GRADING AND STUDENT EVALUATION

Dr. Sylvia M. Eliza

INGL 4329

PHILOSOPHY OF GRADING

• Consistent with an institutional philosophy and regulations

– Achievement– Attendance– Etc.

• Stated in writing

PHILOSOPHY OF GRADING

• Subjective elements: improvement, behavior, effort, motivation,etc.

– checklists, charts, note-taking systems

• Weights: relative

– Achievement: top

CALCULATING GRADES

• Absolute system– Points for different performances– Accumulated for the semester

CALCULATING GRADES

• Relative system

– Ranking students in order of performance (percentile ranks) and assigning cut-off points for grades

– Teacher’s interpretation– Adjustments: difficulty

of tests

ALTERNATIVES TO LETTER GRADING

• FORMATIVE

–Marginal or end comments–Written reaction to a student’s self-

assessment of performance– Review of the test in a next class– Peer assessment of performance– Self-assessment of performance

ALTERNATIVES TO LETTER GRADING

• SUMMATIVE

–Marginal or end comments of exam, paper, project

– Summative written evaluative remarks on a journal, portfolio, or other tangible product

–Written reaction to a student’s self-assessment of performance in a course

ALTERNATIVES TO LETTER GRADING

• SUMMATIVE

– Summative checklist of competencies with comments

– Narrative evaluations of general performance on key objectives

– Conference with the student