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Transcript of Assigning Grades:
To curve or not to curve?
Criterion Referenced grading
Norm Referenced grading
Do Grades Matter?
Key Elements and Critical Questions
Are you measuring what
you think you are
with grade application?
Know what you want to measure
Are you looking for mastery of knowledge, skill development, application of knowledge to real life, creativity, etc.?
Think about what do you want your students to get out of this assignment/class.
Is the method (assignment type) an
your outcome (assesment)?
grading strategy, across students, across graders
with students about how you will be grading
What strategies may be useful in ensuring maintainance of consistency while grading assignments?
Specifically, what strategies could you use to bracket, check, acknowledge, or examine your bias while grading?
Beyond fiscal, social and employment impacts,
what are some potential psychosocial impacts
of grading on students?
The authors state that “grading on a curve is educationally dysfunctional”. Do you agree, or are there occasions when grading on a curve may be functional?
What assumptions are implied about the learning process, when “absolute standards” are stressed over “relative standards”?
What are some societal and cultural pressures which could impact whether or not a student exhibits “non-grade conscious” traits over “performance oriented” traits? and vice versa?
Internal: "non-grade conscious"
External: "performance oriented"
It is possible to “
put grades aside and
focus on learning
to help them accomplish as much as they can”
"Decision making tool"
Grades have real life
of what students have learned