This document discusses common problems with grading students and provides guidelines for determining grades. It outlines two common grading problems: grade inflation where teachers give higher grades to minimize failures, and questionable grading practices where the value of certain practices is unclear. It then provides three guidelines for deciding what evidence best represents a student's achievement: prioritizing the most recent, comprehensive, and important learning goals. The document also discusses that zeros are not accurate reflections of learning and are often used to punish students, and that behavioral issues should not factor into grades as they do not reflect performance.

1. Republic of the Philippines
Mindanao State University
General Santos City
Presented by: Norjie Flores Bacsan Ed103- TFr- (1:00-2:30)
Presented to: Dr. Ava Clare Marie Robles December 11, 2012
MODULE 9: Grading and Reporting
Lesson 4: Common Grading Problems
Common Grading Problems
1.) Grade Inflating. Many argue that more students receive failing grades not because of poor
performances but because of the grading system. To minimize failures, many teachers
practice grade inflation.
2.) Questionable Grading Practices. Grading practices are clearly matters of opinion, no strong
evidence confirms their value nor the harm they cause.
Averaging Scores to Determine a Grade
Below are some guidelines for deciding what evidences or combination of evidence represents the
truest, most appropriate summary of the students’ achievements and performance.
1.) Give priority to the most evidence. Scores from assessments at the end of the marking
period are typically more indicative of what the students have learned than those gathered
from the beginning.
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.
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 or standards.
Use of Zeroes
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.
Lowering Grades Because of Behavioral Infractions
Behavioral infractions cannot be considered indicators of achievement or performance since
they do not reflect product criteria.
REFERENCES:
Reganit, Arnulfo, Elica, Ronaldo, & Laguerta, Cresencia(2012). Assessment of Student Learning 1
(Cognitive Learning). C&E Publishing, Inc.
Conception, Benjamin.et.al.(2011).LET Reviewer.Met Review Center, Manila.
http://en.wikibooks.org/wiki/Foundations_of_Education_and_Instructional_Assessment/Gradin
g/Zeroes#Zeroes_and_Missing_Work
http://www.ehow.com/how_7560077_calculate-grade-average-score.html
http://suite101.com/article/educational-problems-with-grading-students-a201764