Professional Documents
Culture Documents
GRADING PRACTICES
DAVID W. KALE, PH.D.
DIRECTOR OF ASSESSMENT
MOUNT VERNON NAZARENE
UNIVERISTY
ACKNOWLEDGEMENTS
SUPERIOR
Principle #1
Appreciate the complexity of
grading
• No grading system is immutably right by
some external, eternal standard.
• Collaborate with students to make the
grading process meaningful to them and to
you.
• The goal is to construct a system that will
lead to meaningful change for both you and
the students.
Principle #1
Appreciate the complexity of
grading (con’t)
• The purpose of grades is to provide a means
of:
(1) Evaluation,
(2) Communication,
(3) Motivation, and
(4) Organization.
This is a large order for any grading process to
achieve well.
Principle #2
Substitute Judgments for
Objectivity
• Recognize that grading is a professional
judgment influenced by a wide variety of
factors.
• These factors are meaningful to you and
you will work to make them meaningful to
your students.
Principle #3
Distribute time effectively
• Recognize the time necessary to make a
consistent, thoughtful, professional
judgment.
Principle #4
Be Open to Change
• Be ready to make changes when students
are not demonstrating the learning you
want to see in them.
• If changes in the grading system are to be
made in the middle of a course (which
hopefully will not often be necessary), be
very clear with students as to what is
being changed, why it is being changed
and when the changes take effect.
Principle #5
Communicate and collaborate with
your students
• The more actively students are involved in
the learning process, the better they will
understand your grading system.
• Clearly explain your criteria and your
standards for effective performance.
(Rubrics really help here, but that is the
topic for another workshop.)
Principle #6
Remember, Student learning is
your primary goal.
• Give students a picture of how a professional
would judge their work.
• Support your judgments with clear and full
explanations.
• Provide information on how students can
improve.
• Grades, when used effectively, can be a
powerful motivator of student learning.
Principle #7
Be a Teacher First and a
Gatekeeper Last
• Use grades for both formative and
summative purposes.
• Help guide students through the process,
using grades as a way of helping you and
the students track what they have
learned.
Principle #8
Encourage Learning Centered
Motivations
• Counter student perceptions that:
1. Hard work doesn’t matter;
2. They are powerless to affect their own
welfare;
3. Failure is due to circumstances beyond their
control;
4. Grades are mostly an indication of who the
professor likes or does not like.
DAILY GRADING
COGNITION
OBSERVATION INTERPRETATION
• Evaluation •Creating
• Synthesis •Evaluating
• Analysis •Analysing
• Application •Applying
• Comprehension •Understanding
• Knowledge •Remembering
(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)
THE ASSESSMENT TRIANGLE
COGNITION
OBSERVATION INTERPRETATION
COGNITION
OBSERVATION INTERPRETATION
OBJECTIVES
CLASS
GRADING
ACTVITIES
LEVELS OF LEARNING