1. Republic of the Philippines
MINDANAO STATE UNIVERSITY
COLLEGE OF EDUCATION
Fatima, General Santos City
Module 9: Grading and Reporting Practices
Lesson 4: Common Grading-Related Problems
Presented to:
Dr. Ava Clare Marie O. Robles
Class Schedule: MTH/10:30-12:00
Presented By:
Eunice P. Do-ong
Marjiana Maneged
2. Identify and define Common
Grading-Related Problems.
Know and understand its
causes and effects.
Identify some questionable
grading practices.
Enumerate the guidelines in
appropriate grading.
3. Grade Inflation
- a rise in the average grade
assigned to students; especially: the
assigning of grades higher than previously
assigned for given levels of achievement.
4. 1.) Institutional pressure to retain students.
2.) Increased attention and sensitivity to personal crisis situations for
students.
3.) Higher grades used to obtain better student evaluations of teaching.
4.) The increased use of subjective or motivational factors in grading.
5.) Changing grading policies and practices.
6.) Faculty attitudes.
7.) Content deflation.
8.) Changing mission.
5. - If there is grade inflation, or
even if there are merely unwarranted
perceptions that grade inflation is
occurring, the currency of grades and
awards becomes distrusted, and
likewise the education system is
distrusted(Yorke, 2007).
6. Some grading practices are clearly matters of opinion, no
strong evidence confirms their value nor the harm they cause.
Due to their potentially harmful effects, it is imperative that we
consider these practices openly and honestly in light of current
evidences. Three practices that deserve special attention are as
follows:
1.) Averaging scores to determine a grade.
2.) The use of zeros.
3.) Lowering grades because of behavioral
infractions.
8. 1.) Give the most recent evidence.
Scores from assessments at the end of marking
period are typically more indicative of what students
have learned than those gathered fro the beginning.
9. 2.) Give priority to the most
comprehensive evidence.
If certain sources of evidence represent
cumulative summaries of the knowledge and skills
the students have acquired, these should hold the
greatest weight in determining the students’
grades.
10. 3.) Give priority to evidence related to the
most important learning goals or standards.
Rank the evidence gathered in
terms of its importance to the course’s
learning goals and standards.
11. Most educators believe that a zero is not an
accurate reflection of the students’ learning, instead,
zeroes are typically assigned to punish students for not
displaying appropriate effort or responsibility. A single
zero has a profound effect when combined with the
practice of averaging as it drastically changes the
average.
12. Lowering grades because of behavioral infractions
Behavioral infractions cannot
be considered indicators of
achievement or performance
since they do not reflect the
product criteria.
13. Grade inflation and questionable grading
practices are the two common grading-related problems
that causes the inappropriateness in assessing the
student’s level of achievement. Averaging scores to
determine a grade, the use of zeros and the lowering
grades because of behavioral infractions are the reasons
why grading practices becomes questionable. To make it
appropriate, it is a must for a teacher to give priority to
evidences that are most recent, most comprehensive and
that relates to the most important learning goals and
standards.
14. Yorke, Mantz (2007). Grading Student’s Achievement in Higher
Education: Signals and Shortcomings, Corwin Press, Inc., California.
Guskey, Thomas R. and Bailey, J. (2001). Developing Grading and
Reporting Systems for Student Learning. Corwin Press, Inc.,
California.
Reganit, Arnulfo, Elicay, Ronaldo, & Laguerta, Cresenciana(2010).
Assessment of Student Learning 1 (Cognitive Learning) C & E
Publishing, Inc.
http://www.merriam-webster.com/dictionary/grade%20inflation
http://www.mnsu.edu/cetl/teachingresources/articles/gradeinfl
ation.html
