Week 6 - Scoring and Rating

1. Scoring and Rating

2. Introduction
Valid measurement of achievement
is the product of a systematically
controlled series of steps, beginning
with the identification of instructional
objectives and ending with the
scoring and interpretation of results.

3. Scoring The Test
A Scoring Key – comparing the
columns of answers from the master
copy of the test with the columns of
answers on each student’s paper.
A Strip Key – cutting the columns of
answers from the master copy of the
test and mounting them on strips of
cardboard cut from manila folders.

4. Scoring The Test
A Scoring Stencil – blank answer
sheet within holes punched where
the correct answers should appear.
The stencil is laid over each answer
sheet and the number of answer
checks appearing through the holes
are counted, red line – no answer.

5. MARKING MULTIPLE-CHOICE
ITEMS (GOOD PRACTICE)
Draw a red line through the correct
answer of the missed items rather than
through the student’s wrong answers
Scan each test paper to ensure that
only ONE answer was marked for each
item – eliminate any item containing
more than one answer

6. Types of Grading and
Reporting Systems
Traditional Letter-Grade System
Pass-Fail System
Checklists of Objectives
Letters to Parents/Guardians
Portfolios of Student Work
Parent-Teacher Conferences

7. Traditional letter-Grade System
Assign a little grade (e.g A,B,C,D,E) for each subject
In some cases a single number (e.g 5,4,3,2,1) is used
instead of a letter
This system is concise, convenient, the marks are easily
averaged and they are useful in predicting future
achievement
Limitations :
- The student’s strengths and weaknesses in learning are
not indicated
- It is difficult to interpret and use a single letter grade

8. Assigning Letter Grades
Determining what to include in a grade
Combining data in assigning grades
Selecting the proper frame of reference for
grading
Determining the distribution of grades

9. Pass-Fail System
A two – category system (e.g. satisfactory –
unsatisfactory, pass–fail) is used
It is easy to use but it offers less information than the
traditional A,B,C,D,F system
It does not provides indication of the level of learning, i.e.
present performance or predicting future performance
Suitable to be used for courses using the mastery learning
approach.

10. Checklist of Objective
A list of objectives are checked or rated
For rating purposes, the traditional A,B,C,D,F system OR
symbols like O (outstanding), S (satisfactory) and N (need
improvement) can be used
Advantage – provide a detailed analysis of the student’s
strengths and weaknesses so that follow-up activities can
be carried out to improve learning

11. Letter to Parents/Guardians
A flexible way of reporting student’s progress to parents
The strengths, weaknesses, learning needs and to suggest
specific plans for improvement can be reported
Details to indicate clearly the student’s progress in all
areas of development can be included
Limitations :
- requires time and skill in preparing comprehensive and
thoughtful reports
- descriptions of student’s learning weaknesses are easily
misinterpreted by parents.
- fail to provide a systematic and cumulative record of
student progress.

12. Parent-Teacher Conferences
To establish better cooperation between teachers and
parents
A flexible procedure to provide a two-way communication
between home and school
Parents can provide information concerning students out-of-
school life

13. Parent-Teacher Conferences
Permits the teacher and parents to ask question, to
discuss common concerns in helping the student and to
cooperatively plan a program for improving the student’s
learning and development.
Limitations
- requires a lot of time and skill
- does not provide a systematic record of student progress
- some parents are unwilling or unable to come/attend

14. Multiple Grading and Reporting System
Retain the use of traditional grading (letter grades or
numbers) and supplements the grades with
checklists of objectives.
Two grades are assigned to each subject: one for
achievement and the other for effort, improvement,
or growth

15. Guidelines for Developing a
Multiple Grading and Reporting Systems
Guided by the functions to be served.
Developed cooperatively by parents, students, and
school personnel.
Based on a clear statement of educational objectives.
Consistent with school standards.
Based on adequate assessment.
Detailed enough to be diagnostic and yet compact
enough to be practical.
Provide for parent-teacher conferences as needed.

16. Record-Keeping and
Grading Software
Grade books have been a familiar part of
teaching for many decades.
Although any simple spreadsheet can be used as
a grade book, there is a host of specialized
software available that is specially designed to
facilitate the common tasks of recording and
combining grades.

17. Measures Of Central Tendency
A convenient way of summarizing data is to find a
single index that can represent a whole set of
measures. In statistics, the term "measures of
central tendency" or “averages” is just a fancy
name for mean, median and mode.
The average can be this measure, known as the
mean, or one of the other two measures of central
tendency, known as the mode and median. Each
of these can serve as an index to represent a
group as a whole.

18. Mean
1.Mean
The most widely used measure of central
tendency is the mean. It is the sum of a set of
data divided by the number of data. (the answer
should not be rounded up unless directed to do
so.)
Example
Sum of the Data 130 = 13
Number of Data 10

19. Median
The median is defined as that point in a distribution of
measures below which 50 percent of the cases lie. It is the
middle value or the mean of the middle two values, when
the data is arranged in numerical order. When there are an
odd number of scores, the median is the middle score in the
distribution.
Example
5, 5, 10, 10, 10, 15, 15, 15, 20, 25
it has been found that organizing the data is the easiest way
to find the median. The numbers 10 and 15 both fall in the
middle. Thus, these two numbers have to averaged to get
the median.
Median = 10+15 = 12.5
2

20. Mode
The mode is the value in a distribution that
occurs most frequently. It is the value
(number) that appears the most. It is possible
to have more than one mode, and it is possible
to have no mode. If there is no mode, write "no
mode", do not write zero (0).
In the example above, two numbers appear the
most often: 10 and 15. The table shows there
are three 10's and three 15's. Thus, in this
example, there are two answers for the mode.

21. Measures Of Variability
Variability refers to the "spread-out-ness"
of scores in the distribution. The greater
the difference between scores, the more
spread out the distribution is. The more
tightly the scores group together, the less
variability there is in the distribution. One
such measure of variability or spread is
the range.

22. Standard Deviation
Score Mean X - Mean (X - Mean)2
7 6 1 1
6 6 0 0
7 6 1 1
8 6 2 4
2 6 -4 16
Sum 30 0 22
Standard Deviation
S2 (Variance) = [Σ (X-M)2]/(N – 1)
S2 (Variance) = [Sum (X - M) 2]/(N – 1)
S2 (Variance) = 22/ (5 – 1)
S2 (Variance) = 5.5
S (Standard Deviation) = 2.35

23. Conclusion
A student’s score is simply the number
of items answered correctly.
When all students answer every item on
a test, the rank of the students’ scores
will be the same whether the number is
right or a correction for guessing is
used.

24. Summary
Scoring Methods
Grading Systems
Measures of Central Tendency
Measures of Variability

25. Questions
Which type of scoring method that you
prefer for the subject that you teach?
Please justify with reasons.
Which type of grading system that you
used in your class? Please clarify with
reasons.

26. References
 Linn, R. L., & Miller, M. D. (2005). Measurement
and assessment in testing. International Edition.
9th Ed. New Jersey: Pearson Merrill Prentice
Hall
 Airasian, P.W. (2005). Classroom assessment:
Concepts and applications. 5th Ed. Boston:
McGrawHill.