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Reply to student answer with at least 300 words, support with 1 reference in APA format.

Marking Systems

#2 Mr. Williams uses a combination of Comparison with Established Standards and Achievement with Improvement. Established Standards work well for students in that they are not competing against other students for their marks. The student knows, in advance, the various scoring scale. This allows the student to know, if he/she studies well and performs well on the test, it is likely a good grade will be received. The grades are easy to understand once they have been received. However, there are also disadvantages to this. It creates pressure on students to perform at a certain level, thus having to live up to expectations from parents or teachers, or even peers. It is also unclear the equality of an "A" from one school to another (Kubiszyn & Borich, 2018). Mr. Williams creating the single grade of 100% tests is unfair to students, especially those that do not test well. His weight system should include other class assignments. A possibility for him to make it more fair for students, but keep tests with the most weight for the class would be as follows:

Assessments: 40% Classwork; 30% Projects/Quizzes: 20% Homework: 10%

Mr. Williams also gives an "A" to the student who improves the most in each subject. A benefit for this marking type would be that the student has improved greatly and will be rewarded. However, some students may not do their best on the pre-work simply to show greater improvement at the end. There is also difficulty with keeping track with the students' progress throughout the time period. Achievement with Improvement also creates a disadvantage for those high performing students who don't show much growth because they already meet or exceed goals at the beginning of the year (Kubiszyn & Borich, 2018). He should not use this portion and just use the weighted breakdown. Using two varieties of grading could be confusing for students.

#3 Ms. White uses the Comparison with Aptitude to grade her students. This is beneficial for high performing students with high achievement, or students who are low with any type of achievement. While the advantage of this marking design allows students to only compete with themselves and no other students or standards, it is not fair for all students. It is difficult to create a grade showing equal marks for all students (Kubiszyn & Borich, 2018). If one level of students, for example low, receives a score of a 60, this could be a high grade for them and be an "A". The same score for a high achieving student would possibly be a D.

Possible scale for grading could be: Established Standards

A - 90-100 B 80-89 C 70-79 D 60-69 F below 60

This would allow equal grading marks for every student.

Ephesians 6:4 states, "Fathers, do not exasperate your children; instead, bring them up in the training and instruction of the Lord." (NIV, 2018). This could relate to us, as teachers, making the marking system in our classes as clear as possible so students are not frustrated. Instead, guide them and instruct them in a Christ-like manner.

Reference

Kubiszyn, Tom, and Gary Borich. Educational testing & measurement. 11th ed., John Wiley & Sons, Inc., 2016.