marking n reporting
TRANSCRIPT
-
7/30/2019 Marking N Reporting
1/57
MPF1213
INTRODUCTION TO
MEASUREMENT AND EVALUATION
BY : NOZIEYANA A.RAHMAN(MP101336)
NOR SAHIDAH MOHAMAD ALI(MP121197)
LECTURER : DR HAMIMAH BINTI ABU NAIM
MARKING AND REPORTING
-
7/30/2019 Marking N Reporting
2/57
A.Purpose of marking and reporting
-The task of reporting students progress cannot be
separate from the procedures used in assessing students
learning and development
-- grading and reporting become a matter of summarizingthe results and presenting them in understandable form
and variety of users( students, parents,teachers,
councelors and administrators)
-
7/30/2019 Marking N Reporting
3/57
B.FUNCTIONS OF MARKING AND REPORTING SYSTEMS
1) Instructional uses2) Reports to parents
3) Administrative and guidance
uses
-
7/30/2019 Marking N Reporting
4/57
-the focus of the grading and reporting system
should be improvement of student learning and
development.
-This is most likely to occur when the report:
-a) clarifies the instructional objectives
-b) indicates the students strengths and
weaknesses in learning.
-c) provides information concerning the
students personal-social development
- d) contributes to the students motivation
1) INSTRUCTIONAL USES
-
7/30/2019 Marking N Reporting
5/57
-A portfolio of work designed to display progress can show
the strides that have been made during the year with
concrete example.
-- A well designed report form together with portfolio of
students work that contains carefully selected example can
provide this summary of learning progress.
-- Well-designed progress reports can also aid in
evaluating instructional procedures by identifying areas
needing revision.
-- need to modify instructional objectives or the classroom
activities when student report meet poor learning progress.
1) INSTRUCTIONAL USES cont
-
7/30/2019 Marking N Reporting
6/57
-These reports should help parents understand the objectives
of the school and how well their children are achieving the
intended learning outcomes.
-- the importance of report to parents/guardians:
-1) parents are better able to cooperate with school in
promoting their childrens learning and development.
-2) enable parents to give them the emotional support and
encouragement needed.
-3) knowing their childrens strenght and weaknesses in
learning.
-
2) REPORTS TO PARENTS/GUARDIANS
-
7/30/2019 Marking N Reporting
7/57
-Grades and progress reports serve a number of
administrative functions.They are use for:
-1) determining promotion and graduation
-2) awarding honor
-3) determining athletic eligibility-4) reporting to other schools and prospective employers
3) ADMINISTRATIVE AND GUIDANCE USES
-
7/30/2019 Marking N Reporting
8/57
C.TYPES OF MARKING AND REPORTING SYSTEMS
1) Traditional Letter-Grade System
2) Pass Fail System
3) Checklists of Objectives
4) Letter to Parents/Guardians
5) Portfolio of Student Work6) Parent-Teacher Conference
-
7/30/2019 Marking N Reporting
9/57
-Is to assign a single letter grade such as A,B,C,D,F) foreach subject.
-- In some cases a single number ( 5,4,3,2,1 or
100 ,95,90) is used instead of a letter, but the grading
system is essentially the same.
-- the grades are easily averaged and useful inpredicting future achievement
1) TRADITIONAL LETTER-GRADE SYSTEM
-
7/30/2019 Marking N Reporting
10/57
-However ,they have several limitation:-a) Typically are a combination of achievement, effort,
work habits,good behavior.
-b) the proportion of students assigned each letter
grade varies from teacher to teacher.
-c) they do not indicate a students specific strenghts
and weaknesses in learning.-They difficult to interpret and use.
-Example : A grade of C may represent good
achievement but poor work habits and
disruptive behavior.
1) TRADITIONAL LETTER-GRADE SYSTEM cont.
-
7/30/2019 Marking N Reporting
11/57
-Twocategory system example: satisfactory-
unsatisfactory and pass-fail) has been used in some
elementary school.- strength of this system are:
-- it permit students to take some courses(elective course)
--to encourage students to explore new areas.
--permit students to focus on those aspect of course that
related most directly to their major field.
-- to neglect those areas of little interest or relevance
--removing the fear of a lower grade-point average gives
student greater freedom to select their learning experience
2) PASS-FAILED SYSTEM
-
7/30/2019 Marking N Reporting
12/57
-Limitation of pass-fail system are:
-- offers less information--provides no indication of the level of learning.
-- value for predicting future or describing present
performance achievement is lost.
2) PASS-FAILED SYSTEM cont.
-
7/30/2019 Marking N Reporting
13/57
-Some schools have replaced the traditional grading
system with a list of objectives to be checked or rated.
--these reports typically include ratings of progress
towards the major objectives in each subject-matter area.
-- The following statements for reading and arithmetic
illustrate the nature of these report:
-Reading:
-1) reads with understand-2) works out meaning and use of new words
-3) reads well to others
-4) reads independently for pleasure.
3) CHECKLIST OF OBJECTIVES
-
7/30/2019 Marking N Reporting
14/57
-Arithmetic:
-1) uses fundamental processes
-2) solves problems involving reasoning
-3) is accurate in work
-4) work at a satisfactory rate.
-- commonly use fewer symbols such as
O(outstanding) , S (satisfactory) , N (needs
improvement) or P(proficient) , PP(partially proficient)
3) CHECKLIST OF OBJECTIVES cont
-
7/30/2019 Marking N Reporting
15/57
-the strengths of checklist of objectives are:
--the checklist form of reporting has the advantage of providinga detailed analysis of the students strength and weaknesses.
--provide students, parents and others with a frequent reminder
of the objectives of the school.
-The limitations are:
-difficulties in keeping the list of statement down to a workablenumber and in stating them in such simple and concise terms
that they are readily understood by all users of the report.
3) CHECKLIST OF OBJECTIVES cont
-
7/30/2019 Marking N Reporting
16/57
-Use of letters to provide for greater flexibility in reporting
students progress to parent.
-It possible to report on unique strengths, weaknesses,
learning needs and suggestion of specific plans ofimprovement.
-But limited to several factors:
-1) comprehensive and thoughtful written reports require
an excessive amount of time and skill
-2) students learning weaknesses are easily misinterpreted
by parents
-3) fail to provide a systematic and cumulative record of
student progress towards the objectives of school.
4) LETTERS TO PARENTS/ GUARDIANS
-
7/30/2019 Marking N Reporting
17/57
-an effective of showing student progress, illustratingstrength, and identifying areas where greater effort is
needed.-Also an effective means of making grades more concrete
for parents and guardian.
--simply file which student work products are placed.
-The entries in the portfolio need to be selected to
illustrate the range of student work.
-Example: types of writing,mathematical problem or result
of laboratory experiments.
5) PORTFOLIO OF STUDENT WORK
-
7/30/2019 Marking N Reporting
18/57
-This reporting method is most widely used at the
elementary level.
-Parent-teacher conference is a flexible procedure that
provides for two way communication(home-school)
-- parents have an opportunity to present information
concerning the students out-of-school life.
--useful tool but there are limitations:
-1) time and skill-2) not provide a systematic record of student progress
-3) some parents are unwilling to come for conference
6) PARENT-TEACHER CONFERENCES
-
7/30/2019 Marking N Reporting
19/57
MULTIPLE GRADING AND REPORTING SYSTEM
- The typical multiple system retains the use of
traditional grading(letter grade or number)
and supplement the grades with checklist of
objectives.- An example report form using the multiple
grading and reporting system shown in figure
15.1
-
7/30/2019 Marking N Reporting
20/57
Guidelines for developing a multiple grading and reporting system:
1) The development of the grading and reporting system
should be guided by the function to be serve.
2) The grading and reporting system should be
developed cooperatively by parents , students andschool personnel.
3) Should be based on a clear statement of educations
objectives
4) Should be consistent with school standards
5) Should be based on adequate assessment
6) Should be detailed enough to be diagnostic and yet
compact enough to be practical
7) Should provide for parent-teacher conferences as
needed.
-
7/30/2019 Marking N Reporting
21/57
GRADING AND REPORTING
THE PURPOSE
TYPES OF GRADINGAND REPORTING
1) Traditional letter-grade system
2) Pass-fail system3) Checklist of objectives4) Letter to parents5) Portfolio of student work6) Parent-teacher conferences7) Multiple grading and reporting system
1)Instructional uses2) Report to parents/guardian3) Administrative and guidance uses
Advantages&
limitations
-
7/30/2019 Marking N Reporting
22/57
1. Based on clear statement of learning
objectives2. Consistent with school standards
3. Based on adequate assessment
4. Based on the right level of detail
5. Providing for parent-teacherconferences as needed
Development of a Grading andReporting System
-
7/30/2019 Marking N Reporting
23/57
Properly weight each component to create acomposite
Put all components on same scale to weight
properly
Involves questions such as the following :
1. What should be included in a letter grade?
2. How should achievement data be combined in assigningletter grades?
3. What frame of reference should be used in grading?
4. How should the distribution of letter grades be
determined
Assigning Letter Grades
-
7/30/2019 Marking N Reporting
24/57
If letter grades are to serve as valid indicatorsof achievement, they must be based on valid
measures of achievement.
The process of grading involve :
Defining the course objectives as intended learningoutcomes
Developing or selecting tests and other evaluationdevices that measure these outcomes most directly
Determining What To Include In A Grade
-
7/30/2019 Marking N Reporting
25/57
How much emphasis should be given to tests, ratings, writtenreports, and other measures of achievement in the letter gradesis determined by the nature of the course and the objectives
being stressed. Types of evaluation data to include in a course grade and the
relative emphasis to be given to each type of evidence aredetermined primarily by examining the instructional objectives
The more important the objective is, the greater the weight it
should receive in the course grade. In final analysis, letter grades should reflect the extend to which
pupils have achieved the learning outcomes specified in thecourse objectives. These should be weighted according to theirrelative importance.
Determining What To Include In A Grade
C
-
7/30/2019 Marking N Reporting
26/57
Combining the elementinto a composite score
by assigningappropriate weights toeach element and use
these composite scores
as a basis for gradingAdd together the finalexamination score and
the term report score foreach pupil
Check the effectivenessby comparing the
composite score of a
pupil who is the higheston the final examinationand lowest on the term
report (100+10=110)with a pupil who islowest on the final
examination and higheston the term report
(80+50)=130
Combine variouselements so that eachelement receiveds its
intended weight
Multiplying thescores on the termreport by 2, so that
the top score on bothmeasures would
equal 100.
This procedure doesnot equate the
scores
We can see evenlarger differencebetween the two
composite scores.This due to the fact
that the influenceeach component hason the composite
score depends onvariability, or spread,of scores and not on
the total number ofpoints
Make possible scorethe same for both sets
of scores
The range issatisfactory for mostclassroom purpose
Standard deviation as
the measure ofvariability
Standard score, 1through 9
All scores that havebeen converted to
the stanine system,the scores in each
set have the samevariability.
Then weighted bysimply multiplying
each stanine scoreby the desired
weight.
Converting all sets ofscores to stanines
Combining data in assigning grades
-
7/30/2019 Marking N Reporting
27/57
Letter grades
are typically
assigned on the
basis of one ofthe following
frame reference:
Selecting The Proper Frame of Reference For Grading
ProperFrame
Referencefor Grading
RelativeGrading
AbsoluteGrading
LearningAbility @
Amount ofImprovement
-
7/30/2019 Marking N Reporting
28/57
Comparing a pupilsperformance with thatof a reference group
Grade is determinedby the pupils relative
ranking in the totalgroup
Grading is based on
relative performance
The grade influencedby both the pupils
performance and theperformance of the
group
Widely used in theschools, because
much of classroomtesting is norm
referenced.
Disadvantage : Shifting
frame of reference (e.g.,grade depend on thegroup ability)
RELATIVE GRADING
ABSOLUTE GRADING
-
7/30/2019 Marking N Reporting
29/57
Comparing a pupilsperformance to
prespecifiedstandards set by the
teacher
Standard concerned with the
degree of mastery to beachieved by the pupils and maybe specified as
(1) Task to be performed
(2) The percentage of correctanswer to be obtained on a testdesigned to measure a clearly
defined set of learning tasks
Letter grade areassigned on the basis
of an absolute standardof performance rather
than a relative one
Percentage-correct score, which are widely usedin setting absolute standards, are most
meaningful in mastery learning because they
indicate how far a pupil is from completemastery
(e.g; A= 95-100, B=85-94, C=75-84, D=65-74,F=below 65)
Domain of learning task has not been clearlydefined and the standards have been set in a
completely arbitary manner.
To uses absolute level ofachievement as a basis for grading
requires:
1) The domain of learning tasks beclearly defined
2) The standards of performance beclearly specified and justified
3) The measures of pupilachievement be criterion referenced.
ABSOLUTE GRADING
-
7/30/2019 Marking N Reporting
30/57
LEARNING ABILITY @ AMOUNT OF IMPROVEMENT
Judgement and measurement ofability are likely to be
contaminated by achievement to
some unknown degree.
Improvement (i.e; growth inachievement) over shorrt spansof time is extremely difficult to
estimate reliably with classroommeasures of acievement. The lack
of reliability injudging
achievement in relation to abilityand in judging degree of
improvement, will result in gradesof low dependability
If used all (e.g; to motivate low-ability pupils),
such grades should be used as supplementary.In dual marking, for example, one letter grade
miight indicate level of achievement (relative orabsolute), and the second letter grade might be
used to represent achievement in relation toability, or the degree of improvement shown
since the last marking period.
-
7/30/2019 Marking N Reporting
31/57
Relative Grading
Relative grading is based on two
assumptions: (1) one of the purposes of grading is to
identify students who perform best against
their peers and to weed out the unworthy/
(2) student performance more or less
follows a normal distribution the famous
bell-shaped curve.
Determining the Distribution of Grades
-
7/30/2019 Marking N Reporting
32/57
Relative Grading School staff set general guidelines for the approximate
distributions of marks.
Might involve separate distributions for introductory and
advanced courses, for gifted and slow learning classes, and thelike.
Distribution should be flexible enough to allow for variation in the
caliber of pupils from one course to another and from one time
to another in the same course.
Indicating ranges rather than fixed percentages of pupils who
should receive each letter grade offers this flexibility.
E.g : A= 10-20 percent of pupils, B= 20-30 percent of pupils, C=
30-50 percent of pupils, D=10-20 percent of pupils, F=0-10
percent of pupils
Determining the Distribution of Grades
-
7/30/2019 Marking N Reporting
33/57
RelativeGrading
System
Gradingon thecurve
Standarddeviationmethod
Gapmethod
-
7/30/2019 Marking N Reporting
34/57
The use of the normal curve as a grading model is based on the
discovery, earlier in this century, that IQ test scores over large
populations approximate a normal distribution.
The larger the class, the more likely that student performance
will begin to look something like a normal curve, the assumption
that performance is normally distributed is usually unjustified,
even in large sections.
Grading On Curve
-
7/30/2019 Marking N Reporting
35/57
In this system student grades are based on theirdistancefrom
the mean score for the class rather than on an arbitrary scale.
To calculate the standard deviation, the teacher creates a
frequency distribution of the final scores and identifies the mean
(average) score.
Using the formula in Figure 2, the standard deviation is
computed so that cutoff points for each grade level can be
determined
Standard deviation method
-
7/30/2019 Marking N Reporting
36/57
Students total course scores are arranged in ascending order
and the teacher looks for naturally-occurring gaps in the
distribution of the scores.
Unfortunately, the gaps may not reflect real achievement
differences but simply chance occurrence, and they may not
appear at reasonable points in the distribution.
The primary advantage of the gap system is that there are fewercomplaints about borderline grades, since students are
unsophisticated about grading systems and will likely accept the
gaps as proof of significant differences in performance.
Gap method
-
7/30/2019 Marking N Reporting
37/57
Absolute Grading Based on the idea that grades should reflect mastery of specific
knowledge and skills.
The teacher sets the criteria for each grade, and all students who
perform at a given level receive the same grade.
This grading includes delimiting the domain of learning tasks to be
achieved, defining the instructional objectives in performance terms,
specifying the standard of performance to be attained and
measuring the intended outcomes with criterion-referenced
instruments.
Determining the Distribution of Grades
-
7/30/2019 Marking N Reporting
38/57
The letter grades in an absolute system may be defined as the degreeto which the objectives have been attained, as follows:
A= Outstanding. Pupil has mastered all the courses major and minor
instructional objective
B= Very Good. Pupil has mastered all of the courses major instructionalobjectives and most of the minor objectives.
C= Satisfactory. Pupils has mastered all of the courses major instructional
objectives but just few of the minor objectives.
D= Very Weak. Pupils has mastered just a few of the courses major and minor
instructional objectives and barely has the essentials needed for the next
highest level of instruction. Remedial work would be desirable.
F= Unsatisfactory. Pupils has not mastered any of the courses major
instructional objectives and lacks the essentials needed for the next highest
level of instruction. Remedial work is needed.
-
7/30/2019 Marking N Reporting
39/57
If the tests and other evaluation instruments havebeen designed by yeild scores in terms of percentageof correct answers, absolute grading then might bedefined as follows:
A = 95 to 100 percent correct
B = 85 to 94 percent correct
C = 75 to 84 percent correct
D = 65 to 74 percent correct
F = below 65 person correct
-
7/30/2019 Marking N Reporting
40/57
AbsoluteGradingSystem
Objective-based
Grading
Percent OfTotal Points
Possible
-
7/30/2019 Marking N Reporting
41/57
The teacher decides on the total number of points that a
student could earn in the course and sets arbitrary
achievement levels based on the total.
The cut-offfor A grades might be 90%, for Bs, 80%,
and so forth, and it is assumed that a student who makes
83% knows 83% of the material. If every student scores
above 90%, they will all receive As.
Percent Of Total Points Possible
-
7/30/2019 Marking N Reporting
42/57
Although this method does provide clear performance targets for
students, there are several problems associated with it such as :
1. The rationale for the cut-off scores is usually murky and often
based on intuition rather than analysis.
2. The system is based on the assumption that the teacher can
construct valid, reliable exams and assignments at consistent
levels of difficulty throughout the course.
3. Some teachers apply the same performance scale to every
evaluation component, a practice which does not take into accountthe variability of the assignments or adjust for particularly difficult
or particularly easy assignments.
4. Some students may achieve a high number of points simply by
doing well on many small, less important assignments.
Percent Of Total Points Possible
-
7/30/2019 Marking N Reporting
43/57
This method attempts to equate grades with different kindsof
performance.
In all the grading systems reviewed above, the teacher assumes
that students who receive good final grades have learned the
more important material and mastered the more complex levelsof thinking, but this assumption may not be valid. For
E.g, students who do very well on objective exams and poorly
on written assignments may earn a respectable final grade, but
may not have mastered important intellectual skills that the
teacher had in mind. The objective-based grading method takes into account both the
amount of material students learn and the level of cognitive
complexity they achieve.
Objective-based Grading
-
7/30/2019 Marking N Reporting
44/57
To use objective-based grading, the teacher
must first review the kinds of knowledge and
skills that are implicitin the course and makethem explicitas course objectives.
You must identify two kinds of outcomes:
minimal objectives and developmentalobjectives.
Objective-based Grading
-
7/30/2019 Marking N Reporting
45/57
Minimum Essential Objectives
The student will be able to:
describe different kinds of plasmids
describe transposons explain how transposon mutagenesis works
Developmental Objectives
The student will be able to: work problems in bacterial genetics involving transformation, transduction,
and conjugation
design a protocol to clone a gene or obtain a particular mutant using
transposons
Objective-based Grading
-
7/30/2019 Marking N Reporting
46/57
If you develop tests and exercises that accurately
assess both kinds of objectives, you can set
performance standards and grade equivalents on a
scale like this one:
Objective-based Grading
-
7/30/2019 Marking N Reporting
47/57
Describe grading procedures to students at beginning ofinstruction
Clarify that course grade will be based on achievement
only. Explain how other factors (effort, work habits, etc.) will
be reported
Relate grading procedures to intended learning
outcomes Obtain valid evidence (test, etc.) for assigning grades
Try to prevent cheating
Return and review all test results as soon as possible
Guidelines for Effective Grading
-
7/30/2019 Marking N Reporting
48/57
Conducting Parent-Teacher
-
7/30/2019 Marking N Reporting
49/57
Guidelines for a good conference1. Make plans for conference
2. Start positive
3. Present the pupils strong point beforedescribing the areas needing improvement
4. Encourage parents to participate and share
information5. Plan actions cooperatively
6. End with positive comment
7. Use good human relations skills
Conducting Parent Teacher
Conferences
R i T R l T
-
7/30/2019 Marking N Reporting
50/57
Meaningful Communication of Test Results to
Parents Includes:
1. Decribing what the test measures
2. Explaning the meaning of the test scores.
3. Clarifying the accuracy of the test scores
4. Discussing the use of the test results.
Reporting Test Results To
Parents
-
7/30/2019 Marking N Reporting
51/57
Learning ability test : Each section of the test may be described
in similarly general terms. Test manuals usually contain general
descriptions of the tests and subtests that can be used to
explain the test to parent.
Acievement test : Described in terms of the test content, and
the names of the subtests usually indicate what the teast
measures.
Vocational interest inventories, personal inventories &other
guidance-oriented assessment device : Best interpreted by the
school counselor or other guidance personnel.
Decribing what the testmeasures
Explaining The Meaning Of
-
7/30/2019 Marking N Reporting
52/57
Explaining The Meaning OfTest Scores.
-
7/30/2019 Marking N Reporting
53/57
On the reading vocabulary test, Mary scored
higher than 85 percent of a national group of
fourth grade pupils.
(It might also be necessary to point out that the
85 percent does not refer to the percentage ofitems answered correctly, but only to the
percentage of pupils scoring lower)
Interpreting percentile ranks
-
7/30/2019 Marking N Reporting
54/57
On a scale of 1 to 9, on which the average
score is 5, Mary received a score of 7 on the
reading vocabulary test, when compared witha national group of fourth grade pupils.
(In some cases it may be desirable to use
verbal descriptions such as above
average[7,8,9], average [4,5,6], or below
average [1,2,3] in place of numbers.
Interpreting Stanines
-
7/30/2019 Marking N Reporting
55/57
It is important to communicate to parents that all
test scores contain some error.
This can be done most easilt if confidence bands
(i.e, error bands) are used in interpreting testscores.
Profiles using percentile rank frequently include
confidence bands. If these are not available, percentile ranks should
be interpreted as estimates that may vary up or
down by several points on retesting.
Clarifying the accuracy of thetest scores
Cl if i h f h
-
7/30/2019 Marking N Reporting
56/57
Stanines contain broad units that allow for
measurement error.
Each stanine is at least one-half standard deviation
wide, a difference of 2 stanines usually represents a
significant difference in test performance. Thus, if
we had scores like these, we could make the
following interpretation:Mathematics 8
Reading 6
Science 5
Clarifying the accuracy of thetest scores
-
7/30/2019 Marking N Reporting
57/57
Test results should be accompanied by an explanation of how the
test results are to be used in the instructional program and a
discussion of what action should be taken by both teacher and
parent to improve the pupils learning and development.
The discussion should not be limited to the test result but should
be based on all of the evidence concerning the pupils learning and
development.
The value of test scores become clearer to parents when they are
coordinated with all of the other information about pupil and when
they are seen as contributing to plans for constructive action.
Discussing Use of The Test
Result