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The goal of assessment has to be, above
all, to support the improvement of
learning and teaching.
(Fredrickson & Collins, 1989)
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Contents1. Introduction:Assessment Words of
Wisdom2. Grading and Student
Evaluation
3. GradingQuestionnaire task
4. Grading Guidelines5. Conclusion A Story
3
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definition: Classroom
Assessment
Assessment
Planning
Collecting
Analyzing
Reporting
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Improving studentlearning impliesimproving theassessment system.
Teachers often assumethat it is their teaching
that directs studentlearning.
In practice, assessmentdirects studentlearning, because it is
the assessment systemthat defines what isworth learning.
(Havnes, 2004)
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There is substantial evidence thatassessment, rather than teaching, has
the major influence on studentslearning. Assessment . . . directs attention to what is important, acts as an incentive for study, and has a powerful effect on studentsapproaches to their work.
(Boud & Falchikov, 2007)
Rethinking Assessment in Higher Education
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2010
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Five key
assessment
principles
Practicality
ReliabilityValidityAuthenticity
Washback14
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Key Assessment Principles
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__________ isperhaps the mostcritical of all teaching
skills.
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Decision-makingis perhaps the
most critical of
all teaching skills.19
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(Anderson, 2003)
Since the 1970s, there has
been a group of educators and
researchers who have argued
that the key to being a good
teacher lies in the decisions
that teachers make.
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Goodassessments
lie at the coreof good
decisionmaking.
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decision making
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Contents1. Introduction:Assessment Words of
Wisdom
2. Grading and StudentEvaluation
3. GradingQuestionnaire task
4. Grading Guidelines5. Conclusion A Story
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Grading/Student Evaluation
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Grading and Student Evaluation:
Challenges, Choices, and Consequences
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Sound assessment and grading
practice help teachers to improve theirinstruction, improve students motivation tolearn, and
increase students level ofachievement.
(Brookhart, 1999)
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Roles of grading (Walvoord, Anderson, 1998)
1. Evaluation: the grade claims to be a valid, fairand trustworthy judgment about the quality ofthe students work
2. Communication: the grade communicatesthe teachers judgment of the students work
3. Motivation: because it affects the time andeffort students spend, grading is a powerful partof the motivational structure of a course (for
better and for worse)4. Organization: a grade helps mark transitions,
bring closure and focus efforts for both teachersand students 27
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The teachers job is to render an informedand professional judgment to the best oftheir ability.
Teachers need to: establish clear and thoughtful criteria andstandards to students work,
exercise that professional judgment withinthe context of their institution, departmentand the students they deal with.
Walvoord & Anderson, 1998)
Teachers and Grading
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Grading and teachers roles Grades matter greatly for teachers whooften experience the tension of performing
two conflicting roles:1. Coaches - instructing, guiding student
writing
2. Judges - evaluating students work
** Teachers themselves are often judged bythe grades they give.
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Grading
schemes for
a course
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Grading schemes
- the series ofassessment tools
(exams, tasks,projects, etc.) that
are scored and
used to arrive at afinal grade for
students. 31
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2010
32
MA TESOL
ProgramSan Francisco
State University
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(Brown & Abeywickrama, 2010)
Standards for assigning gradesare extraordinarily variableacross teachers, subject matter,
courses, programs, school
systems, and even cultures.
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Contents1. Introduction:Assessment Words of
Wisdom
2. Grading and StudentEvaluation
3. GradingQuestionnaire task
4. Grading Guidelines5. Conclusion A Story
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What should gradesreflect? How should differentobjectives, tasks, andcomponents of a
course figure into a
formula forcalculating grades?
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GradingQuestionnaire
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Grading criteria/weighting
task
Consider the course informationprovided (teaching assignment next slide)
Determine the criteria you will use toset up your grading scheme
Determine the weighting of the itemsin your grading scheme (to total 100%)
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Teaching Assignment Course title/level: 50 Writing (intermediate) 16 international students Course focus: writing effective essays Main learning outcome: Students will be
able to write effective 5-paragraph essays of
various types (e.g. argumentative, cause&effect, compare/contrast)
Length: 8 Weeks39
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What factors should be included
in deciding the final grade for a
course?
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Questionnaire responses
In a recent administration of thequestionnaire to teachers as the
American Language Institute at SanFrancisco State University . . .
the item on which most teachers agreedon was item (a) which received percentage allocationsfrom 50-75%.
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Brown & Abeywickrama (2010)
It is safe to assert that formal tests,quizzes, exercises, homework,
essays, reports, presentations all
of which are marked in some way
are universally accepted as
primary criteria for determining
grades.44
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Responses-American Language
Institute, SFSU Items (b) and (c) also drew relatively
strong support.
A word ofcaution: If intuitive, informal observations by theteacher figure into the final grade, it is very
important to inform students in advancehow these observations, and impressions
will be recorded throughout the semester.45
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Responses-American Language
Institute, SFSU
On items (d) through (h) therewas some disagreement andconsiderable discussion
but all of these items received atleast a few votes for inclusion.46
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How can these factors(improvement, effort,
motivation, etc.) be
systematically
incorporated into a
final grade? Some educationalassessment experts
state definitely that
none of these items
should ever be a factor
in grading. 47
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(Gronlund & Waugh, 2008)
Base grades on student achievement, andstudent achievement only.
Grades should represent the extent to whichthe learning outcomes were achieved by
students.
They should not be contaminated by studenteffort, tardiness, misbehavior or other
extraneous factors . . .
If they are permitted to become part of thegrade, the meaning of the grade as an
indicator of achievement is lost.
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Brown & Abeywickrama (2010)
This is a strongly empiricalphilosophy of grading.
There are other points of view thatconsider other factors in assessing
and grading (Grove, 1998;
Marzano, 2006; Power 1998, etc)
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Brown & Abeywickrama (2010)
How many teachers do youknow who are consistently
impeccable in their objectivity
as graders in the classroom?
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If you are willing to includesome nonachievement
factors in your grading
scheme, how do youincorporate them along with
other more measureable
factors?
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Contents1. Introduction:Assessment Words of
Wisdom
2. Grading and StudentEvaluation
3. GradingQuestionnaire task
4. Grading Guidelines5. Conclusion A Story
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Guidelines
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Guidelines for Selecting Grading
Criteria (4)1. It is essential for all components of grading
to be consistent with an institutional
philosophy and/or regulations.2. All components of a final grade need to be
explicitly stated in writing to students at
the beginning of a term of study with a
designation of percentages or weighting
figures for each component.
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Guidelines for Selecting Grading
Criteria (4)3. If your grading system includes items (d)
through (h) in the questionnaire, it is
important for you to recognize theirsubjectivity and convert such factors into
observable and measureable results (e.g.
using checklists, note-taking systems, etc.).
4. Consider allocating relatively small weights
to items (c) through (h) so that a grade
primarily reflects achievement. 57
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Grading and Student Evaluation:
Challenges, Choices, and Consequences
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decision making
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The goal of assessment has to be, above
all, to support the improvement of
learning and teaching.
(Fredrickson & Collins, 1989)
61
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Contents1. Introduction:Assessment Words of
Wisdom
2. Grading and StudentEvaluation
3. GradingQuestionnaire task
4. Grading Guidelines5. Conclusion A Story
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finally . . .
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a story
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A grandfather planting seeds in hisgarden was asked by his grandson,How do you make the seeds
grow?
The grandfather replied, I cantmake the seeds grow, but I can
provide the best conditions forthem to grow.
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Effective classroom-based assessment can greatlycontribute to the successful nurturing and
development of our students language learning.
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Assessment:Grading & Student
Evaluation(January, 2012)Eddy White, Ph.D.
Assessment Coordinator
Center for English as a Second Language
University of Arizona 69