MARKING & REPORTING

PAPER-PENCIL TEST

SITI SARAH BINTI BAHAROM

MPP172025
SCOPE OF THIS SHARING SESSION:

01 MARKING, SCORING VS GRADING

02 EFFECTIVE MARKING

03 SCORING

04 GRADING

05 REPORTING SYSTEM
1 MARKING, SCORING VS GRADING

MARKING SCORING GRADING

Process of Process of Process of

assign mark assign assign score
(symbol) to number to to categories
correct get score
answer
2 EFFECTIVE MARKING

Objective item have only one

correct answer, so it will be easily
mark (usually score 1).
Subjective item must be guided
by:
Answer key (answer scheme)
Determine how factors such
as spelling and grammar will
be handled
Unexpected but correct
response
2 EFFECTIVE MARKING
3 SCORING USING MARKING SCHEME
Sample of Marking Scheme
 Level of
3 SCORING USING RUBRICS mastery/
scales
ANALYTIC APPROACH: rating score for each criterion
Advantages:
Reliability
(30-25) (24-19) (18-13) (12-7) (6-0) Transparency (detailed
EXCELLENT GOOD SATISFACTORY WEAK VERY WEAK feedback to students)
Objectivity
Task is fulfilled Task is Task is fulfilled Task is Task is hardly
Completion
fulfilled partially fulfilled
of task
fulfilled
Disadvantages
well well sufficiently partially not well Validity: No single
developed develope developed with developed developed and correct answer in
Idea and well d and some and lack not organized complex topics
development organized with well organization organization Sum of the parts is not
supporting organized always the whole
details Time consuming
Criteria/
varied and mostly Descriptors
sufficiently varied lack variety distorted
Sentence dimensions
used varied
structure
effectively
3 SCORING USING RUBRICS

HOLISTIC APPROACH: a single score

Advantages:
Encourages intuitive
SCORE DESCRIPTION
expert judgment
Validity
Task is fulfilled with well developed idea and sentence When used with support,
25-30 student can develop the
structured.
skill of self judgement
19-24 Idea are well developed and well organized. (become expert judge)

13-18 Task is fulfilled sufficiently with varied sentence. Disadvantages

Disadvantages
7-12 Idea partially developed and lack organization. Reliability
Needs an expert judge
0-6 Task is hardly fulfilled and sentence are distorted Transparency
3 SCORING USING RUBRICS

A way to provide feedback Developing a tool can be time intensive

Need to prepare rubric well ahead of time
Defines characteristics of high quality so students are aware of the expectations
assignment
Need to ensure intra-rater and inter-rater
Establishes a range of performance reliability
categories Need to plan into learning experience an
opportunity to demonstrate learning
Helps students understand
expectations Less flexible harder to change mid-data
collection, but can change from project to
Provides students with a way to project as rubric tool is refined
evaluate their own performance (self-
assessment, reflection)
LETS TRY
3 INTERPRETATION OF SCORE:

Table 1: Raw score on a 20-item test for 10 students

ID NAME RAW SCORE

1 Adibah 18
2 Afifi 12 Total of correct
3 Amri 17 answer/observed
4 Alieya 19 score
5 Fuad 15
6 Daud 11
7 Muslim 8
8 Qaid 5
9 Rebecca 11
10 Siti Sarah 8
3 INTERPRETATION OF SCORE: Norm-Referenced Score

Lets compute Fuad percentile:

ID NAME RAW SCORE

1 Adibah 18
2 Afifi 12
3 Amri 17
Pr = B x 100
4 Alieya 19 N
5 Fuad 15
6 Daud 11 Where
7 Muslim 8 Pr = the percentile
B = the number of
8 Qaid 5
students score lower
9 Rebecca 11 N = total of students
10 Siti Sarah 8
3 INTERPRETATION OF SCORE: Norm-Referenced Score

1. Arrange the raw score descending 2. Calcute Pr using the formula given

ID NAME RAW SCORE

= (6/10) x 100
4 Alieya 19 = 60
1 Adibah 18
3 Amri 17 * 60% of all scores in the
5 Fuad 15 distribution fall below Pr = B x 100
2 Afifi 12
Fuads score of 15 N
6 Daud 11
9 Rebecca 11
Where
Pr = the percentile
7 Muslim 8
B = the number of
10 Siti Sarah 8
students score lower
8 Qaid 5
N = total of students
3 INTERPRETATION OF SCORE:

Where;

z=Y-X s2 = (Y-X)2 T = 50 + 10z

s
Where Where
N-1 T = the t score
z = the z score
Y = the individual score z = the z score
X = the mean of the set of
test score
s = the distribution
standard deviation
3 Answer for z and t score

ID NAME RAW SCORE z score t score

4 Alieya 19 1.40 64.0

1 Adibah 18 1.19 61.9
3 Amri 17 0.97 59.7
5 Fuad 15 0.55 55.5
2 Afifi 12 -0.08 49.2
6 Daud 11 -0.30 47.0
9 Rebecca 11 -0.30 47.0
7 Muslim 8 -0.93 40.7
10 Siti Sarah 8 -0.93 40.7
8 Qaid 5 -1.57 34.3
3 COMBINE SCORE: HOW TO GET DESIRED WEIGHTAGE

TEST 1 TEST 2

Highest mark 100 (Alis Score) 50 (Bakars score)

Lowest mark 80 (Bakars score) 10 (Alis score)

Composite score: Test 1 Test 2

Ali = 100 + 10 = 110 Range 100 80 = 20 50 10 = 40
Bakar = 80 + 50 = 130 Observed weight 1 2
Desired weight 1 1
Multiplying factor 2 1
Composite score (100x2) + 10= 210 (80x2) + 50 = 210
Composite score:
Ali = 100 + 10 (2) = 120
Bakar = 80 + 50 (2) = 180
4 DISTRIBUTION OF GRADES

NORM REFERENCED CRITERION REFERENCED

(RELATIVE) (ABSOLUTE)

COMPARISON MADE
peers Predefined criteria
BETWEEN
Grading on curve (percentage Standard performance (students
METHOD OF COMPARISON of students can get each grade) must achieve the score to get a
given grade)
Students performance
Students percentage mastery
WHAT GRADE DESCRIBE compared with others in the
of course objective
class
AVAILABILITY OF Limited by grading curve; not all No limit on grade; all students
PARTICULAR GRADE students can get A can get A
2 Norm-Referenced Grading

ID NAME RAW SCORE Z SCORE T SCORE GRADE

A = 20%
4 Alieya 19 B = 20%
1.40 64.0 A
C = 40%
1 Adibah 18 1.19 61.9 A D = 20%
3 Amri 17 0.97 59.7 B (Russell, 2012)
5 Fuad 15 0.55 55.5 B
2 Afifi 12 -0.08 49.2 C
6 Daud 11 -0.30 47.0 C
9 Rebecca 11 -0.30 47.0 C
7 Muslim 8 -0.93 40.7 C >= 2, assign A+
10 Siti Sarah 8 >= 1, assign A
-0.93 40.7 C
>= 0, assign B
8 Qaid 5 -1.57 34.3 D >= -1, assign C
>= -2, assign D
< -2, assign E/F
2 Criterion-Referenced Grading
A B C D E
(30-25) (24-19) (18-13) (12-7) (6-0)
BAND
EXCELLENT GOOD SATISFACTOR WEAK VERY WEAK
Y
Task is fulfilled Task is Task is fulfilled Task is Task is hardly
fulfilled partially fulfilled
D fulfilled
E Ideas are well Ideas are Ideas are Ideas are Ideas are not T = 50 + 10z
S developed and well sufficiently partially developedWhere
and
C well organized developed developed with developed not organized A >90%
T = the t score
z = the z Bscore
= 80% - 89%
R with and well some and lack
I supporting organized organization organization C = 60% - 79%
P details D = 50% - 59%
T Sentence Sentence Sentence Sentence Sentence E = 40% - 49%
O structures are structures structures are structures structures are F <40
R varied and are mostly sufficiently lack variety distorted
used varied varied
effectively
5 REPORTING SYSTEM

LETTER PASS FAIL CHECKLIST MULTIPLE Purposes:

SYSTEM SYSTEM SYSTEM SYSTEM Instructional
Administrative
Traditional use Often relate A list of major Combination
of: Informational
to criterion objective to of several
A = Excellent based be checked system. Motivational
B = Good referenced or rated Guidance
C = Satisfactory Encourage
D = Poor student to
E = weak explore new
F = fail area of study
without
fearing of
lowering their
grade

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THANK YOU