James Richards, William Angliss Institute

An old chestnut revisited:teachers’ opinions and attitudes toward grading within a competency based training framework

2

Some background to “grading”

The grading of meritorious performance continues after CBT

End of 1990’s questions are raised: The mission of VET Undermines agreed workplace

standards By mid 2000 arguments become silent

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Why Grade?

Against: based on perceived negative effect on learners.

The role of VET teachers/trainers Two forces driving the need to grade The extent to which employers and

HE selection use grades?

4

Who should decide?

Industry developed standards

Training package developers

Individual organisations (teachers)

5

How to grade

Generic criteria model The WA experience – a “failure to

market” Competency as a developmental

continuum Standards referencing approach

(specific criterion model)

6

Research Question:

What are teachers’ attitudes and opinions regarding grading within a CBT system? the value of grading The process of grading Differences between operational and

management teachers.

7

Methodology

Exploratory

Likert-type survey

8

Results

Response rate 68.6%

14 (58.33%) – management teachers 8 (33.33%) – operational teachers 2 (8.33%) - unknown

9

Grading students offers many benefits and is worth the effort. (Raw scores)

SA A D SD DK0

0.5

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1.5

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2.5

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3.5

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4.5

Management teachersOperations teachersUnknown

10

Grading students offers many benefits and is worth the effort. (%)

SA A D SD DK0

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Management teachersOperations teachersSeries3

11

Grading has a negative impact on struggling learners

Strongly agree Agree Disagree Strongly disagree Don't know0

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All teachers

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Comments

Agree: Students see a “C” as “I just passed” – and that’s wrong.

Strongly disagree: Why should competition create negativity – it should encourage others to do better.

Agree: how can you be more competent than competent Strongly disagree: Those learners might be happy with

just a “C”. Disagree: teacher should be looking at student’s

personal best

Struggling learners maybe more comfortable with ungraded reporting (%)

13

Strongly agree Agree Disagree Strongly disagree Don't Know0

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All teachers

14

In grading we are trying to satisfy external agents (such as selection for employment, higher education entrance) at the expense of the student’s training needs.(%)

Strongly agree Agree Disagree Strongly disagree Don't know0

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35

All teachers

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I believe higher grades indicate potential for success in higher education (university) studies (%)

Strongly agree Agree Disagree Strongly disagree Don't know0

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All teachers

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Comments

“not for employment, higher ed, yes” “grading is only used for higher ed. I have

never asked for a student’s results as an employer – I don’t care. What I want is for them to turn up, work well and be passionate”

“Employers look for attitude, commitment and integrity – not grades”

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Level of support for grading in a CBT system (items5 & 8)

Strong support Support Not supported Strongly not supported Don't know0

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All teachers

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Comments

Disagree: lack of consistency between teachers’ grades makes a mockery of grading. I labour over grading to the point that it becomes very stressful

Strongly agree: Encourages good students to do extra learning, put in more effort.

Don’ know: perhaps management units – not operational.

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Level of comfort with grading

Strong comfort comfort discomfort Strong discomfort Don't know0

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All teachers

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The process of grading

Continue to next slide

21

I believe the rubrics I use accurately represent workplace standards

Strongly agree Agree Disagree Strongly disagree Don't know0

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All teachers

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Comments

Disagree: We do not, cannot replicate the workplace

Disagree: …teachers can interpret rubrics in their own way.

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Because of my industry experience I can accurately judge performance at higher levels without the need for a rubric

Strongly agree Agree Disagree Strongly disagree Don't know0

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All teachers

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Comments

Don’t know: industry is not a consistent beast Strongly disagree: A rubric is essential to

quantify competencies, skills ..a gut feeling is simply not enough

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It is essential to have good industry experience in providing meaningful grades to students

Strongly agree Agree Disagree Striongly disagree Don't know0

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All teachers

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Requirements for grading student performance are becoming too complicated

Strongly agree Agree Disagree Strongly disagree Don't know0

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All teachers

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Comments

Strongly agree: Its taking the fun out of teaching

Strongly agree: Too many versions of what we are supposed to be doing – which one is correct?

Disagree: ..we just need to agree on a uniform approach

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Rubrics used for grading should be centrally written and contained in each training package

Strongly agree Agree Disagree Strongly disagree Don't know0

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All teachers

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There should be two assessment events: one that determines C/NYC, and a second to determine the grade

Strongly agree Agree Disagree Strongly disagree Don't know0

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All teachers

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Comments

Strongly disagree: Too labour intensive – teachers would not support this consistently

Disagree: prefer no grading at all Strongly agree: …teachers apply superior to

what should be competent because of the low standard of student performance: it is “outstanding” to see a student complete all competencies

31

I believe I am able to write meaningful rubrics

Strongly agree Agree Disagree Strongly disagree Don't know0

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70

All teachers