Post on 23-Feb-2016
description
The Complexities of Grading: What’s fair?
What’s worth grading?Kay M. SagmillerOregon State University Center for Teaching and Learning
Calculate the final grades
Sally
C C M D C B M M B A
Bob 75 75 78 M 82 84 88 90 92 93
90-100 A80-89 B70-79 C60-69 DBelow 60 F
93 + A90-92 A-87-89 B+83-86 B80-82 B-77-79 C+73-76 C70-72 C-67-69 D+63-66 D60-62 D-
95-100 A85-94 B75-84 C65-74 DBelow 65 F
Toxic Grading Practices
1. No common standard for the grading scale
2. Using zeros for missing work on a 100 point scale
3. Averaging all scores throughout the quarter
4. “Quarter-Killer Assignments”
5. Grading on the curve
Marzano, 2000; O’Connor 2008; Reeves, 2004, 2008; Waugh & Gronlund, 2013
What are grades meant to communicate?
…the extent to which a student has met a pre-specified standard of performance: the course objectives (Waugh & Gronlund, 2013)
Outcomes & Objectives Vary in Generality
OSU Learning Goals Graduates = Lifetime Program Outcomes = 4-6 Years
Course Outcomes = 10 weeks Daily Objectives = Today
Course outcomes are subsets of program outcomes
Program Outcome: Apply scientific concepts towards assessing, promoting, or enhancing physical health, fitness, or performance
Course Outcome: Review and recommend best practices and evidence-based procedures for the development and implementation of physical activity promotion efforts for individuals with a chronic health condition and disability.
First Year Graduation
OSU CurriculumSophomore/Junior
Perspectives
Synthesis
Writing
Quantitative Reasoning
Speech
BC
M M M
BC
M
BC
BC
MThinking
Understanding develops over time
Strategic Thinking
Skill/Concep
tRecall
Extended Thinking
Skills develop with practicePr
eass
essm
ent
Fina
l Tas
k
Demonstration
2nd 1st
Approximation
FinalApproximatio
n
Skill
Group Work
Locate the course
Where does this course fall in the program’s sequence of courses?
What do my students need to know prior to this course starting?
Which specific program outcomes are a primary focus in this course?
Clarify Expectations
What “degree of understanding” and level of skill proficiency must my students’ achieve by the end of this course?
How can I best communicate these expectations to my students?
What summative assessment would give students the best opportunity to demonstrate the degree to which they have met these levels?
Scaffold and Support Learning
What sequence of lessons will best support my students’ in constructing understanding?
In what way is EACH lesson aligned to the course outcomes?
Where are the difficult points in this class?
Plan your “dipstick” assessments
Given the nature of this class, when is it important to take a “dipstick assessment” of student progress?
Of the many ways to “check in” with students, which assessment will provide the best feedback on student growth?
Align Assessment Tool to Depth of Knowing
Strategic Thinking
Skill Concep
tRecall
Extended Thinking
Analyze, Design, Create, Apply
Concepts
Estimate, Classify, Modify, Predict, Compare, Summarize
Multiple choice, True false, Match, Label, List
Revise, Logically Argue, Hypothesize, Critique
Basic Principles of Grading
1. Learning is the goal
2. Communicate academic expectations by setting clear criteria and standards
3. Use a variety of assessments (pre, formative and summative) to get a more complete picture of student progress
4. Teach and assess what is “most important”
Weighted Grading
Assumption: Different types of performances are of more value than others
The “assessments” the professor “values more” are weighted more heavily in the grading process
Often used in courses heavy in skill development: early approximations are not weighted as heavily as summative performances
Accumulated Point Grading
Assumption: Good or poor performance in one area can be offset by work in other areas
ExampleQuizzes 0-40 pointsField Project 0-30 pointsFinal Exam 0-20 pointsClass Part 0-10 points
Proficiency Grading
Assumption: different categories of work are each important and one cannot compensate for another
Course Grade Graded Work Pass-Fail WorkA A average 90% passB B average 83% passC C average 75 % passD D average 65% pass
If a student gets an A on graded work but a 65% pass on daily work she gets a D in the class because it is the highest level at which she meets or exceeds the standards for both graded and pass/fail work
The most effective grading practices provide accurate,
specific, timely feedback to
improve student performance
Marzano 2000, 2007; O’Connor, 2007; Reeves, 2008
Other Considerations
• Developmental Approach: Improvement over time
• Unit-Based Approach: Each unit is important
• Contract Grading
• Grading Group Work
• Extra Credit and Penalties
References
Buller, J. (2010). The essential college professor. San Francisco: Jossey-Bass.
Stiggins, R. (1994). Student-centered classroom assessment. New York: Macmillan College Publishing.
Walvoord, B. & Anderson, V. (1998). Effective grading. San Francisco: Jossey-Bass.
Waugh, C. & Gronlund, N. (2013) Assessment of student achievement, Tenth edition, Boston: Pearson.