SCORING AND GRADING

A. DEFINITION SCORING Scoring is a result, usually expressed numerically of a test or examination. (Dictionary of the english language by Houghton Mifflin Company) Generally a “score” in a numeric value based on the possible points on a test. If its out of 100, a typical score may be an 80. The score translatis into a grade through some conversion. Either a stright scale (90-100=A, 80-89=B, etc)

B. TYPES OF SCORING 1. Analytic Scoring In this mode, students skill is evaluated based on detailed grades for element of that skill. Such as evaluation in students writing skill. The elements of writing skill evaluated is vocabulary, grammar, composition or mechannics. (result are based on multipie sub grades). Vocabulary : 4 Grammar : 3 Content : 5 2. Holistic Scoring Holistic scoring result in a more general description for categories, but includes the different elements of skill implicity or explocity. The result is usually a globe grade, such as A, B, C, D. 3. Primary trait scoring If the class or the assignment focuses on a particular aspect of writing or a specific linguistic from or the use of a ceratin semantic group, primary traids scoring allows the instructor and the students to focus their , revisions, and attention very specifically.

C. CRITERIA OF SCORING There are three criteria in scoring: 1. Criterion scores are provided for all aplications 2. Criterion scores are intended to convey how each assigned reviewer weighed the strengths and weakness of each section. 3. Providing scores without providing comments in the review critique is discouraged

D. EXAMPLE OF SCORING 1. Scoring in speaking skill The assessment of speaking usually includes ideas/comprehension, fluency, diction (choice of words) and accuracy (pronuncition, strees, intonation and grammar) A teacher may design a rubric, such as the following Score criteria

4

3

2

1

Ideas/comprehension Fluency Diction Accuracy General Impression Total Score 2. Scoring in the Writing Skill The assessment for a writing task usually includes: General impression, ideas/content, organization, grammar, diction and mechanics (spelling, capitaliztion, and punctation). A teacher may design a rubric for writing assessment, for example: Score Criteria Ideas/contents Organization Grammar/diction Mechanics General impression

4

3

2

1

Total Score Notes: 4: Excellent

2: Fair

3: Good

1: Poor

 Description of Scoring system 4 : all of the score criteria correct 3 : either grammar or content is incorrect 2 : one of the score criteria is correct 1 : all of the score criteria are incorrect

1. DEFINITION OF GRADING Grading is the process applying standardized measurement of varying levels of achievement in a course. Grade can be assigned in letters. For example: A, B, C, D, and F 2. SET OF CRITERIA FOR DETERMINING A FINAL GRADE IN A COURSE 

language performance of the student as formally



intuitive, in formal observation of the student’s language performance



oral participation in class



improvement



behavior



effort



motivation



punctuality and attendance

3. GUIDELINE FOR SELECTING GRADING CRITERIA a. Institutional philosophy and/or regulations b. Explicitily stated in writing

c. Challenge yourself to create checklist, charts, and note-taking systems that allow you to convey to the student the basis for your conclusions

4. CALCULATING GRADES Absolute If you pre-specify standarts of performance on a numerical point system, you are using an absolute system of grading. The key to making an absolute grading system work is to be painstakingly clear on competencies and objectives, and on tests , tasks, and other assessment techniques that will figure into the formula for asg a grade. If you are unclear and haphazard in your definition of criteria for grading, the grade that are ultimately assigned are relatively meaningless. Absolute grading scale.

Midterm

Final Exam

Other Performance

total of points

(50 points)

(100 points)

(50 points)

(200)

A 45-50

90-100

45-50

180-200

B 40-44

80-89

40-44

160-179

C 35-39

70-79

35-39

140-149

D 30-34

60-69

30-34

120-139

F below 30

below 60

below 30

below130

Relative Grading Is more commonly used than absolute grading. It has the advantage of allowing your own interpretation and of adjusting for unpredicted ease or difficulty of a test.

Hypothetical rank-order grade distributions

Percentage of Students Institution X

instution Y

institution Z

A ~15%

~30%

~60%

B ~30%

~40%

~30%

C ~40%

~20%

~10%

D ~10%

~9%

F~5%

~1%

Mean Of Letter Grades An institutional philosophy of grading, presupposes expectations for grade distribution and for a meaning or description of each grade. Typically, institutional manuals for teachers and students will list the following description of letter A = Excellent B = Good C = Adequate D = Inadequate/unsatisfactory E

= Falling/unacceptable

Alternatives to Letter Grading Letter grades-and along with them numerical scores-are only one froms of student evaluation. The principle of tringulation cautions us to provide as many forms of evaluation as are feasible. For assessment of a test, paper, report, extra-class exercise, or other formal, scored task, the primary objective of which is to offer formative , the possibilities beyond a simple number or letter include 

A teacher’s marginal and/or end comment



A teacher’s written reaction to a student’s self-assessment of performance



A teacher’s review of the test in the next class period

For summative assessment of a student at the end of a course, those same additional assessments can be made, perhaps in modified form:  A teacher’s marginal and/ or end of exam/paper/project comments  A teacher’s summative written evaluative remarks on a journal, portfolio, or other tangible product  A teacher’s written reaction to a student’s self-assessment of performance in a course  A completed summative checklist of competencies, with comments  Narrative evaluation of general performance on key objectives  Summative alternatives to grading 1. Self-assessment a. Checklists b. A guided journal entry that directs the student to reflect on the content and linguistic objectives c. An essay that self-assesses

d. A teacher-student conference 2. Narrative evaluations 3. Checklists evaluation 4. Conferences Some Principle and Guidelines for Grading and Evaluation 1. Grading is sometimes subjective and content-dependent 2. Grades often conform, by desing, to teacher’s expected distribution of students across a continuum 3. Letter grades may not”mean” the same thing to all people, and 4. Alternatives to letter grades or numerical scores are highly desirable as additional indicators of achievement.

REFERENCES The American Heritage. Dictionary of the English language, fourth edition Copyright @2000 by Houghton Mifflin Company. Scott, Virginia M. (1996). Rethinking Foreign Language Writing. Boston, MA: Heinle & Heinle