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![Page 1: James Richards, William Angliss Institute An old chestnut revisited: teachers’ opinions and attitudes toward grading within a competency based training.](https://reader035.fdocuments.us/reader035/viewer/2022062511/551ad5b15503466b6a8b5640/html5/thumbnails/1.jpg)
James Richards, William Angliss Institute
An old chestnut revisited:teachers’ opinions and attitudes toward grading within a competency based training framework
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Some background to “grading”
The grading of meritorious performance continues after CBT
End of 1990’s questions are raised: The mission of VET Undermines agreed workplace
standards By mid 2000 arguments become silent
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Why Grade?
Against: based on perceived negative effect on learners.
The role of VET teachers/trainers Two forces driving the need to grade The extent to which employers and
HE selection use grades?
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Who should decide?
Industry developed standards
Training package developers
Individual organisations (teachers)
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How to grade
Generic criteria model The WA experience – a “failure to
market” Competency as a developmental
continuum Standards referencing approach
(specific criterion model)
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Research Question:
What are teachers’ attitudes and opinions regarding grading within a CBT system? the value of grading The process of grading Differences between operational and
management teachers.
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Methodology
Exploratory
Likert-type survey
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Results
Response rate 68.6%
14 (58.33%) – management teachers 8 (33.33%) – operational teachers 2 (8.33%) - unknown
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Grading students offers many benefits and is worth the effort. (Raw scores)
SA A D SD DK0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
Management teachers
Operations teachers
Unknown
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Grading students offers many benefits and is worth the effort. (%)
SA A D SD DK0
10
20
30
40
50
60
Management teachers
Operations teachers
Series3
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Grading has a negative impact on struggling learners
Strongly agree Agree Disagree Strongly disagree Don't know0
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All teachers
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Comments
Agree: Students see a “C” as “I just passed” – and that’s wrong.
Strongly disagree: Why should competition create negativity – it should encourage others to do better.
Agree: how can you be more competent than competent Strongly disagree: Those learners might be happy with
just a “C”. Disagree: teacher should be looking at student’s
personal best
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Struggling learners maybe more comfortable with ungraded reporting (%)
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Strongly agree Agree Disagree Strongly disagree Don't Know0
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All teachers
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In grading we are trying to satisfy external agents (such as selection for employment, higher education entrance) at the expense of the student’s training needs.(%)
Strongly agree Agree Disagree Strongly disagree Don't know0
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I believe higher grades indicate potential for success in higher education (university) studies (%)
Strongly agree Agree Disagree Strongly disagree Don't know0
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Comments
“not for employment, higher ed, yes” “grading is only used for higher ed. I have
never asked for a student’s results as an employer – I don’t care. What I want is for them to turn up, work well and be passionate”
“Employers look for attitude, commitment and integrity – not grades”
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Level of support for grading in a CBT system (items5 & 8)
Strong support Support Not supported Strongly not supported Don't know0
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All teachers
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Comments
Disagree: lack of consistency between teachers’ grades makes a mockery of grading. I labour over grading to the point that it becomes very stressful
Strongly agree: Encourages good students to do extra learning, put in more effort.
Don’ know: perhaps management units – not operational.
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Level of comfort with grading
Strong comfort comfort discomfort Strong discomfort Don't know0
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All teachers
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The process of grading
Continue to next slide
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I believe the rubrics I use accurately represent workplace standards
Strongly agree Agree Disagree Strongly disagree Don't know0
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Comments
Disagree: We do not, cannot replicate the workplace
Disagree: …teachers can interpret rubrics in their own way.
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Because of my industry experience I can accurately judge performance at higher levels without the need for a rubric
Strongly agree Agree Disagree Strongly disagree Don't know0
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Comments
Don’t know: industry is not a consistent beast Strongly disagree: A rubric is essential to
quantify competencies, skills ..a gut feeling is simply not enough
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It is essential to have good industry experience in providing meaningful grades to students
Strongly agree Agree Disagree Striongly disagree Don't know0
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Requirements for grading student performance are becoming too complicated
Strongly agree Agree Disagree Strongly disagree Don't know0
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Comments
Strongly agree: Its taking the fun out of teaching
Strongly agree: Too many versions of what we are supposed to be doing – which one is correct?
Disagree: ..we just need to agree on a uniform approach
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Rubrics used for grading should be centrally written and contained in each training package
Strongly agree Agree Disagree Strongly disagree Don't know0
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There should be two assessment events: one that determines C/NYC, and a second to determine the grade
Strongly agree Agree Disagree Strongly disagree Don't know0
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Comments
Strongly disagree: Too labour intensive – teachers would not support this consistently
Disagree: prefer no grading at all Strongly agree: …teachers apply superior to
what should be competent because of the low standard of student performance: it is “outstanding” to see a student complete all competencies
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I believe I am able to write meaningful rubrics
Strongly agree Agree Disagree Strongly disagree Don't know0
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All teachers