This document discusses common grading problems and proposes solutions. It addresses issues like grade inflation, questionable grading practices, and the use of zeroes. Specifically, it recommends prioritizing more comprehensive evidence and evidence related to important learning goals when averaging scores. It also states that zeroes do not accurately reflect learning and that behavioral issues are separate from academic achievement. The document provides guidance on establishing an effective grading system to avoid common problems in assessing student performance.

1. Republic of the Philippines
Mindanao State University
General Santos City
Module 9: Grading and Reporting
Lesson 4: Common Grading Problems
Presented to: Dr. Ava Clare Marie Robles
Presented by: Norjie Flores Bacsan

2. OBJECTIVES:
Distinguish the relevance of the common grading
problems in assessing the student’s performance.
To analyse the use of zeroes.
To formulate an effective grading system to avoid
grading problems.

3. 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.

4. Averaging Scores to Determine a Grade
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.

5. 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.

6. Lowering Grades Because of Behavioral
Infractions
Behavioral infractions cannot be considered indicators of
achievement or performance since they do not reflect
product criteria.

7. Thank you for listening .. Hope we learn something
Have a great afternoon