LANGUAE ASSESSMENT

1. Presentation
CLASS:
MS ENGLISH LINGUISTICS
SUBJECT:
Language assessment
SEMESTER :
IST (FINAL
TERM)2020
INSTRUCTER :
DR.SAMINA
SARWAT(HOD)
TOPIC:
STUDENT
GRADING
AND
EVALUATION
GROUP 4 :
TAHIR
AWAN,
SAMREEN
QUDSIA
HAFIZ
UMAIR
KHADIM,
TARIQ
MEHMOOD

2. CONTENTS
 1.Define grading? And History of grading
 2.Philosophy of Grading: What should Grades Reflect?
 3.What is the purpose do grades serve?
 4.Types of grading system
 5.Guidelines for selecting Grading Criteria
 6.Calculating grades :(Absolute and Reflecting grades)
 7.Factors that affect the grading system
 8.Pros and cons of grading
 9.Principles and guidelines for grades evaluation
 10. Conclusion

3. 1. Define grading? History of grading
 If our lives are too often controlled by tests, then our educational lives are
certainly governed by the Grades.
 Grading is the “process” by which a teacher assesses student learning through
classroom tests and assignments.
 Grading serves four roles : 1. It evaluates the quality of a student’s work.
 2. It communicates with the student, as well as employers.
 3. It motivates how the students study, what they focus on, and their
involvement in the course
 4. It organizes to mark transitions, bring course, and focus effort for both
students and teachers.
History of grading
 The grading system was invented by the William Farish, a teacher in the
Cambridge University, England in 1792. He actually wants to know that what is
going in the mind of the students, whether they got the topic or not.
 Actually, the grading system originated in the factories to rate up against the
production quality whether the product which was made is of good or bad.

4. 2. Philosophy of Grading:
What should Grades Reflect?
 Grades should represent the extent to which the intended
learning outcomes were achieved by students.
 They should not be contaminated by student effort,
tardiness, misbehavior, and other extraneous factors... ..
If they are permitted to become part of the grade, the
meaning of the grade as an indicator of achievement is
lost.
 Gronlund (1998) pp.174-175

5. 3.
Purpose or Function of grades in education :
Measurement experts such as Peter Airasian (1994) explain that educators use
grades primarily for :
1. Administrative purposes
2. To give students feedback about their progress and achievement
3. To provide guidance to students about future course work
4. To provide guidance to teachers for instructional planning
5. To motivate the students
6. It is an evaluation of student work
7. As a means of communicating to students, parents and employers

6. 4. Types of grading system
 There are 7 types of grading system available. They are :
 1. Percentage Grading ------ From 0 to 100 Percent
 2. Letter grading and variations ------ From A Grade to F Grade
 3. Norm-referenced grading ------Comparing students to each other
usually letter grades
 4. Mastery grading------ Grading students as “masters” or “passers” when
their attainment reaches a prespecified level
 5. Pass/Fail----- Using the common Scale as Pass/Fail
 6. Standards grading----- Comparing student performance to a pre-
established standard(level) of performance
 7. Narrative grading----- Writing comments about students

7. 5.Guidelines for selecting Grading
Criteria
1.It is essential for all components of grading to be
consistent with an institutional philosophy or
regulations.
2.Be Open to Change
3.Communicate and Collaborate with Students
4.Substitute Judgment for objectivity
5.Distribute Time Effectively

8. 6.Calculating Grades: Absolute and Reflecting grades
 These two types are called indirect grading
 Absolute Grading: If you pre-specify standards of performance on a numerical
point system, you are using an absolute system of grading.

9. Relative Grading
 It is more commonly used than absolute grading.
 It is usually accomplished by ranking students in order of performance
(percentile ranks) and assigning cut-off points for grades.
 An older relatively uncommon method of relative grading is grading “on
the curve”.
 Point value in this system do not translate directly into grades.

10. 7.Factors that affect the grading system
 It has been found out that the pupil’s difficulty in learning may be
due to many factors within the child himself.
 1. Intellectual factor
 2. Learning factors
 3. Physical factors
 4. Emotional and social factors
 5. Teacher’s Personality
 6. Cross- cultural factors
 7. Quality of Grades

11. 8.Pros and cons of Grading
Pros of Grading :
 1. It will minimize misclassification of students on the basis of marks.
 2. It will eliminate unhealthy competition among each high achievers.
 3. It will reduce score pressure.
 4. It will provide the learner more flexibility.
 5. It will lead to a focus on a better learning environment.
 6. Identification of weakness and strengths.
 7. Easier Studies

12. Cons of the Grading system
Disadvantages of Grading :
 1. Decreased Performance
 2. Fails to show accuracy in results
 3. Competition Decreased
 4. Demotivate the bright students
 5. Increased Lethargy (decreasing of performing
well in exams)
 6. Damages students’ peer relationships

13. 9.Principles and guidelines for grades
evaluation
 Grading is not necessarily based on a universally accepted scale.
 Grading is sometimes subjective and context-dependent.
 Grading of tests is often done on the “curve”.
 Grading reflect a teacher’s philosophy of grading.
 Grading reflect an institutional philosophy of grading.
 Cross- sectional variation in grading needs to be understood.
 Letters grades may not “mean” the same thing to all people
 Some principles of teaching evaluation
1. Use multiple methods
2. Faculty and departmental responsibilities
3. Individualizing teaching evaluation
4. Conduct and supervision of laboratory instruction.

14. Summary of guidelines for grading and
evaluation
1. Develop an informed, comprehensive personal philosophy of grading that
is consistent with your philosophy of teaching and evaluation.
2. Design tests that conform to appropriate institutional and cultural
expectations of the difficulty that students should experience.
3. Select appropriate criteria for grading and their relative weighting in
calculating grades.
4. Communicate criteria for grading to students at the beginning of the
course and subsequent grading periods (mid-term, final).
5. Triangulate letter grade evaluations with alternatives that are more
formative and that give more wash back.

15. 10.Conclusion
Criticisms and Responses on Grading
Source: Ebel (1974)
Criticism Response
 A single symbol cannot possibly
report adequately the complex
details of an educational
achievement.
 Grades aren’t intended to provide
details. They represent a method of
reporting value judgments regarding
general level of achievement.
 The most important outcomes are
intangible and hence cannot be
assessed or graded.
 Important outcome are those that
make a difference. Differences can
be detected and differences can be
the basis for grades.
 Grading fosters competition rather
than cooperation.
 Many students achieve individual
excellence through cooperative
learning activities.