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Educational Assessment of Students Eighth Edition

Chapter 15 Evaluating and Grading Student Achievement

Key Concepts

15.1 The main purpose of grading is to communicate information about student achievement. Report cards are one of several means of reporting student achievement.

15.2 There are norm- and criterion-referenced methods for combining scores into one summary achievement grade. You should choose the one appropriate to your situation. A criterion- referenced grading model matches the typical standards-based or objectives-based approach to teaching.

15.3 Choose and weight components for grading according to your assessment plan. Grading creates a measurement scale that—like any scale—should yield valid and reliable scores.

Purpose of Grading

• The main purpose of grading is to communicate information about student achievement.

• Student achievement should be defined against state standards, curriculum goals, and/or instructional objectives.

Continuous Assessment

• Can be formative – Helps with daily lesson planning – Is not graded/marked

• Can be summative – Provides an index of achievement

▪ Separate from learning and practice work ▪ Must be valid

Commonly Used Methods of Reporting Achievement

• Letter grades

• Number/percentage grades

• Standards-based grades

• Two-category grades (e.g., Pass/Fail)

• Narrative report

• Conference (with student, with parent)

• Letter to parent

Traditional Report Cards

• Typically contain letter or number grades

• May also contain narrative reports, ratings on a scale

• Are often explained in conference

Standards-Based Report Cards

• Proficiency scales instead of letter/number grades for academic achievement

• Rating scales for work habits (citizenship, character development, behavior)

• Communicate what students learned in a way that’s not overwhelming

– Can be hard to interpret

Conferences

• Parent-teacher; Student-parent-teacher – Plan carefully – Accommodate parents’ schedules and backgrounds – Respect the family’s privacy

Criterion-Referenced Grading Model

• A criterion-referenced grading model matches the typical standards-based or objectives-based approach to teaching and is recommended for most purposes

– All students who meet standards receive higher grades

• Contrast with norm-referenced grading – Students performing better than most classmates

receive higher grades – Does not convey to parents what the students learned

Self-Referenced or Growth-Based Grading

• Grades reflect a change in students’ performance – Comparison with their own past performance or with

teacher perceptions of their capability – Regardless of absolute level of achievement of

learning objectives

Using an Assessment Plan for Summative Grading

• Not all assessment variables need to be reported.

• Not all reporting variables need to be graded.

• Reporting variables typically include: – Achievement in a subject – Study skills – Social skills/interpersonal behavior – Motivation – Leadership skills – Aesthetic talents

Grading Variables

• Describe accomplishment in subject or on the standards – Keep separate from other reporting variables – Should not include formative assessments

Making Valid Decisions When Combining Grades

• Plan and use compatible scales

• Ensure scales are precise enough to distinguish among students

• Weight the components based on importance

Determining Grade Boundaries

• Boundaries should be consistent across assessment – An A on one assessment should be of approximately

the same standard of quality as all other assessments

• Use additional achievement information about the student to help decide whether a borderline student’s true score is above or below the boundary

The Meaning of Failure

• Consistent performance below these minimum performance standards

– Differentiate failing to achieve from failing to try ▪ Grade achievement, report motivation ▪ Carefully consider various strategies for dealing

with missing work ▪ Be consistent

Norm- and Criterion-Referenced Methods for Combining Grades

• There are norm- and criterion-referenced methods for combining scores into one summary achievement grade

– You should choose the one appropriate to your situation.

– Criterion-referenced grading is recommended.

Norm-Referenced Letter Grades

• Grading on the curve (rank order) – The component that contributes the most to the final

rankings of the students in the group carries the most weight.

• Standard deviation method – SS-Score method

Criterion-Referenced Letter Grades

• Fixed-percentage method – Convert each component score to a percentage – Multiply percentages by weights

• Total points method – Add points earned for all assignments – Points per assignment should reflect weight

• Quality level/rubric method – Sum across components, use the median score, or

use rules for minimum attainment

Criterion-Referenced Grades for Single Assessments

• Fixed-percentage method – Percentage/grade correspondences are arbitrary and

do not reflect difficulty of the assignment.

• Total points method – In advance, determine number of points for each

assignment.

• Quality level/rubric method – Judge the quality level of the work.

Gradebook Computer Programs

• School districts often provide—and require—teachers to use a particular gradebook program.

• Be a careful and critical consumer of any program, even if your school requires you to use it.

Educational Assessment of Students
Key Concepts
Purpose of Grading
Continuous Assessment
Commonly Used Methods of Reporting Achievement
Traditional Report Cards
Standards-Based Report Cards
Conferences
Criterion-Referenced Grading Model
Self-Referenced or Growth-Based Grading
Using an Assessment Plan for Summative Grading
Grading Variables
Making Valid Decisions When Combining Grades
Determining Grade Boundaries
The Meaning of Failure
Norm- and Criterion-Referenced Methods for Combining Grades
Norm-Referenced Letter Grades
Criterion-Referenced Letter Grades
Criterion-Referenced Grades for Single Assessments
Gradebook Computer Programs
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