Classroom Grading: A Summative Evaluation Chapter 13 Classroom Grading: A Summative Evaluation You are now interested in grade assigning for those in teaching careers. Chapter 7

Evaluation Formative A judgment conducted during an instructional or training program Summative A final, comprehensive judgment conducted near the end of a instruction or training program Grading always involves some degree of subjectivity. Differentiate between formative and summative evaluation. The procedures could be IDENTICAL for these but the use to which the data are put indicates whether it is a formative or summative evaluation. Chapter 9

Domains Psychomotor Objectives involving physiological and physical performance Cognitive Objectives involving knowledge and mental abilities Affective Objectives involving attitudes and perceptions Indicate that you CAN grade in each of these areas but that achievement in the psychomotor and cognitive domains is most justifiable. Chapter 9

Figure 13.1 The Grading Process Indicate that grading is a systematic process that follows specific steps. The steps are illustrated here. Chapter 9

Figure 13.2 Attributes Used for Grading in Physical Education (1989) This graph illustrates what factors are often used in assigning grades in physical education. Many of these things can not be validly defended. How do you measure effort? What is a “good” attitude? How do you measure potential? If attendance is required by the state law, how can you grade on it? Chapter 9

Physical Education Grading—2000 SHPPS 2000 data; these data illustrate recent grading practices in physical education. Burgeson, CR, Wechsler H, Brener ND, Young JC, Spain CG. Physical education and activity: Results from the Second Health Policies and Programs Study 2000. Journal of School Health, 2001 Sep; 71(7): 279-93. Percentage Burgeson et al., (2001) Journal of School Health, Sept. Chapter 9

Figure 13.3 The Problem With Grading on Improvement Show how James has improved the most but is still poorer in score than Robert at the posttest. Who should get the best “grade?” The person who can achieve the most (i.e., Robert) or James who had the greatest distance to go? Chapter 9

Consistency in Grading Student grades should NOT depend on: A particular section of a course. A particular semester of the class. Other students in the class. A particular instructor. Point out that grades should reflect achievement. The section, semester, and instructor should not affect the grade assigned. If you earn a grade of “X” from a given instructor, in a given class, during a given semester, another student who ACHIEVES the same amount as you from another instructor, in another semester, in another section, should also receive a grade of “X.” Note that if grades should not depend on other students in your class, you should NOT grade “on the curve.” Chapter 9

Elementary School Report Card This is a sample of an elementary report card. Note that physical education does not really receive a grade. It is grouped with other “non-academic” learning experiences. Note also that physical education is the ONLY course that receives 2 grades. One grade is awarded for achievement and another for “citizenship” in physical education. Lead a discussion on grading, citizenship, etc. Chapter 9

Making Grading Fair, Reliable, and Valid Determine defensible objectives Ability group students Construct tests which reflect objectivity No test is perfectly reliable Grades should reflect status, not improvement Don't use grades to reward good effort Consider grades as measurements, not evaluations These issues make grades fair, reliable, and most importantly, valid. Chapter 9

Grading Mechanics Determine and weight course objectives Measure the degree of attainment of course objectives Obtain a composite score Rank method Normalizing method Standard score method Convert composite scores to a grade Speak to the grading mechanics. Provide examples on obtaining a composite score. Chapter 9

Grading on a Curve Grading on a Curve M = 45 S = 5 What % A, B, C? Assume you gave a test with the following results… M = 45 S = 5 What % A, B, C? A = 25% B = 50% C = 25% This and the following slide illustrate grading on the “curve.” Refer the student to chapter 3 and the z table. What are the grade cut-offs? Chapter 9

Grading on a Curve Grading on a Curve X = 45 + 5 * .6745 X = 48.37 B = 47 – 42 C = 41- X = 45 + 5 * -.6745 X = 41.63 This slide illustrates assigning grades based on the normal curve. C=25% B=50% A=25% .25 .25 Z -.6745 .6745 X 41.63 48.37 Chapter 9

Obtaining a Composite Score Rank method Normalizing method Standard score method Provide examples from the text for each of these methods. Chapter 9

Converting to a Grade Observation Predetermined percentages F Observation Predetermined percentages Grading on the curve First approach Second approach Norms Arbitrary standards These are all methods of converting a score to a grade. Chapter 9

Bowling Scores Distribution Histogram of 255 bowling scores. Return to chapter 3 with these data and talk about appropriate grades to be assigned for bowling “achievement”. Students will want to talk about “potential” and “improvement.” Chapter 9

Table 13.12 Arbitrary Standards for Grading a 100-Point Knowledge Test Point Range Grade 100-90 A 89-80 B 79-70 C 69-60 D 59-0 F Illustrate that these are standards for one teacher and that another teacher might choose different standards. It might be good to return to your presentation about difficulty and discrimination leading to reliable written tests in chapter 8. It is difficult to achieve a high reliability when scores are consistently near the top of the possible range of scores. Chapter 9