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Ading System

Assessment for learning

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akshayaachu1304
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9 views

Ading System

Assessment for learning

Uploaded by

akshayaachu1304
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Grading System

Presented by
Akshaya.K.P
Department of English
Roll.No:03
 Fundamentally grade is a score.
When students level of performance
are classified into a few classificatory
unit using letter grades , the system
of assessment is called grading
system.
 Grading in education is the process of
applying standardized measurements of
varying levels of achievement in a course.
 Grading system is primarily a method of

communicating the measure of achievement.


Another way the grade point average (GPA)
can be determined is through extra curricular
activities.
 Grades can be assigned as letters (generally A
through F), as a range (for example 1 to 6), as
a percentage of a total number of questions
answered correctly, or as a number out of a
possible total (for example out of 20 or 100).
Types of Grading

 There is mainly two types of grading

 Direct grading and


 Indirect grading
Direct Grading

 Here particular grades are assigned to answers of


each individual questions on the basis of its quality
judged by the evaluator.
 The grade point average will then have to be

evaluated for obtaining the overall grade of the


student.
Indirect Grading

 Itis the process of giving grades through


marks. In this procedure marks are awarded as
usual .
 The conversion of marks into grade is based

on two view points.


 Two types of indirect grading are absolute

grading and relative grading.


 In absolute grading some fixed range of scores
is determined in advance for each grade. On
the basis of this the score obtained by a
candidate in a subject is converted to grades. It
is a type of criterion based grading.
 In relative grading the grade range is not fixed

in advance. It can carry in turn with the


relative position of the candidates .
Functions of Grading and Reporting
Systems
Improve students’ learning by
 clarifying instructional objectives for the students.
 showing students’ strengths & weaknesses
 providing information on personal-social development
 enhancing students’ motivation (e.g., short-term goals)
 Indicating where teaching might be modified.
Advantages of Grading System

 The New Scheme of Grading has been


introduced with the aim that :
 It will minimize misclassification of

students on the basis of marks.


 It will eliminate unhealthy competition

among high achievers.


 It will reduce societal pressure and will
provide the learner with more flexibility.
 It will lead to a focus on a better learning

environment.
 It will facilitate joyful and stress free

learning.
TYPES OF ASSESSMENT
 Practicebased assessment
 Evidence based assessment
 Performance based assessment
 Examination based assessment
PRACTICE BASED
ASSESSMENT
 Constructivist and naturalistic classroom
environments give more opportunity for
developing practical abilities than behaviourist
classrooms.
 Assessing student learning in the practice

setting is one of the most sophisticated and


complex forms of activity.
 Assessment needs to include evaluation of
skill (technical, psychomotor and
interpersonal), attitudes and insights, and
reasoning.
 Continuous and comprehensive evaluation

techniques are used mainly for assessing


learners piratical skills.
 Importance is given for assessing the
practical capability to complete tasks in
real life situations. Some examples of
practice based assessment are, structured
clinical examinations, performance in
viva, simulated practice scenario, project
works, preparation of presentations, etc
EVIDENCE BASED
ASSESSMENT
 Evaluating student achievement of expected learning
outcomes should be treated as evidence-based
assessment. It means teachers assessing the students
about the achievement of learning outcomes based
some evidences.
 The evidence may be achievement score on particular

examination, report submitted after completion of


research, the solution founded after completion of
experiments, etc.
PERFORMANCE BASED
ASSESSMENT

 Knowing how to do something is measured by


performance tests such as portfolios,
exhibitions and demonstrations. Performance
tests or assessments provide greater realism of
task that traditional test like pen and paper
tests but are very time consuming .
 Itcan provide greater motivation for students
by making learning more meaningful and
clarifying goals. Performance assessment
require students to actively demonstrate what
they know. There is a big difference in
answering questions on how to give a speech
or presentation than actually giving one.
 Performance assessment may be used for
diagnostic purposes. Information provided at
the beginning of the course may help decide
where to start or what needs special attention.
To improve the results of performance
assessment criteria's that are being judged
must be clear and defined.
 Performance assessment is an excellent way of
determining whether pupils have mastered the
outcome.
 In other words it provides for realism of a task

and increase makes such as task complicated


or complex, therefore it shows whether pupils
understood the concepts taught.
 It is a skilful assessment for challenging ones

cognitive skills.
Essential components of a Performance –
based Assessment

 Complex
 Authentic
 Process or product oriented
 Open –ended
 Time - bound
 Identifying goals of the performance based
assessment.
 Selecting the appropriate course standards.
 Reviewing assessment and identifying

learning gaps.
 Designing the Scenario.
 Create suitable learning materials.
EXAMINATION BASED
ASSESSMENT
Assessment of learner’s performance with the support
of different forms of test or examination is known as
examination based assessment.
 A test or examination (informally, exam) is an

assessment intended to measure a test-taker's


knowledge, skill, aptitude, physical fitness, or
classification in many other topics.
 A test may be administered verbally, on paper, on a
computer, or in a confined area that requires a test
taker to physically perform a set of skills. Tests vary
in style, rigor and requirements.
 For example, in a closed book test, a test taker is

often required to rely upon memory to respond to


specific items whereas in an open book test, a test
taker may use one or more supplementary tools such
as a reference book or calculator when responding to
an item
 A standardized test is any test that is
administered and scored in a consistent
manner to ensure legal defensibility.
Standardized tests are often used in education,
professional certification, psychology , the
military, and many other fields. A non-
standardized test is usually flexible in scope
and format, variable in difficulty and
significance.
 These tests are developed by individual
instructors, the format and difficulty of these
tests may not be widely adopted or used by
other instructors or institutions.
 A non-standardized test may be used to

determine the proficiency level of students, to


motivate students to study, and to provide
feedback to students.
Guidelines to improve Examinations
 Assessment should reflect the curriculum.
 Modes of assessment should reflect the curricular

goals.
 Measure higher order learning outcomes.
 Assess students ability .
 Content and form of questions should be free from

Gender, ethnic group and location biases.


Thank you

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