Marking N Reporting

7/30/2019 Marking N Reporting

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MPF1213

INTRODUCTION TO

MEASUREMENT AND EVALUATION

BY : NOZIEYANA A.RAHMAN(MP101336)

NOR SAHIDAH MOHAMAD ALI(MP121197)

LECTURER : DR HAMIMAH BINTI ABU NAIM

MARKING AND REPORTING


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A.Purpose of marking and reporting

-The task of reporting students progress cannot be

separate from the procedures used in assessing students

learning and development

-- grading and reporting become a matter of summarizingthe results and presenting them in understandable form

and variety of users( students, parents,teachers,

councelors and administrators)


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B.FUNCTIONS OF MARKING AND REPORTING SYSTEMS

1) Instructional uses2) Reports to parents

3) Administrative and guidance

uses


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-the focus of the grading and reporting system

should be improvement of student learning and

development.

-This is most likely to occur when the report:

-a) clarifies the instructional objectives

-b) indicates the students strengths and

weaknesses in learning.

-c) provides information concerning the

students personal-social development

- d) contributes to the students motivation

1) INSTRUCTIONAL USES


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-A portfolio of work designed to display progress can show

the strides that have been made during the year with

concrete example.

-- A well designed report form together with portfolio of

students work that contains carefully selected example can

provide this summary of learning progress.

-- Well-designed progress reports can also aid in

evaluating instructional procedures by identifying areas

needing revision.

-- need to modify instructional objectives or the classroom

activities when student report meet poor learning progress.

1) INSTRUCTIONAL USES cont


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-These reports should help parents understand the objectives

of the school and how well their children are achieving the

intended learning outcomes.

-- the importance of report to parents/guardians:

-1) parents are better able to cooperate with school in

promoting their childrens learning and development.

-2) enable parents to give them the emotional support and

encouragement needed.

-3) knowing their childrens strenght and weaknesses in

learning.

-

2) REPORTS TO PARENTS/GUARDIANS


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-Grades and progress reports serve a number of

administrative functions.They are use for:

-1) determining promotion and graduation

-2) awarding honor

-3) determining athletic eligibility-4) reporting to other schools and prospective employers

3) ADMINISTRATIVE AND GUIDANCE USES


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C.TYPES OF MARKING AND REPORTING SYSTEMS

1) Traditional Letter-Grade System

2) Pass Fail System

3) Checklists of Objectives

4) Letter to Parents/Guardians

5) Portfolio of Student Work6) Parent-Teacher Conference


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-Is to assign a single letter grade such as A,B,C,D,F) foreach subject.

-- In some cases a single number ( 5,4,3,2,1 or

100 ,95,90) is used instead of a letter, but the grading

system is essentially the same.

-- the grades are easily averaged and useful inpredicting future achievement

1) TRADITIONAL LETTER-GRADE SYSTEM


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-However ,they have several limitation:-a) Typically are a combination of achievement, effort,

work habits,good behavior.

-b) the proportion of students assigned each letter

grade varies from teacher to teacher.

-c) they do not indicate a students specific strenghts

and weaknesses in learning.-They difficult to interpret and use.

-Example : A grade of C may represent good

achievement but poor work habits and

disruptive behavior.

1) TRADITIONAL LETTER-GRADE SYSTEM cont.


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-Twocategory system example: satisfactory-

unsatisfactory and pass-fail) has been used in some

elementary school.- strength of this system are:

-- it permit students to take some courses(elective course)

--to encourage students to explore new areas.

--permit students to focus on those aspect of course that

related most directly to their major field.

-- to neglect those areas of little interest or relevance

--removing the fear of a lower grade-point average gives

student greater freedom to select their learning experience

2) PASS-FAILED SYSTEM


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-Limitation of pass-fail system are:

-- offers less information--provides no indication of the level of learning.

-- value for predicting future or describing present

performance achievement is lost.

2) PASS-FAILED SYSTEM cont.


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-Some schools have replaced the traditional grading

system with a list of objectives to be checked or rated.

--these reports typically include ratings of progress

towards the major objectives in each subject-matter area.

-- The following statements for reading and arithmetic

illustrate the nature of these report:

-Reading:

-1) reads with understand-2) works out meaning and use of new words

-3) reads well to others

-4) reads independently for pleasure.

3) CHECKLIST OF OBJECTIVES


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-Arithmetic:

-1) uses fundamental processes

-2) solves problems involving reasoning

-3) is accurate in work

-4) work at a satisfactory rate.

-- commonly use fewer symbols such as

O(outstanding) , S (satisfactory) , N (needs

improvement) or P(proficient) , PP(partially proficient)

3) CHECKLIST OF OBJECTIVES cont


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-the strengths of checklist of objectives are:

--the checklist form of reporting has the advantage of providinga detailed analysis of the students strength and weaknesses.

--provide students, parents and others with a frequent reminder

of the objectives of the school.

-The limitations are:

-difficulties in keeping the list of statement down to a workablenumber and in stating them in such simple and concise terms

that they are readily understood by all users of the report.

3) CHECKLIST OF OBJECTIVES cont


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-Use of letters to provide for greater flexibility in reporting

students progress to parent.

-It possible to report on unique strengths, weaknesses,

learning needs and suggestion of specific plans ofimprovement.

-But limited to several factors:

-1) comprehensive and thoughtful written reports require

an excessive amount of time and skill

-2) students learning weaknesses are easily misinterpreted

by parents

-3) fail to provide a systematic and cumulative record of

student progress towards the objectives of school.

4) LETTERS TO PARENTS/ GUARDIANS


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-an effective of showing student progress, illustratingstrength, and identifying areas where greater effort is

needed.-Also an effective means of making grades more concrete

for parents and guardian.

--simply file which student work products are placed.

-The entries in the portfolio need to be selected to

illustrate the range of student work.

-Example: types of writing,mathematical problem or result

of laboratory experiments.

5) PORTFOLIO OF STUDENT WORK


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-This reporting method is most widely used at the

elementary level.

-Parent-teacher conference is a flexible procedure that

provides for two way communication(home-school)

-- parents have an opportunity to present information

concerning the students out-of-school life.

--useful tool but there are limitations:

-1) time and skill-2) not provide a systematic record of student progress

-3) some parents are unwilling to come for conference

6) PARENT-TEACHER CONFERENCES


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MULTIPLE GRADING AND REPORTING SYSTEM

- The typical multiple system retains the use of

traditional grading(letter grade or number)

and supplement the grades with checklist of

objectives.- An example report form using the multiple

grading and reporting system shown in figure

15.1


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Guidelines for developing a multiple grading and reporting system:

1) The development of the grading and reporting system

should be guided by the function to be serve.

2) The grading and reporting system should be

developed cooperatively by parents , students andschool personnel.

3) Should be based on a clear statement of educations

objectives

4) Should be consistent with school standards

5) Should be based on adequate assessment

6) Should be detailed enough to be diagnostic and yet

compact enough to be practical

7) Should provide for parent-teacher conferences as

needed.


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GRADING AND REPORTING

THE PURPOSE

TYPES OF GRADINGAND REPORTING

1) Traditional letter-grade system

2) Pass-fail system3) Checklist of objectives4) Letter to parents5) Portfolio of student work6) Parent-teacher conferences7) Multiple grading and reporting system

1)Instructional uses2) Report to parents/guardian3) Administrative and guidance uses

Advantages&

limitations


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1. Based on clear statement of learning

objectives2. Consistent with school standards

3. Based on adequate assessment

4. Based on the right level of detail

5. Providing for parent-teacherconferences as needed

Development of a Grading andReporting System


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Properly weight each component to create acomposite

Put all components on same scale to weight

properly

Involves questions such as the following :

1. What should be included in a letter grade?

2. How should achievement data be combined in assigningletter grades?

3. What frame of reference should be used in grading?

4. How should the distribution of letter grades be

determined

Assigning Letter Grades


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If letter grades are to serve as valid indicatorsof achievement, they must be based on valid

measures of achievement.

The process of grading involve :

Defining the course objectives as intended learningoutcomes

Developing or selecting tests and other evaluationdevices that measure these outcomes most directly

Determining What To Include In A Grade


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How much emphasis should be given to tests, ratings, writtenreports, and other measures of achievement in the letter gradesis determined by the nature of the course and the objectives

being stressed. Types of evaluation data to include in a course grade and the

relative emphasis to be given to each type of evidence aredetermined primarily by examining the instructional objectives

The more important the objective is, the greater the weight it

should receive in the course grade. In final analysis, letter grades should reflect the extend to which

pupils have achieved the learning outcomes specified in thecourse objectives. These should be weighted according to theirrelative importance.

Determining What To Include In A Grade

C


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Combining the elementinto a composite score

by assigningappropriate weights toeach element and use

these composite scores

as a basis for gradingAdd together the finalexamination score and

the term report score foreach pupil

Check the effectivenessby comparing the

composite score of a

pupil who is the higheston the final examinationand lowest on the term

report (100+10=110)with a pupil who islowest on the final

examination and higheston the term report

(80+50)=130

Combine variouselements so that eachelement receiveds its

intended weight

Multiplying thescores on the termreport by 2, so that

the top score on bothmeasures would

equal 100.

This procedure doesnot equate the

scores

We can see evenlarger differencebetween the two

composite scores.This due to the fact

that the influenceeach component hason the composite

score depends onvariability, or spread,of scores and not on

the total number ofpoints

Make possible scorethe same for both sets

of scores

The range issatisfactory for mostclassroom purpose

Standard deviation as

the measure ofvariability

Standard score, 1through 9

All scores that havebeen converted to

the stanine system,the scores in each

set have the samevariability.

Then weighted bysimply multiplying

each stanine scoreby the desired

weight.

Converting all sets ofscores to stanines

Combining data in assigning grades


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Letter grades

are typically

assigned on the

basis of one ofthe following

frame reference:

Selecting The Proper Frame of Reference For Grading

ProperFrame

Referencefor Grading

RelativeGrading

AbsoluteGrading

LearningAbility @

Amount ofImprovement


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Comparing a pupilsperformance with thatof a reference group

Grade is determinedby the pupils relative

ranking in the totalgroup

Grading is based on

relative performance

The grade influencedby both the pupils

performance and theperformance of the

group

Widely used in theschools, because

much of classroomtesting is norm

referenced.

Disadvantage : Shifting

frame of reference (e.g.,grade depend on thegroup ability)

RELATIVE GRADING

ABSOLUTE GRADING


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Comparing a pupilsperformance to

prespecifiedstandards set by the

teacher

Standard concerned with the

degree of mastery to beachieved by the pupils and maybe specified as

(1) Task to be performed

(2) The percentage of correctanswer to be obtained on a testdesigned to measure a clearly

defined set of learning tasks

Letter grade areassigned on the basis

of an absolute standardof performance rather

than a relative one

Percentage-correct score, which are widely usedin setting absolute standards, are most

meaningful in mastery learning because they

indicate how far a pupil is from completemastery

(e.g; A= 95-100, B=85-94, C=75-84, D=65-74,F=below 65)

Domain of learning task has not been clearlydefined and the standards have been set in a

completely arbitary manner.

To uses absolute level ofachievement as a basis for grading

requires:

1) The domain of learning tasks beclearly defined

2) The standards of performance beclearly specified and justified

3) The measures of pupilachievement be criterion referenced.

ABSOLUTE GRADING


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LEARNING ABILITY @ AMOUNT OF IMPROVEMENT

Judgement and measurement ofability are likely to be

contaminated by achievement to

some unknown degree.

Improvement (i.e; growth inachievement) over shorrt spansof time is extremely difficult to

estimate reliably with classroommeasures of acievement. The lack

of reliability injudging

achievement in relation to abilityand in judging degree of

improvement, will result in gradesof low dependability

If used all (e.g; to motivate low-ability pupils),

such grades should be used as supplementary.In dual marking, for example, one letter grade

miight indicate level of achievement (relative orabsolute), and the second letter grade might be

used to represent achievement in relation toability, or the degree of improvement shown

since the last marking period.


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Relative Grading

Relative grading is based on two

assumptions: (1) one of the purposes of grading is to

identify students who perform best against

their peers and to weed out the unworthy/

(2) student performance more or less

follows a normal distribution the famous

bell-shaped curve.

Determining the Distribution of Grades


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Relative Grading School staff set general guidelines for the approximate

distributions of marks.

Might involve separate distributions for introductory and

advanced courses, for gifted and slow learning classes, and thelike.

Distribution should be flexible enough to allow for variation in the

caliber of pupils from one course to another and from one time

to another in the same course.

Indicating ranges rather than fixed percentages of pupils who

should receive each letter grade offers this flexibility.

E.g : A= 10-20 percent of pupils, B= 20-30 percent of pupils, C=

30-50 percent of pupils, D=10-20 percent of pupils, F=0-10

percent of pupils



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RelativeGrading

System

Gradingon thecurve

Standarddeviationmethod

Gapmethod


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The use of the normal curve as a grading model is based on the

discovery, earlier in this century, that IQ test scores over large

populations approximate a normal distribution.

The larger the class, the more likely that student performance

will begin to look something like a normal curve, the assumption

that performance is normally distributed is usually unjustified,

even in large sections.

Grading On Curve


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In this system student grades are based on theirdistancefrom

the mean score for the class rather than on an arbitrary scale.

To calculate the standard deviation, the teacher creates a

frequency distribution of the final scores and identifies the mean

(average) score.

Using the formula in Figure 2, the standard deviation is

computed so that cutoff points for each grade level can be

determined

Standard deviation method


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Students total course scores are arranged in ascending order

and the teacher looks for naturally-occurring gaps in the

distribution of the scores.

Unfortunately, the gaps may not reflect real achievement

differences but simply chance occurrence, and they may not

appear at reasonable points in the distribution.

The primary advantage of the gap system is that there are fewercomplaints about borderline grades, since students are

unsophisticated about grading systems and will likely accept the

gaps as proof of significant differences in performance.

Gap method


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Absolute Grading Based on the idea that grades should reflect mastery of specific

knowledge and skills.

The teacher sets the criteria for each grade, and all students who

perform at a given level receive the same grade.

This grading includes delimiting the domain of learning tasks to be

achieved, defining the instructional objectives in performance terms,

specifying the standard of performance to be attained and

measuring the intended outcomes with criterion-referenced

instruments.



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The letter grades in an absolute system may be defined as the degreeto which the objectives have been attained, as follows:

A= Outstanding. Pupil has mastered all the courses major and minor

instructional objective

B= Very Good. Pupil has mastered all of the courses major instructionalobjectives and most of the minor objectives.

C= Satisfactory. Pupils has mastered all of the courses major instructional

objectives but just few of the minor objectives.

D= Very Weak. Pupils has mastered just a few of the courses major and minor

instructional objectives and barely has the essentials needed for the next

highest level of instruction. Remedial work would be desirable.

F= Unsatisfactory. Pupils has not mastered any of the courses major

instructional objectives and lacks the essentials needed for the next highest

level of instruction. Remedial work is needed.


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If the tests and other evaluation instruments havebeen designed by yeild scores in terms of percentageof correct answers, absolute grading then might bedefined as follows:

A = 95 to 100 percent correct

B = 85 to 94 percent correct

C = 75 to 84 percent correct

D = 65 to 74 percent correct

F = below 65 person correct


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AbsoluteGradingSystem

Objective-based

Grading

Percent OfTotal Points

Possible


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The teacher decides on the total number of points that a

student could earn in the course and sets arbitrary

achievement levels based on the total.

The cut-offfor A grades might be 90%, for Bs, 80%,

and so forth, and it is assumed that a student who makes

83% knows 83% of the material. If every student scores

above 90%, they will all receive As.

Percent Of Total Points Possible


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Although this method does provide clear performance targets for

students, there are several problems associated with it such as :

1. The rationale for the cut-off scores is usually murky and often

based on intuition rather than analysis.

2. The system is based on the assumption that the teacher can

construct valid, reliable exams and assignments at consistent

levels of difficulty throughout the course.

3. Some teachers apply the same performance scale to every

evaluation component, a practice which does not take into accountthe variability of the assignments or adjust for particularly difficult

or particularly easy assignments.

4. Some students may achieve a high number of points simply by

doing well on many small, less important assignments.

Percent Of Total Points Possible


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This method attempts to equate grades with different kindsof

performance.

In all the grading systems reviewed above, the teacher assumes

that students who receive good final grades have learned the

more important material and mastered the more complex levelsof thinking, but this assumption may not be valid. For

E.g, students who do very well on objective exams and poorly

on written assignments may earn a respectable final grade, but

may not have mastered important intellectual skills that the

teacher had in mind. The objective-based grading method takes into account both the

amount of material students learn and the level of cognitive

complexity they achieve.

Objective-based Grading


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To use objective-based grading, the teacher

must first review the kinds of knowledge and

skills that are implicitin the course and makethem explicitas course objectives.

You must identify two kinds of outcomes:

minimal objectives and developmentalobjectives.



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Minimum Essential Objectives

The student will be able to:

describe different kinds of plasmids

describe transposons explain how transposon mutagenesis works

Developmental Objectives

The student will be able to: work problems in bacterial genetics involving transformation, transduction,

and conjugation

design a protocol to clone a gene or obtain a particular mutant using

transposons



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If you develop tests and exercises that accurately

assess both kinds of objectives, you can set

performance standards and grade equivalents on a

scale like this one:



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Describe grading procedures to students at beginning ofinstruction

Clarify that course grade will be based on achievement

only. Explain how other factors (effort, work habits, etc.) will

be reported

Relate grading procedures to intended learning

outcomes Obtain valid evidence (test, etc.) for assigning grades

Try to prevent cheating

Return and review all test results as soon as possible

Guidelines for Effective Grading


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Conducting Parent-Teacher


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Guidelines for a good conference1. Make plans for conference

2. Start positive

3. Present the pupils strong point beforedescribing the areas needing improvement

4. Encourage parents to participate and share

information5. Plan actions cooperatively

6. End with positive comment

7. Use good human relations skills

Conducting Parent Teacher

Conferences

R i T R l T


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Meaningful Communication of Test Results to

Parents Includes:

1. Decribing what the test measures

2. Explaning the meaning of the test scores.

3. Clarifying the accuracy of the test scores

4. Discussing the use of the test results.

Reporting Test Results To

Parents


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Learning ability test : Each section of the test may be described

in similarly general terms. Test manuals usually contain general

descriptions of the tests and subtests that can be used to

explain the test to parent.

Acievement test : Described in terms of the test content, and

the names of the subtests usually indicate what the teast

measures.

Vocational interest inventories, personal inventories &other

guidance-oriented assessment device : Best interpreted by the

school counselor or other guidance personnel.

Decribing what the testmeasures

Explaining The Meaning Of


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Explaining The Meaning OfTest Scores.


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On the reading vocabulary test, Mary scored

higher than 85 percent of a national group of

fourth grade pupils.

(It might also be necessary to point out that the

85 percent does not refer to the percentage ofitems answered correctly, but only to the

percentage of pupils scoring lower)

Interpreting percentile ranks


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On a scale of 1 to 9, on which the average

score is 5, Mary received a score of 7 on the

reading vocabulary test, when compared witha national group of fourth grade pupils.

(In some cases it may be desirable to use

verbal descriptions such as above

average[7,8,9], average [4,5,6], or below

average [1,2,3] in place of numbers.

Interpreting Stanines


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It is important to communicate to parents that all

test scores contain some error.

This can be done most easilt if confidence bands

(i.e, error bands) are used in interpreting testscores.

Profiles using percentile rank frequently include

confidence bands. If these are not available, percentile ranks should

be interpreted as estimates that may vary up or

down by several points on retesting.

Clarifying the accuracy of thetest scores

Cl if i h f h


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Stanines contain broad units that allow for

measurement error.

Each stanine is at least one-half standard deviation

wide, a difference of 2 stanines usually represents a

significant difference in test performance. Thus, if

we had scores like these, we could make the

following interpretation:Mathematics 8

Reading 6

Science 5

Clarifying the accuracy of thetest scores


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Test results should be accompanied by an explanation of how the

test results are to be used in the instructional program and a

discussion of what action should be taken by both teacher and

parent to improve the pupils learning and development.

The discussion should not be limited to the test result but should

be based on all of the evidence concerning the pupils learning and

development.

The value of test scores become clearer to parents when they are

coordinated with all of the other information about pupil and when

they are seen as contributing to plans for constructive action.

Discussing Use of The Test

Result

Marking N Reporting

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