Grades: Their Effects on Students as Measures of Achievement.

Slides:



Advertisements
Similar presentations
Assessing Student Performance
Advertisements

Good Evaluation. Good Evaluation Should … be simple be fair be purposeful be related to the curriculum assess skills & strategies set priorities use multiple.
The Course experience questionnaire (P. Ramsden) Designed as a performance indicator 24 statements relating to 5 aspects 1 overall satisfaction statement.
Why Take PLAN? PLAN shows your strengths and weaknesses in English, mathematics, reading, and science. PLAN lets you know if you’re on target for college.
Summative Assessment Kansas State Department of Education ASSESSMENT LITERACY PROJECT1.
Reviewing Your First Semester: Improving Exam Performance Professor Jason P. Nance Levin College of Law.
Increasing student motivation
Teaching Methods Related to Student Progress in Lower-level STEM Courses Steve Benton, Ph.D. Senior Research Officer IDEA Emeritus Professor, Kansas State.
Grades: Their Effects on Students as Measures of Achievement.
2013 Spring Assessment Colloquium Beth Tipton CBPA Associate Dean “CLOSING THE LOOP” AND IMPROVING STUDENT LEARNING VIA ONGOING ASSESSMENT.
COURSE: JUST 3900 INTRODUCTORY STATISTICS FOR CRIMINAL JUSTICE Instructor: Dr. John J. Kerbs, Associate Professor Joint Ph.D. in Social Work and Sociology.
Faculty Evaluation Systems: Student Evaluations of Faculty What are we measuring? “The evaluation of teachers is a mark of a good college.” Ernest Boyer,
Writing Program Assessment Report Fall 2002 through Spring 2004 Laurence Musgrove Writing Program Director Department of English and Foreign Languages.
Using Growth Models for Accountability Pete Goldschmidt, Ph.D. Assistant Professor California State University Northridge Senior Researcher National Center.
Assessing Achievement and Aptitude
Assessment of Aptitude, Achievement, & Learning Disabilities
ICT TEACHERS` COMPETENCIES FOR THE KNOWLEDGE SOCIETY
AN EVALUATION OF THE EIGHTH GRADE ALGEBRA PROGRAM IN GRAND BLANC COMMUNITY SCHOOLS 8 th Grade Algebra 1A.
When the Tail Wags the Dog: Perceptions of Learning and Grade Orientations in, and by, Contemporary College Students and Faculty Howard R. Pollio University.
Standards-Based Assessment from Dr. Thomas R. Guskey
Enhancing Parents’ Role in Higher Education Assessment Anne Marie Delaney Director of Institutional Research, Babson College.
Motivating Self and Others
Ismaila Odogba Department of Geography and Geology The Impact of Collaborative Testing on Student Learning in an Introductory Level Geography Course INTRODUCTION.
CAHSEE California High School Exit Exam. OVERVIEW Purpose of the CAHSEE Purpose of the CAHSEE Background Background Contents of the CAHSEE Contents of.
Determining Sample Size
A) The sample size. B) The level of significance.
Chris Evans, University of Winchester Dr Paul Redford, UWE Chris Evans, University of Winchester Dr Paul Redford, UWE Self-Efficacy and Academic Performance:
Student Engagement Survey Results and Analysis June 2011.
1 Ss. Colman-John Neumann Basketball Survey 2009/2010.
Session 3: pg The teacher will be able to compare and contrast present current homework practices with the Marzano recommendations to create a method.
Classroom Assessments Checklists, Rating Scales, and Rubrics
Classroom Assessment A Practical Guide for Educators by Craig A
Robert W. Arts, Ph.D. Professor of Education & Physics University of Pikeville Pikeville, KY The Mini-Zam: Formative Assessment for the Physics Classroom.
When the Tail Wags the Dog: Perceptions of Learning and Grade Orientations in, and by, Contemporary College Students and Faculty Howard R. Pollio University.
Individual Preferences for Uncertainty: An Ironically Pleasurable Stimulus Bankert, M., VanNess, K., Hord, E., Pena, S., Keith, V., Urecki, C., & Buchholz,
Developing and Validating an Assessment Measure. Goals, Objectives & Criteria  It is critical that employees have a clear understanding about what part.
Predicting Undergraduates’ Grades from the Survey of Academic Orientations and from the General Information Scholastic Test Prof. Hall P. Beck.
MGS3100_04.ppt/Sep 29, 2015/Page 1 Georgia State University - Confidential MGS 3100 Business Analysis Regression Sep 29 and 30, 2015.
Introduction Many students receiving special education services find reading difficult and frustrating, and as a result they do not read for pleasure and.
September 2013 THE COMMON CORE STANDARDS & THE NEW STATE TESTS: ADVANCING COLLEGE AND CAREER READINESS IN NYC.
Effective Grading Strategies Alison Morrison-Shetlar Faculty Center for Teaching and Learning Adapted from the book Effective Grading by Barbara Walvoord.
Presenter: Wan-Ning Chen Professor: Ming-Puu Chen Date: November 11, 2009 Ramaswamy, S., Harris, I., & Tschirner, U. (2001). Student peer teaching: An.
HRM-755 PERFORMANCE MANAGEMENT
McGraw-Hill/Irwin © 2012 The McGraw-Hill Companies, Inc. All rights reserved. Obtaining Valid and Reliable Classroom Evidence Chapter 4:
Improving Student Achievement Three of the most effective strategies that have been found to have most success are: Sharing learning intentions with students.
Wr w i s s e n s c h a f t s r a t the german council of science and humanities provides advice to the german federal government and the state governments.
Criteria for selection of a data collection instrument. 1.Practicality of the instrument: -Concerns its cost and appropriateness for the study population.
Characteristics of Effective Teachers presented by Paul R. Vaughn, Associate Dean UMC College of Agriculture.
Copyright © 2010, SAS Institute Inc. All rights reserved. How Do They Do That? EVAAS and the New Tests October 2013 SAS ® EVAAS ® for K-12.
Using IDEA for Assessment, Program Review, and Accreditation Texas A & M University November 8, 2012 Shelley A. Chapman, PhD.
Advances in Human Resource Development and Management Course code: MGT 712 Lecture 10.
Evaluation Institute Qatar Comprehensive Educational Assessment (QCEA) 2008 Summary of Results.
Key Stage 1 National Curriculum Assessments Information and Guidance on the Changes and Expectations for 2015/16 A Presentation for Parents.
Marzano’s Teacher Evaluation Model Marzano is an educational researcher who has developed a teacher evaluation model that has been adopted by most of the.
Participation in Math Class: The Effect on Student Achievement By: Nicolas Millet.
What attitude towards assessment did you have as a high school student?
Monitoring and Assessment Presented by: Wedad Al –Blwi Supervised by: Prof. Antar Abdellah.
DEVELOPED BY MARY BETH FURST ASSOCIATE PROFESSOR, BUCO DIVISION AMY CHASE MARTIN DIRECTOR OF FACULTY DEVELOPMENT AND INSTRUCTIONAL MEDIA UNDERSTANDING.
Proposed End-of-Course (EOC) Cut Scores for the Spring 2015 Test Administration Presentation to the Nevada State Board of Education March 17, 2016.
Evaluation and Assessment Evaluation is a broad term which involves the systematic way of gathering reliable and relevant information for the purpose.
In 2014/15 a new national curriculum framework was introduced by the government for Years 1, 3, 4 and 5 However, Years 2 and 6 (due to statutory testing)
Charlton Kings Junior School INFORMATION EVENING FOR YEAR 6 PARENTS.
Improving Student Engagement Through Audience Response Systems
Future Planning for College
Standards- based grading for parents- grades k-2
Myers’ PSYCHOLOGY (7th Ed)
The Heart of Student Success
The Yeholot Last Hurdle Program for Matriculation Summary Report
EDUC 2130 Quiz #10 W. Huitt.
MGS 3100 Business Analysis Regression Feb 18, 2016
Presentation transcript:

Grades: Their Effects on Students as Measures of Achievement

Purposes of Grades To compare students to one another or to some standard (e.g., GPA of 2.0 to graduate). To provide feedback to students respecting their progress in the course. To motivate students to achieve a better performance.

A Simple Model: With Special Thanks To Milton, Eison, and Pollio Grades are supposed to measure what you know Any factor that influences grades other than what you know is a source of error The greater the total source of error the less useful grades are as a measure of knowledge or achievement.

Sources of Error: The Time Period Grade Inflation: A lowering of standards such that a performance is given a higher mark than it would have previously received. Grade Deflation: A raising of standards such that a performance is given a lower mark than it would have previously received. To determine if grade inflation or grade deflation is occurring you must consider: 1) the distribution of grades, and 2) the characteristics of students over two or more time periods.

Sources of Error: The Time Period Examples of grade inflation and grade deflation. Nationally is there grade inflation or grade deflation? What is happening nationally is not necessarily what is happening locally

Sources of Error: The University Universities employ very different grading standards. Often these standards are unknown (e.g., which is the best performance a GPA of 3.0 at Appalachian State or a GPA of 2.5 at Montana State?)

Sources of Error: The University Universities employ different grading practices and ways of computing grades. How late in the term can you drop a class without penalty? Variations in the use of the repeat rule.

Sources of Error: The College Data from the Appalachian State Factbook Which college gives the lowest grades? Which college gives the highest grades? Changes in Appalachian State grade distributions over the last decade.

Sources of Error: The College Appalachian State grade distributions a generation ago. Introducing the always entertaining but seldom surprising J. Daniel Duke. What did Duke find about college grade distributions at Appalachian State? Has much changed?

Sources of Error: The Major Do all majors in the college apply equally stringent grading standards? What did Duke find was the relationship between the average grade given and the average SAT scores of persons in the major? What was Duke’s conclusion respecting the “tracking” of students at ASU? Has much changed?

Sources of Error: The Instructor A study of instructor grading practices in General Psychology at ASU. Was high school GPA, SAT, ASU GPA, or the instructor the best predictor of General Psychology grades?

Strict Versus Lenient Grading Standards Johnson and Beck: Johnson taught Educational Psychology at ASU. Decided to change from being a strict to a lenient grader. We examined the effects of strict and lenient grading standards at various SAT levels

Strict Versus Lenient Grading Standards As expected, students with higher SATs achieved higher test scores. Most ASU professors predicted that students with relatively high SATs would obtain better test scores if they were graded on the strict scale. However, students with relatively low SAT scores were predicted to perform better if they were graded on the lenient than the strict scale. In general grading students on a strict scale produced higher test scores than grading students on a more lenient scale. The lenient grading scale had its most destructive impact on students with the lowest SAT scores.

Strict Versus Lenient Grading Standards Johnson received higher student evaluations when he used the lenient scale. When he was lenient 4% of the students indicated that they would not recommend his class to a friend. In contrast, 32% of the students reported that they would not recommend his course to a friend when Johnson was strict. More discussion happened in Johnson’s class when he was a lenient grader. Students thought that they learned more when Johnson was lenient that when he was strict.

Strict Versus Lenient Grading Standards: Summary Strict grading standards improve test scores, especially the test scores of students with relatively low SATs. Students graded on the lenient scale were more likely to be involved in classroom discussions, gave Johnson better student evaluations and felt that they learned more. A professor’s grading scale has a pronounced effect on the class.

Myers Grading Study A math professor failed all his students. As you might expect this produced a great controversy. Myers interviewed the professor who failed all his students and another professor who gave very high grades. Myers concluded that neither had any objective criteria for assigning grades. Grades were based on the professors’ subjective standards.

When the Tail Wags the Dog: Perceptions of Learning and Grade Orientations in, and by, Contemporary College Students and Faculty Howard R. Pollio University of Tennessee at Knoxville Hall P. Beck Appalachian State University

Learning Orientation Items I find the process of learning new material fun. I enjoy classes in which the instructor attempts to relate material to concerns beyond the classroom. I browse the library even when not working on a specific assignment.

Learning Oriented Students Tend To: Display effective study skills. Exhibit above average reasoning skills. Have high levels of self motivation. Possess other positive educational attributes.

Grade Orientation Items I think that without regularly scheduled exams I would not learn and remember very much. I think that grades provide me a good goal to work toward. I try to find out how easy or hard an instructor is before signing up for a course.

Grade Oriented Students Tend To: Be inefficient in their study habits. Find little pleasure in reading. Have below average Scholastic Aptitude Test scores for their university. Receive poor grades.

How Not To See

Equestrian Statue of Marcus Aurelius

Purpose: Assess the Positive and Negative Values Attached to Learning and Grade Orientations From Three Perspectives Study 1: Students View Of Their Orientations Study 2: Students View Instructors’ Orientations Study 3: Instructors View Students’ Orientations

Study 1 Main Objective To measure the degree that students are dissatisfied with their current orientations.

Study 1 Results

Student Focus Groups Explain Why Students Are Dissatisfied With Their Orientations Instructors are in control. Instructors prevent students from achieving their high learning oriented and low grade oriented ideals. Most instructors encourage grade orientation. Most instructors give scant attention to learning orientation.

Study 2 Main Objective To determine if most students believe that instructors overly emphasize grade orientation and are unconcerned with promoting learning orientation in their courses.

Study 2 Results

An Instructor Objects Giving the precious gift of knowledge. Grades are a bureaucratic inconvenience. Students are not learning. Students are in control. He begins to emphasize grades.

Study 3 Main Objectives To determine if instructors would like for students to be more grade oriented. To test the hypothesis that instructors are unconcerned with promoting learning orientation.

Study 3 Results

Learning and Grade Orientations From the Students’ Perspective Students are highly dissatisfied with their own orientations. They want to be more learning oriented and less grade oriented. Results of Study 2 are consistent with the premise that students believe instructors pressure them to be more grade oriented and less learning oriented than they desire.

Learning and Grade Orientations From the Instructors’ Perspective Many instructors are dissatisfied with the learning and grade orientations displayed by their students. Instructors want their students to be more learning oriented and less grade oriented.

Why Do Students and Faculty Misjudge One Another: A Lover’s Quarrel? Need for Student-Instructor Dialogue Reactance