The Grading Process and Student Assessment

1. The Grading Process and Student Assessment

2. The Goal of Education: Faculty Perspective Student Perspective “The System” has commonly diminished Education to an Accumulation of Points game. Develop good citizens Teach effectively Student learning To earn pointsDevelop good citizens Teach effectively Student learning To earn points

3. Top 12 Non - Factors on Which to Base Student Grade Decisions

4. 12. To Win the Student-  Awarded “Most Popular Teacher of the Semester” Title Grade Distributions have little influence on students’ respect for professors.

5. 11. To Affirm that the Student is a “Good/Nice Person” Unlike criminal records, Grades are not meant to affirm the quality of people. Sometimes very nice people earn poor grades. Extra Credit should not be used to inflate the grades for “good people”.

6. 10. to Protest the  Normal Curve Although grades should not necessarily be based on normative trends, it is not uncommon that they fall in patterns that depict normalcy, particularly over time. Patterns that have minimal ‘spread’ often indicate problems.

7. 9. to Fit in With the  G.I. (Grade Inflation)  Crowd Grade inflation is a national problem. We need to recognize this fact and take responsibility for our own courses and take a stand for what particular grades represent.

8. 9 (cont.) Who Have Stock in a Standardized Test Company Grade inflation and the unreliability of grades’ ability to discriminate between levels of student competency has given rise to increasing needs for standardized testing among professional organizations.

9. 8. Grading Papers Interferes With the Tee-Off Time Student Assessment, when done well, is a time-consuming and thoughtful process. Using time-management and assessment strategies are beneficial when embarking on the student assessment process.

10. 7. To Affirm Students’ Academic Opinions of Themselves Students commonly think they should receive good grades for a variety of reasons. Extra Credit is often inappropriately used as a vehicle to bridge the gap between the grade students think they should be awarded and what they really have earned.

11. 6. To Document that Students Worked Hard Grades are often inappropriately equated with effort. Much effort should result in an “A” grade, some effort should result in at least a “B” grade. Some students will have to work harder than others to earn the same grade.

12. 5. To Document that Students Attended Class Although students’ grades should be better when they attend class than when they don’t, this should be because of learning during class time. The act of sitting in class does not warrant being part of the course grade.

13. 4. To Document that Students Participated in Class What is “Participation”? Although students’ grades should be better when they participate in class than when they don’t, the act of going through the motions of a class without a meaningful assessment procedure does not warrant that act being part of the course grade.

14. 3. To Motivate (Manipulate) Students to Attend and Participate in Classes All-to-often grades are used inappropriately as a manipulative tool to get students to class.

15. 2. To Document  Students’ Potential The “Heart-Breaker” of the education process - you know that students have the ability to perform better than they do. Grades are based on evidence, not on potential evidence. Extra Credit is not a vehicle to bridge this gap.

16. 1. To Prove You are a Phenomenal Teacher! Not even All of Socrates’ students graduated with “Exceptional” ratings:-)

17. If the Goal of Education is Student Learning, Student Assessment must reflect this. Student Assessment is Based on Course Objectives - Grades represent the degree to which students attained those course objectives.

18. IMPLICATIONS: Every Course Objective/Outcome should be assessed Student assessment that is not directly tied to a course outcome should be questioned Indicators tied to course grades that are not directly tied to course outcomes should be questioned

19. Managing the Assessment Process (AKA: Avoiding the Points Trap) Use formative assessments to inform Use summative assessments to document achievement All to often, formative assessments play a summative role in course grades.All to often, formative assessments play a summative role in course grades.

20. Managing the Assessment Process (AKA: Avoiding the Points Trap) Feedback is most important to formative assessment (practice) Points are most important to summative assessment (the event) Clear criteria guide both (use of rubrics) All to often, formative assessments play a summative role in course grades.All to often, formative assessments play a summative role in course grades.

21. Implications The degree to which formative assessments contribute to the grade should be minimal, if any. You may, or you may not choose to personally assess students’ formative work: Assess when you need to make direct decisions for feedback Do not assess when standardized procedures can give students necessary feedback (eg. standardized test items, chapter tests) Be available to look over work even when you do not personally assess it Our educational system just might promote short term memory loss - knowledge from formative assessment to formative assessment, diminishing the appreciation and understanding of the knowledge and skills as a whole Our educational system just might promote short term memory loss - knowledge from formative assessment to formative assessment, diminishing the appreciation and understanding of the knowledge and skills as a whole

22. Remember Students are ultimately responsible for their learning You are responsible for directing the learning process, providing feedback along the way Learning is evidenced by summative student assessments