GRADING n n Grading that reflects the actual ability of the student n n Grading as a personal communication

GRADING PRACTICES: GRADING PRACTICES: The Early Days n n Optime (honor men) n n Second Optime (pass men) n n Inferiores (charity passes) n n Pejores (unmentionables) Yale 1783 Yale 1783

Types of Scoring Methods n Criterion-referenced  Provides absolute comparisons  Describes student performance in relation to pre-set standard n Norm-referenced  Provides relative comparisons  Describes individual performance in comparison to others

Types of Assessments n Formative assessment The goal of formative assessment is to monitor student learning n Summative assessment The goal of summative assessment is to evaluate student learning at the end of an instructional unit

VALIDITY n n What Validity represents n n How we establish Validity   Meaningful activities (Relevancy)   Representativeness (Content)   Appropriate format   Weighting

RELIABILITY n n What Reliability represents n n How we establish Reliability   Criteria for scoring   Acknowledging subjectivity   Sufficient opportunities

Factors Contributing to Fair Grading n Alignment n Clarity of Expectation (e.g. exemplars) n Transparency n Skill of the students n Skill of assessor n Effective Feedback

COLLABORATIVE LEARNING SCORING RUBRIC n n 4- Thorough Understanding n n 3- Good Understanding n n 2- Satisfactory Understanding n n 1- Needs Improvement

COLLABORATIVE LEARNING SCORING RUBRIC n n 4- Thorough Understanding   Consistently works toward group goals   Is sensitive to needs of all the group   Willingly fulfills individual role within the group   Consistently contributes knowledge, opinions, skills   Values the knowledge of all group members   Helps group identify necessary group changes

COLLABORATIVE LEARNING SCORING RUBRIC n n 1- Needs Improvement   Works only when prompted   Contributes only when prompted   Needs reminders to be sensitive to others   Participates in needed changes when prompted

Description