1 grading assessment and grading related but not the same thing
Post on 05-Jan-2016
215 Views
Preview:
TRANSCRIPT
1
Grading
Assessment and Grading
Related but not the same thing.
2
Grading
What is the primary reason we assess student understanding?
Is that the reason we grade?
3
Grading
With a partner, list 4 or 5 reasons we grade students.
Rank them in order of importance.
4
Grading
Reasons for grading from Measurement and Evaluation in Teaching (Gronlund and Linn, 1990)
Instructional usesCommunicative usesAdministrative usesGuidance uses
5
Grading
Reasons for Grading from Reporting on Student Learning (Guskey 1996)
CommunicateProvide information to studentsSelect, identify, or group studentsProvide incentives to learnEvaluate instructional effectiveness
6
Grading
Seven Perspectives on Grading
1. Grading is not essential for learning.2. Grading is complicated.3. Grading is subjective and emotional.4. Grading is inescapable.5. Grading has a limited research base.6. Grading has no single best practice.7. Grading is faulty and damages students and teachers.
(O’Connor, 2002)
What is your reaction? With which do you agree? Disagree? Unsure?Record on handout.
7
Grading
Seven Perspectives on Grading
1. Grading is not essential for learning.
Teachers do not need grades or reporting forms to teach well, and students can—and do—learn without them.
In fact, when grades are given, the emphasis becomes grades not learning.
8
Grading
Seven Perspectives on Grading
2. Grading is complicated.
The mechanistic way that much grading is done—checking correctness and using formulas to average and calculate the final grade—makes it appear easy.
In fact, grading is complicated. Hundreds of decisions go in to the calculation.
9
Grading
Seven Perspectives on Grading
3. Grading is subjective and emotional.
The focus here is on the decisions about what to include in the calculations that lead to a final grade.
Many of us think that grades are objective because of the cold numerical calculations we make to arrive at a final grade. However, the entire trail is littered with subjective decisions and value judgments—what type of assessment to use, how to score it, how much should it count.
10
Grading
Seven Perspectives on Grading
4. Grading is inescapable.
Although there is a plenty of criticism of grades—unclear symbols, they merely sort, they provide little information about strengths and weaknesses, they are arbitrary and subjective, they demoralize students who learn more slowly—they are not going away.
In the mid-90s, Cranston, Rhode Island, tried to abolish grades for elementary school students, but the uproar forced the school system to return to the previous system.
11
Grading
Seven Perspectives on Grading
5. Grading has a limited research base.
Since the introduction of grades in public high schools in the early 1900s there has been little research on grading practices.
Recommendations from measurement experts is ignored.
12
Grading
Seven Perspectives on Grading
6. Grading has no single best practice.
No research base. Every grading method has advantages and
disadvantages. Therefore, there is no one way to grade.
13
Grading
Seven Perspectives on Grading
7. Grading is faulty and damages students and teachers.
Students often think there is no relationship between the quality of their work and the grades they receive. They think that teachers give good grades to the students they like.
Overemphasis on grades and faulty grading practices have a detrimental effect on student achievement, motivation, and self-concept. It also damages the relationship between teachers and students.
Coach vs. Judge Dual roles in conflict
14
Grading
Two Unique Perspectives:
Russell Wright
Marge Scherer and Mel Levine
15
Grading For Grading For SuccessSuccess
Russell G. WrightRussell G. Wright
16
DataMeasure Student A Student B Student C
LabQuizLabTestQuizLab
Research PaperQuizTest
Current EventsProject
BCBDFABCCAA
81%78%88%61%43%91%85%71%77%92%96%
BDBDFBBDDBB
What grade would you place on each student’s report card?
17
DataMeasure Student A Student B Student C
Lab (10)Quiz (10)Lab (10)Test (20)Quiz (10)Lab (10)
Research Paper (30)
Quiz (10)Test (30)
Current Events (10)
Project (40)
190 points
BCBDFABCCAA
81%78%88%61%43%91%85%71%77%92%96%
BDBDFBBDDBB
Grades using B- 81% Cthe mean:
18
DataMeasure Student A Student B Student C
Lab (1)Quiz (1)Lab (1)Test (2)Quiz (1)Lab (1)
Research Paper (3)
Quiz (1)Test (3)
Current Events (1)
Project (4)
19
BCBDFABCCAA
81%78%88%61%43%91%85%71%77%92%96%
BDBDFBBDDBB
Here are my B 85% Bgrades:
19
Grading Examples
NameItem
1 2 3 4 5 6 7
Value 1 1 2 3 1 1 4
Alva A C B B E E E
Brenda A D B B A A A
Chuck A C C D E C C
Donnell D B D B D C E
Eli C C B B E E E
Total grade value = 13 Median = 7th highest number
20
Mean Median Mode
Measures of
Central Tendency
21
Mean Median Mode
How are mean, median and mode calculated?
22
Mean Median Mode
Can you use mean, median and mode interchangeably with any kind
of data?or
Is one particular central-tendency measure uniquely appropriate to use
with each kind of data?
23
Three Kinds of Data
Nominal Ordinal Interval/Ratio
24
Nominal data are assigned a code in the form of a number. But the
numbers are simply labels.
25
Nominal
Students:
Bob, Julie, Sue, Mike, Ali, Tabitha, Henry, Michele, Frank, Donnell, Amman, Lee, Kate, Carlos
Eye color: blue (1), brown (2), brown (2), brown (2), green (3), blue (1), brown (2), brown (2), green (3), brown (2), blue (1), brown (2), brown (2), gray (4)
26
Nominal
Students:
Bob, Julie, Sue, Mike, Ali, Tabitha, Henry, Michele, Frank, Donnell, Amman, Lee, Kate, Carlos
Eye color: Is average eye color 2.07 ?
27
You can count the nominal data by category. But since nominal
data has no implied order categories cannot be added or
subtracted. Compilations of nominal data cannot be multiplied, or divided.
28
Ordinal values show order (or have a rating scale attached).
29
Ordinal
Race results for Funny Cide: (Won Kentucky Derby and Preakness
2003)
1st, 1st, 1st, 5th, 3rd, 2nd, 1st, 1st, 3rd, 3rd, 1st
Biscuit Recipe Ratings (1 to 5 scale representing strongly dislike, dislike, neutral, like, strongly
like):
4, 1, 3, 3, 2, 4, 5, 2, 3, 3, 4, 5, 1, 3, 2, 3, 4, 2, 3
30
You can add and/or order ordinal data but you cannot not
multiply or divide it.
31
Interval data are measured on a scale where the distance between
two adjacent units (called 'intervals') is the same
everywhere on the scale but the zero point is arbitrary.
Ratio data are interval data with a fixed zero point.
32
Interval/Ratio
Mean July temperatures, Washington DC (2003-1994):77.5°F, 81.0°F, 75.6°F, 74.5°F, 83.1°F, 79.0°F, 80.0°F, 80.8°F, 81.5°F, 82.0°F
Distance from home to friends houses (measured in meters rounded to nearest meter): 123, 76, 489, 262, 53, 26
33
Interval and ratio data can be counted, ordered, added,
subtracted, multiplied, and/or divided.
34
What kind of data do grades represent?
35
Grading
Other Unique Perspectives:
Marge Scherer and Mel Levine
36
Grading
Two Articles:
Perspectives / Discovering Strengths Marge Scherer
Educational LeadershipSeptember 2006 | Volume 64 | Number 1Teaching to Student Strengths Pages 7-7
Celebrate Strengths, Nurture Affinities: A Conversation with Mel Levine
Educational LeadershipSeptember 2006 | Volume 64 | Number 1
Teaching to Student Strengths Pages 8-15
Marge Scherer
37
Grading
Discuss and Share:
Discuss with a partner the Grading Implications of these articles and prepare to share your conclusions with the class.
38
Grading
Seven Perspectives on Grading
7. Guidelines for Grading in Standards-Based Stems
Discuss handout.
39
The essence of educative assessment - authentic tasks and performer-friendly feedback.
•What are Authentic Tasks?
•Not just hands-on work.
•Performance on a task is about results.
•Impact criteria.
•Assessment Tasks are not Instructional Activities.
Educative Assessment – Ensuring Authentic Performance
top related