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Grading Systems

1) The document discusses various student assessment and grading systems used around the world. It covers norm-referenced grading which compares students to each other and criterion-referenced grading which uses fixed standards. 2) Alternative grading systems mentioned include pass-fail systems with no gradations and non-graded evaluations without numeric or letter scores. 3) The document also examines questions around grading like whether grades should consider achievement only or include factors like attitude. It notes the challenges of combining multiple grades into a single score.

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ephraim zeus silvestre
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372 views20 pages

Grading Systems

1) The document discusses various student assessment and grading systems used around the world. It covers norm-referenced grading which compares students to each other and criterion-referenced grading which uses fixed standards. 2) Alternative grading systems mentioned include pass-fail systems with no gradations and non-graded evaluations without numeric or letter scores. 3) The document also examines questions around grading like whether grades should consider achievement only or include factors like attitude. It notes the challenges of combining multiple grades into a single score.

Uploaded by

ephraim zeus silvestre
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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GRADING SYSTEMS

SILVESTRE, ZEUS EPHRAIM


TABAQUIRAO, PAULA DANICA D.
TAN, DASHIELLE
TALINGDAN , MICA TRICIA V.
Assessment of Student Performance
Is essentially knowing how the
student is progressing in a course
(and, incidentally, how a teacher is
also performing with respect to the
teaching process.)
STEPS IN ASSESSMENT:
1.) TESTING (either by some pencil-
paper objective test or by some
performance based testing
procedure)
2.) GRADING
GRADING SYSTEMS IN DIFFERENT SCHOOL
SYSTEMS ALL OVER THE WORLD
Examples would be:
A.) AMERICAN SYSTEM – it is even referred to as the
“SEVEN POINT SYSTEM.” Grades are expressed in terms of
letters. A, B, B+, B-, C, C+, C-, D.
B.) PHILIPPINE SYSTEM – or an “EIGHT POINT SYSTEM.”
Grades are expressed with numerical values. 1, 1.25, 1.50,
1.75, 2.0, 2.5, 3.0
 Whatever be the system of grading adopted, it is clear
that there appears to be a need to convert raw score values
into the corresponding standard grading system.
NORM-REFERENCED GRADING
 the most commonly used grading system falls
under this category. Norm-referenced grading
refers to a grading system wherein a student’s
grade is placed in relation to the performance of
a group.
EXAMPLE:
A grade of 80 means that the student performed
better than or same as 80% of the class (or
group.)
EXAMPLE OF NORM-REFERENCED
GRADING:
 Consider the following two sets of scores
in an English I class for two sections of ten
students each:
A = {30, 40, 50, 55, 60, 65, 70, 75, 80., 85}
B = {60, 65, 70, 75, 80, 85, 90, 90, 95, 100}
NORM- REFERENCED SYSTEMS are
most often used for screening
selected student populations in
conditions where it is known that
not all students can advance due to
limitations such as available places,
jobs, or other controlling factors.
Example:
In a class of 100 students, the mean score
in a test is 70 with a standard deviation of
5. Construct a norm-referenced grading
table that would have seven-grade scales
and such that students scoring between
plus or minus one standard deviation for
the mean receives an average grade.
Solution: (The following intervals of raw scores
to grade equivalents are computed:)
RAW SCORE GRADE EQUIVALENT PERCENTAGE

Below 55 FAIL 1%

55 – 60 MARGINAL PASS 4%

61 – 65 PASS 11%

66 – 75 AVERAGE 68%

76 – 80 ABOVE AVERAGE 11%

81 – 85 VERY GOOD 4%

Above 85 EXCELLENT 1%
CRITERION-REFERENCED GRADING
SYSTEMS
are based on a fixed criterion measure. There is
a fixed target and the students must achieve
that target in order to obtain a passing grade in
a course regardless of how the other students in
the class perform. The scale does not change
regardless of the quality, or lack thereof, of the
students.
EXAMPLE:
 In a class of 100 students, no one might get a grade of excellent if no one scores 98
or above or 85 above depending on the criterion used. There is no fixed percentage
of students who are expected to get various grades in the criterion-referenced
grading system.

1.0 (EXCELLENT) = 98 – 100 or 85 – 100


1.25 (GOOD) = 88 – 97 or 80 – 84
2.0 (FAIR) = 75 – 87 or 70 – 79
3.0 (POOR) = 65 – 74 or 60 – 69
5.0 (FAILURE) = below 65 or Below 60
Four Questions in Grading
 According to Marinila D.
Svinicki (2007), there are
four intriguing questions
relative to grading:
1. SHOULD GRADES REFLECT ABSOLUTE
ACHIEVEMENT LEVEL OR ACHIEVEMENT
RELATIVE TO OTHERS IN THE SAME CLASS?
 this is often referred to as the
controversy between norm-referenced
versus criterion-referenced grading. In
norm-referenced, the letter grade a student
receives is based on his or her standing in a
class. While, criterion-referenced system is
the most common grading system.
2. SHOULD GRADES REFLECT ACHIEVEMENT ONLY OR NON-
ACADEMIC COMPONENTS SUCH AS ATTITUDE, SPEED AND
DILIGENCE?
 It is a very common practice to incorporate such things as
turning in assignments on time into the overall grade in a course,
primarily because the need to motivate students to get their work
done is a real problem for instructors. Also it may be appropriate
to the selection function of grading that such values as timeliness
and diligence be reflected in the grades.
3. Should grades report status achieved or
amount of growth?
This is a particularly difficult question to
answer. In many beginning classes, the
background of the students is so varied that
some students can achieve the end objectives
with little or no trouble while others with weak
backgrounds will work twice as hard and still
achieve only half as much.
4. How can several grades on diverse skills
combine to
give a single mark?
 The basic answer is that they can't really. The results
of instruction are so varied that the single mark is really a
"Rube Goldberg" as far as indicating what a student has
achieved. It would be most desirable to be able to give
multiple marks, one for each of the variety of skills which
are learned.
ALTERNATIVE GRADING SYSTEMS
Pass-Fail systems. There are no
generally accepted standard
gradations, or the critical
requirement is meeting a single
satisfactory standard.
NON-GRADED EVALUATIONS.
Non-graded evaluations do not assign numeric
or letter grades a matter of policy. This practice
is usually based on a belief that grades
introduce an inappropriate and distracting
element of competition into the learning faculty
process, or that they are not as meaningful as
measures of intellectual growth and
development as are carefully crafted
evaluations.
STANDARDIZED TEST SCORING
 is a process by which a Teacher or a
Researcher-made tests are validated and
item analyzed. After a thorough process of
validation, the test characteristics are
established. These characteristics include:
TEST VALIDITY, TEST RELIABILITY, TEST
DIFFICULTY LEVEL and other characteristics.
CUMULATIVE AND AVERAGING SYSTEMS OF
GRADING
 In the Philippines, there are two types of Grading systems
used: THE AVERAGING AND THE CUMULATIVE GRADING
SYSTEMS.
 In the AVERAGING SYSTEM, the grade of a student on a
particular grading period equals the average of the grades
obtained in the prior grading periods and the current
grading period.
 In the CUMULATIVE SYSTEM, the grade of a student in a
grading period equals his current grading period grade
which is assumed to have cumulative effects of the previous
grading periods.

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