Grading and evaluation

1. GRADING AND EVALUATION
•Educational lives aregoverned by the
grades that aredetermined by test.
•Standars for assigninggrades are
extraordinary variableacrossteachers,
courses,institutions.
WHAT SHOULD GRADES REFLEC?
•Its important to inform students in
advancehow observations and
impressions will begraded.
•The challengeof all teachers is quantify
participationsas clearly and directly as
possible.
•Improvement, behaviour, effort,
motivation and attendance might be a
set of components to add to a final
grade.
GUIDELINESS FOR A FINAL GRADE
•All the components of a final grade
need to be writing for students at the
beginningof the term.
•If the system includes items as those
mentioned before, recognize their
subjectivity.
•Create checklistor charts to allowyou
create your conclusions.
•Consider allocatingsmall weights to
items so the grade reflects the
achievement.
CALCULATING GRADES
•Absolute gradingsystem pay attention
on competences and objectives.
•Relative gradingallowsown
interpretation and the adjustment of a
test difficulty,itranks students in order
of perfomance and assign cutoff points
for grades.
TEACHERS PERCEPTIONS OF APPROPIATE
GRADE DISTRIBUTIONS
•Teachers bringwith a test the
interpretation of aprropiate
distributions.
•Teachers have their own notions and
standards for gradingbutsometimes it
doesnt match with their pratice.
ALTERNATIVES FOR LETTER GRADDING
•For summative assessmentteachers can
make marginal comments on projects,
exams,
•Teachers can planself assestment, a
conference with a student,organize
checklistevaluationsor narrative
evaluations.