Nursing Education

1. ADMINISTRATING TEST - GRADING
V/S SCORING OR MARKS
PRESENTED BY:
Mandeep Kaur
M Sc Nursing 1st year
SGRD CON, Vallah,
Amritsar.

2. SCORING
Scoring is the process of
determining the first direct
and uninterrupted measure
of performance or a test

3. GRADING
Grading or marking is the
process of assigning a symbol
to represent the quality of
student’s performance

4. Scoring and grading system
Points to keep in mind before valuation
•How many points are satisfactory.
•How many points should be required for
passing.
•Satisfactory standards i.e., quality of attainment
•The traits of student (perseverance, study,
attitude, regularity, sincerity etc).
•The assignments and record maintenance.

5. Scoring
Steps of scoring
1. Selecting and scoring test item
• Weighing items
• Correction for guessing
Correct score = R-w/n-1
R-number of right answer
W-number of wrong answer
N-Options in each item

6. Scoring
Steps of scoring cont….
2. Item analysis
• Difficulty index
• Discrimination index
• Distracter analysis

7. Scoring
Steps of scoring cont…
3. Informing scoring system
• Inform before test administration
• Score separately
• Write clearly
• Provide enough time

8. Scoring
Steps of scoring cont….
4. Conducting post-test discussion
• Review the items
• Focus discussion on test items
• Give answers quickly
• Display answers to save time
• Allow time to record answers
• Eliminate items with flaw

9. Scoring
Steps of scoring cont……
5.Develop test item bank

10. ASSIGNING GRADES
Grades provide feedback and motivation for
students. The two basic methods for
assignment are the absolute and relative scales.
According to Jacobs and Chase (1992), the
characteristics of good grading system
includes:-
• Informing the students of the specific grading
criteria at the beginning of the course.
• Recording data collected for grading purpose
quantitatively.

11. Conti…
• Gathering sufficient data to assign a valid
grade.
• Basing the grades on learning outcomes.
• Applying the system equitably to all
students.
• Using statistically sound principles for
assigning grades.

12. 1. ABSOLUTE SCALE
• An absolute scale rates performance
relative to a standard. The student’s
obtained scores are compared with the
total possible scores and are expressed
as a percentage obtained. The standard
should be published in the syllabus at
the beginning of the course.

13. Example of absolute grading scale
Percentage
• 80 – 100
• 70 – 79
• 60 – 69
• 50 – 59
• < 50
Assigned grade
• A (Excellent)
• B (Very good)
• C (Good)
• D (Satisfactory)
• F (Fail)

14. 2. RELATIVE SCALE
A relative grading scale rates students according to their
ranking within the group. To assign grade in this system,
faculty record scores should be order from high to low. A
better method of assigning grades based on a relative
scale is to use the test statistics to create a curve as
described by Jacobs and Chase (1992):
• A). Decide whether to use the Mean or Median as the
best measure of central tendency. If they are
approximately the same, use the mean. If distribution is
skewed, use the Median.
• B). Determine the Standard Deviation.

15. Grading
Purpose of grading
1. Instructional
To indicate achievement

16. Grading
Purpose of grading cont…..
2. Administrative
• Admission
• Progression
• Probation
• Decision about re-entry
• Determine eligibility for graduation
• Scholarship
• Program evaluation technique
• Reporting employers

17. Grading
Purpose of grading cont…
3. Guidance and counseling
• Decision about courses to select
• Suggest academic resources
• Assist in carrier choices

18. Grading
Types of grading system
1. Letter system
• With or without “plus and minus”
• Grade point average

19. Grading
Types of grading system cont….
2. Percentage system of grading
• Criterion referenced grading
Fixed percent method
Total points method
• Norm referenced grading

20. Grading
Types of grading system cont….
3. Two dimension types of grading
• Pass-fail
• Satisfactory-unsatisfactory

21. Grading
Principles in developing and
implementing grading system
1. Definite purpose
2. Simple and practical
3. It should provide for individual
differences
4. Defined marks
5. Based on standards that can be objectively
checked
6. Results should be expressed in point score

22. University-wide grade descriptors:
A+ 90-100 One could scarcely expect better from a
student at this level.
A 80-89 Superior work which is clearly above
average.
B 70-79 Good work, meeting all requirements, and
eminently satisfactory.
C 60-69 Competent work, meeting requirements
D 50-59 Fair work, minimally acceptable
F below 50 Fail
In some Faculties, failing grades are distinguished as
follows:
E 40-49 Fail with supplemental examination
privileges

23. Grading
Criticism of grading
1. Grades are meaningless
because of diversity
2. Inadequate representation
3. Only a symbol of achievement
4. Less important than self
evaluation
5. Ineffective motivators
6. Low grades discourage
students

24. THANKS