Hi Ward:
Yeah, noone likes things to appear or be too strict. There is the need for rules, procedures, guidelines, directions, and these can be povided in a non-strict tone that promotes successfullness rather than penalty.
Regards, Barry
My biggest challenge was to set up a system that is fair to all students. Rounding up or down practices must be consistent, and extra credit is only offered to students that complete the required work. I break down the points into two main categories- performance in the production portion of the lab and preparation for the lab. Keeping true to your expectations and what you portray to your students pertaining to the grading procedures keeps the dreaded grade audits from haunting you.
Hi Earl:
I agree with your comments. I am sure when you say "the grading is spelled out completely for the student", you mean before the class or on the first day. I have found that individuals tend to be upset when changes are made - even when necessary. So, I always put in a disclaimer about "changes in the course may occur". Then, plenty of advance notice, if possible.
Regards, Barry
You want to be firm fair and consistant. I find that by being strict in this fashion You remove too much of the human factor. I think it is better to look at each student individually. Give them plenty of assignments but allow them to make things up if possible and if absences are plausible.
The biggest challenges to setting up a grading system are making sure everything is going to be weighted correctly and things will be scored fairly. It is very important that the grading is spelled out completely for the student. That way, they will understand exactly what is expected from them and how they will be scored consistently.
Hi James:
Testing to the material of the class and in a fashion that will truly assess if learning has occurred seem to be a good path to follow. Providing grading expectations is a great way for students to know in advance what their final grade is likely to be.
Regards, Barry
Hi Lawrence:
One way some teachers have it both ways is to put put all extra credit into one category, say essays for example, which may be worth 25% of their grade. Once that 25% category is filled up, no more extra credit (becasue there's no place to add it). So although the student may may performed poorly in the past, they are given a smidge of opportunity to make up for it - but not a lot.
Some institutions have existing policies that either mandate or forbid use of EC. Teachers at these institutions just have go along with the program.
Regards, Barry
Hi Judith:
I agree that beveryone wants to believe their tests are fair and accurate. Sometimes it takes great care to achieve that goal. But the time and effort will be appreciated by the students.
Regards, Barry
It must be consistent, everyone has to be treated fairly,and it must be clear and understood.Students have expectations,I explain to them what my expectations are for the course,and how I will grade them.
I am also not a fan of extra credit. Often times extra credit ends up being a reward for previously poor effort. If a grading structure is well set up, there should be no reason for extra credit. Grading must be an objective way of determining progress.
I think one of the biggest challenges are fairness and making sure it is appropriate for the course length of time and group of students.
Hi Stephen:
Developing a fair grading system is certainly a worhwhile goal. Fairness alone, without being comprehensive or accurate in assesssing essential student outcomes may fall short of an effective evaluation system.
Regards, Barry
Hi Eric:
I agree with your statements. Often, a particular skill or bit of profession knowledge is better tested using one specific type of test over another. I thinks its great to mix up the testing instruments when possible too, as it can contribute to improved critical thinking exercises and processes.
Regards, Barry
Having a grading system that is fair for everyone in the class.
Some students do well with written exams, some verbal, some are hands on. some students do well with true and false, multiple choice, fill in the blank, or essay style answers. I feel you need a mix to help identify if the students know the information well and have retained it the proper way. It is also a measure of how I am teaching and conveying the information to them. If the majority of the students get a question wrong then either the question is worded wrong or I am teaching it wrong.
Hi Timothy:
Great! Obtaining a balance (weight) among the various assignments does require some thought and carefulness. The worst case would be a student earning enough "easier" points to earn a passing grade, but not know the material. Best case would be the student learning the material well and earning a good score. Some teachers will use grading rubrics for this purpose. But even the rubric has to be accurate for it to be an effective tool.
Regards, Barry
One of the challenges is to weight each of the assignments, quizes, and exams appropriately for the course. I want each student to have an opportunity to show me that they have met the objectives of the course. In addtion, each student should be graded in a fair and consitent manner.
Hi Bernie:
Good points. I agree we want to avoid having one component such as a final exam weight overly much in the assessment of student learning.
Regards, Barry
Being sure that the testing is relavent to the subject matter being tested. Making sure that the language used is understood by
all of your students regardless of their age or ethnic background. The numerical value assigned to the elements making up the final grade should reflect the importance of the individual elements.
Hi Jose:
Your systems seems to be subjective-oriented which is okay as long as the criteria you use is the same for all students. The last thing you want is to have stuednts acuse you of showing favoritism (or predudiced).
Regards, Barry
