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SANTOSMARKJULIANChapter 6

Norm-referenced grading assesses students based on how their performance compares to peers, using percentiles to indicate their standing within a group. However, this approach has drawbacks, including assumptions about fixed score distributions, fostering a competitive environment, disregarding external factors affecting performance, limited differentiation among high-achievers, potential curriculum misalignment, pressure on teachers to adjust grades, a focus on weaknesses over strengths, and the risk of demotivation for students at both extremes of the distribution. Criterion-referenced grading assesses students based on predetermined criteria, emphasizing individual mastery of content rather than comparison to peers. The choice between norm-referenced and criterion-referenced grading often depends on educational goals

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39 views5 pages

SANTOSMARKJULIANChapter 6

Norm-referenced grading assesses students based on how their performance compares to peers, using percentiles to indicate their standing within a group. However, this approach has drawbacks, including assumptions about fixed score distributions, fostering a competitive environment, disregarding external factors affecting performance, limited differentiation among high-achievers, potential curriculum misalignment, pressure on teachers to adjust grades, a focus on weaknesses over strengths, and the risk of demotivation for students at both extremes of the distribution. Criterion-referenced grading assesses students based on predetermined criteria, emphasizing individual mastery of content rather than comparison to peers. The choice between norm-referenced and criterion-referenced grading often depends on educational goals

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Prince Surio
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SANTOS, MARK

JULIAN D.

 Norm-referenced grading assesses students based on how their performance compares to


peers, using percentiles to indicate their standing within a group. However, this approach
has drawbacks, including assumptions about fixed score distributions, fostering a
competitive environment, disregarding external factors affecting performance, limited
differentiation among high-achievers, potential curriculum misalignment, pressure on
teachers to adjust grades, a focus on weaknesses over strengths, and the risk of
demotivation for students at both extremes of the distribution. Critics argue that despite
these challenges, norm- referenced grading may have utility in large-scale assessments,
but it is crucial to acknowledge its limitations and potential impact on student motivation
and learning.

1. Using a norm-reference grading with a seven-point scale, determine the scores that would get
a failing mark. What is your general impression on this?

 In a norm-reference grading with a seven-point scale, the failing mark would typically be
assigned to the lowest 15% of scores. Calculate the 15% threshold and identify scores
below that point.
2. Using norm-referenced grading with an 8-point grading scale, determine the scores that would
get a failing mark, Compare this with the previous grading system above.

 In a norm-reference grading with an 8-point scale, the failing mark would usually be
assigned to the lowest 12.5% of scores. Calculate the 12.5% threshold and identify scores
below that point. Compare this with the failing marks obtained from the seven-point
scale.

 Criterion-referenced grading assesses students based on predetermined criteria,


emphasizing individual mastery of content rather than comparison to peers. Norm-
referenced grading systems, however, introduce issues like competition, inequality,
limited feedback, labeling, external factors' influence, a narrow focus on test preparation,
and a lack of individualization. These problems can lead to stress, perpetuate disparities,
and hinder personalized learning. In contrast, criterion-referenced grading mitigates these
concerns by offering a more personalized and objective evaluation of students'
understanding and proficiency.

 Setting a passing criterion of 78 and creating equal intervals for all other grades above the
passing criterion, determine the scores that fall within each interval. Compare this
criterion-based grading system with the norm-referenced grading systems. Consider your
comfort level with each approach.

In general, criterion-referenced grading allows for a fixed standard of performance, while


norm-referenced grading compares students to each other. The choice between them
often depends on educational goals and preferences for fairness or competitiveness.
To construct an 8-point grading scale using the standard normal curve in norm- reference
grading:

1. Identify the standard normal scores corresponding to the desired percentiles for each grade
point (e.g., A, B, C, etc.).

2. Use the mean (82) and standard deviation (7) to convert these standard normal scores to
actual test scores.

3. Establish score intervals for each grade point on the 8-point scale based on the converted
test scores.

For a standard normal curve:

- A (Top 15%): Z-score ≈ 1.04

- B (Next 25%): Z-score ≈ 0.68

- C (Next 25%): Z-score ≈ 0

- D (Next 20%): Z-score ≈ -0.68

- F (Bottom 15%): Z-score ≈ -1.04

 Convert these Z-scores to actual test scores using the mean and standard deviation,
then create intervals for each grade point on the 8-point scale.
 Acknowledging the individuality of each student is crucial in the educational process.
Svinicid's four essential questions in grading, being student-centered, recognize the
diversity in students' abilities and uniqueness. Understanding that each student has
distinct strengths and areas for improvement is key. The questions highlight that
academic achievement is not the sole measure of success; attitudes, speed, diligence, and
growth play significant roles in the learning journey. Striking a balance in evaluating
these aspects prevents biases and ensures a fair grading system, ultimately aiding teachers
in accurately assessing and supporting students' overall development.

 In the realm of education, the norm-referenced grading system presents both advantages
and disadvantages. However, when working with children with Special Educational
Needs (SEN), its utility becomes questionable. The implementation of Individualized
Educational Plans (IEP) for students with special needs underscores the importance of
tailoring education to address specific requirements, weaknesses, and disabilities. In this
context, a norm- referenced system might prove futile, as it doesn't align with the
individualized nature of the IEP.

For professionals engaged in teaching students with special needs, the criterion-
referenced grading system emerges as a more fitting approach. This system aligns
seamlessly with the expectations set forth in the child's IEP, which encompasses a
comprehensive understanding of the child's weaknesses, needs, and strengths. The
emphasis shifts towards measuring the child's progress in parallel with their capabilities
and the outlined IEP goals. This tailored approach ensures that assessments are not only
meaningful but also contribute directly to the child's development, fostering a more
inclusive and effective educational environment.
 Norm-referenced grading proves to be particularly advantageous in scenarios where
classes consist of 40 or more students, fostering a cooperative learning environment. This
system finds its niche in evaluating a child's readiness for preschool or kindergarten,
offering valuable insights into their foundational skills in reading, writing, and math.
Furthermore, norm-referenced scores become invaluable when educators seek to draw
comparisons across a large student population, aiding decisions related to student
placement and grade advancement in both K-12 schools and college settings.

In contrast, the criterion-referenced grading system shines when educators aim to assess
the specific concepts or skills that a student has acquired through classroom instruction.
This targeted approach allows for a detailed evaluation of individual learning outcomes,
providing a more nuanced understanding of a student's mastery of particular subjects. By
focusing on the direct application of classroom-taught material, the criterion-referenced
system becomes a powerful tool for educators seeking to gauge the effectiveness of their
instructional methods and tailor future lessons to meet the unique needs of each student.

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