Setting up grading system
I like the total point system leading to percentages. Student try for better grades and it is not hard for them to figure out their standing.
Hi Joan:
Percentage-based grades do make assigning different components a little bit easier as each category can be given a percentage, regardles of the points or number of bits that contribute to it. More than likely, a student can relate to a percentage a lot easier than a certain number of points, unless it happens to be 100 (essentially the same as percent).
Regrads, Barry
I have to say that I like to weight my grades as we have hands on activities that have to be graded as well.
Hi Lisa:
Balance is the key. More weight on relatively low important content skews the grades and doesn't help students much. I think trial and error can be successful over time in finding that right balance.
Class participation, group discussions, hands on and skills labs - to me, these are important methods that more positively result in better student retention of course content.
Regards, Barry
Setting up a fair grading system is an interesting process when the college you work for has their set rules & regulations. Whatever method you use, I personally like the percentage based off of several components, make sure you spell out the system very carefully in your syllabus so there is no questions down the road with your students. You have to weigh each component you choose to grade on, i.e.: tests, professionalism (tardies & absences, appearance etc.), compentancies and I have chosen to use the point method that will ultimately give a percentage for the student to work into the school's requirements.
Hi Al:
Many schools try to standardize to limit the possibility of accusations of unfair testing practices by inexperienced teachers. Unfortunately, in the provesds, these polices sometimes interfere with creative assessment and limit teachers from truly assessing their students in a more comprehensive manner.
When you have a choice, comonent weights that put the major weights on the assignments and exercises that measure the essential learning the most. And using a variety of methods probably assures a better composite of learning, since all student learn and test differently.
As simple as it sounds, it's important to nremember we just want to measure to what degree the student met the learning objectives. So, a grading system that correlates with that objective will usually give the teacher a better idea of student performance.
When ther are no restraints or limitations, aI like to mention, "are we concerned most about points, grades, and percentages", or are we more interested in having the student "learn the needed material"?
Regards, Barry
