This document discusses different aspects of grading systems. It defines grades as reflecting a student's academic progress. It describes informal evaluation as unplanned feedback and formal evaluation as more standardized written feedback. Formative evaluation provides feedback to students, while summative evaluation determines the quality of an outcome. The document discusses different symbols used for reporting grades and different frames of reference for grading, such as norm-referenced grading which compares students and criterion-referenced grading which compares students to performance levels. It emphasizes the importance of informing students about the grading system.

2. CAN YOU
GUESS?
What is this?
What is
represented
by
highlighted
portion of it?

4. Objectives
 In this we will learn:
 What is grading.
 What is the basis of grades.
 Types of evaluation.
 Frame of reference.
 Informing students about grading system.
 Conclusion.

5. Definition of
Grades:
“Cumulative grades
that reflect
students’ academic
progress during a
period of
instruction.”

7. INFORMAL AND FORMAL EVALUATION
 Informal evaluation:
• Not planned and not standardized.
• Can come in the form of commentary such as “great
work” or “try that once again”.
 Formal evaluation:
• More likely to be applied consistently and be written
out.
• Includes scores and commentary, often written down.

8. EVALUATION
Formative
evaluation: Activities
that are aimed at
providing feedback to
the students.
Summative
evaluation: Activities
that determine the
worth, value, or quality
of an outcome.

9. REPORTING STUDENT PROGRESS: WHICH
SYMBOLS TO USE?
This is often decided by the administration or state.
Most teachers are familiar with letter (A, B, C, D, F) and
numerical (0-100) grades.
Verbal descriptors.
Pass-fail.

10. FRAME OF REFERENCE
 There are several different frames of reference that suit
different needs:
• Norm-reference grading (relative grading)
• Criterion-referenced grading (absolute grading)

11. NORM-REFERENCE GRADING (RELATIVE
GRADING)
 Involves comparing each student’s performance to that
of a reference group.
 In this arrangement, a certain amount of students
receive each grade (10% receive A’s, 20% receive B’s,
and so on).
 However, depending on the reference group used as a
basis, this frame of reference is not always considered
fair.
 Another approach is to use ranges instead of exact
percentages (10-20% A’s, 20-30% B’s, etc).

12. CRITERION-REFERENCED GRADING
(ABSOLUTE GRADING)
 Involves comparing a student’s performance to a
specified level of performance.
 One common system is the percentage system (A= 90-
100%, B=80-89%, etc).
 Marks directly describe student performance .

13. INFORMING STUDENTS OF GRADING
SYSTEM
 Students should be informed early on in the course about
exactly how they will be graded well before any assessment
procedures have taken place.
 Parents should also be informed of grading procedures.
 It is the professional responsibility of a teacher to explain
the scores/grades to students and parents in ways that the
explanation is understandable.
 This can be done by simply handing out a sheet with a
breakdown of the weights of different grades, though it is
recommended that Q & A sessions are conducted.

14. CONCLUSION
 Most experts recommend using absolute than relative
grading systems, as they represent pure measures of
student achievement.
 Both grading systems have their strengths and
limitations, which should be taken into consideration
when deciding which to use.
 Reporting both styles of grades is also an option.