on tests and assignments but are among the brightest lights in the class. Conversely, there are the students who ace the tests but tend to be "invisible" and nearly silent during classtime. A tough call. I've settled on being less strict but maintaining minimum requirements of everybody.
Hello Ron:
You've got a good appproach.
If we think about the end (evaluation or assessment) when we're at the beginning (planning and delivery) we're sure to measure with accuracy what essential information is pertinent.
Good thoughts, Barry
The biggest challenge is consistency. As a DOE for several schools, I attempt to maintain a consistant procedure for all instructors to follow. The variation occurs in the evaluation of the student's skills. These are dependent upon the course/program that the student is enrolled and the skills necessary to obtain an entry-level position upon graduation. In the end, it all comes down to fairness and the ability to make adjustments when needed.
I like the way you think Barry.
We should provide a variety of assessment methods that touch on the many learning methods.
Chris.
Hi Manuel:
You've touched on a couple of important tenets. Chief among these is to develop assessments that convey wheather your learning objectives have been met.
For example, some teachers may insert questions in a test "just because the student should know this". Although the information may be solid, if it's not aligned with the course objectives, then we've missed the boat. In a way, this a a form of unfairness - even if the student is not aware of it.
Regards, Barry
I think that fairness is one of the biggest challenges for grading, mainly because of the diverity in students learning and behavioral differences. What may be a fair way to grade one student may not be for the next. We need to be careful as to how we go about this.
Lab would be were i would emphasize on.
Hi Brian:
Maintaining an established grading system is usually a good idea. It allows all students to understand what the expectatations are and it limits the opportunity for a student to feel they've been treated unfairly.
When grades are tied to student learning outcomes then you can be assured what is being measured is consistent with the desired results.
Regards, Barry Westling
Hi George:
Which point could you emphasize at your school?
Regards, Barry Westling
Hi Manuel:
Is there an example from your work setting you can cite as an example of how EC can be used effectively?
Regards, Barry Westling
