I.

Calculating Grades: Absolute and Relative Grading

1) Absolute grading
- The teacher/ professor adjusts grades to fit the distribution of students across a continuum.
- The method of calculation:
 A: Quartile 1 (the top 25% of scores)
 B: Quartile 2 (the next 25%)
 C: Quartile 3 (the next 25%)
 D: Quartile 4 (the lowest 25%)
- Scenario 1: There were regular biweekly multiple choice quizzes, all of which included in the
final grade for the course.
 Many students received exceptionally high scores.
- Scenario 2: There were no regular tests or exercises during the course. No one was told about
the grading system from the teacher.
 Almost everyone performed poorly.
 Absolute grading is based on the standards of performance on a numerical point system.
Example: Points for a midterm test/ final exam. Points accumulated for the semester.

- The key to making an absolute grading system work is to be painstakingly clear on competencies
and objectives and on tests, tasks, and other assessment techniques.

2. Relative Grading
- Ranking students in order of performance and assigning cutoff points for grades
a) Method 1: On the curve

-
- An alternative to conforming to a normal curve is to preselect percentiles according to an
institutional expectation
- Table 11.2:
 In Institution X: the expectation is a curve that skews slightly to the right (higher frequencies in
the upper levels) compared with a normal bell curve.
 In Institution Y is for virtually no one fail a course and for a large majority of students to achieve
As and Bs.
 In Institution Y: represent the expectations of a university postgraduate program where a C is
considered a failing grade, a B is acceptable but indicates adequate work only, and an A is the
expected target for most students.
b) Method 2: