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Types of grading system

This document discusses several methods of grading student performance: - Percentage grading based on exams and assignments - Letter grading using a scale like A-F with possible plus/minus modifiers - Norm-referenced grading comparing students to each other using letter grades - Mastery grading where students must reach a specified level of attainment to pass - Pass/fail grading with two levels of pass or fail - Standards-based grading comparing performance to established content standards It also discusses narrative grading using written comments instead of or in addition to scores or letters.

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•PERCENTAGE GRADING - Using a percentage scale (percent of 100), usually based on percent correct on exams and/or percent of points earned on assignments
•LETTER GRADING AND VARIATIONS - Using a series of letters (often A, B, C, D, F) or letters with plusses and minuses as an ordered category scale - can be done in a norm- referenced (standards-based) manner
•NORM – REFERENCE GRADING - Comparing students to each other; using class standing as the basis for assigning grades (usually letter grades)
•MASTERY GRADING - Grading students as “masters” or “passers” when their attainment reaches a prespecified level, usually allowing different amounts of time for different students to reach mastery
•PASS OR FAIL - Using a scale with two levels (pass and fail), sometimes in connection with mastery grading
•STANDARD GRADING/ABSOLUTE STANDARDS - Originally, comparing student performance to a pre - established standard (level) of performance; currently, standards grading sometimes means grading with reference to a list of state or district content standards according to pre - established performance levels.
•NARRATIVE GRADING - Writing comments about students’ achievement, either in addition to or instead of using numbers or letters
1.) More students take rigorous courses. 2.) More challenging courses can be offered. 3.) It increases a student's GPA. 4.) Higher class rankings for those who take more demanding courses.
5.) Students are more competitive with peers from other schools with weighted grading for first-choice and more elite college acceptance. 6.) Better chance for students to receive more in scholarship monies. 7.) More likelihood for students to have higher self-esteem
1.) Lack of consistency from school to school as to what courses are weighted and how much they are weighted. 2.)Not all courses, even honors and AP, are equally demanding. 3.) It may send a message to those who are taking regular courses, that their work is not as highly valued as weighted classes, which may lower self-esteem and attempts to strive for high grades.
4.) College admissions offices tend to look at the overall GPA and not if the grades had been weighted. 5.) If a student is afraid of getting a low grade in a more rigorous course, he/she may opt to take a less demanding course in order to earn a higher grade. 6.) Tracking of students could become more common.
Types of grading system