GRADING AND STUDENT EVALUATION Dr. Sylvia M. Eliza INGL 4329

PHILOSOPHY OF GRADING Consistent with an institutional philosophy and regulations –Achievement –Attendance –Etc. Stated in writing

PHILOSOPHY OF GRADING Subjective elements: improvement, behavior, effort, motivation,etc. –checklists, charts, note-taking systems Weights: relative –Achievement: top

CALCULATING GRADES Absolute system –Points for different performances –Accumulated for the semester

CALCULATING GRADES Relative system –Ranking students in order of performance (percentile ranks) and assigning cut-off points for grades –Teacher’s interpretation –Adjustments: difficulty of tests

ALTERNATIVES TO LETTER GRADING FORMATIVE –Marginal or end comments –Written reaction to a student’s self- assessment of performance –Review of the test in a next class –Peer assessment of performance –Self-assessment of performance

ALTERNATIVES TO LETTER GRADING SUMMATIVE –Marginal or end comments of exam, paper, project –Summative written evaluative remarks on a journal, portfolio, or other tangible product –Written reaction to a student’s self- assessment of performance in a course

ALTERNATIVES TO LETTER GRADING SUMMATIVE –Summative checklist of competencies with comments –Narrative evaluations of general performance on key objectives –Conference with the student