Simplified grading

Simplified Grading
Grading has been and will continue to be a major subject of interest in the educational world. For some, grading can be the most challenging aspect for both teachers and students for it causes a large amount of stress. The goal of simplified grading is to make the teacher's job easier when it comes to grading their student's work. With this in mind, the process of eliminating stress and long, draining hours will become a reality for teachers. The number of tips that can be used inside the classroom is countless. However, there are three areas in particular to which we can make the process of grading simpler; these include: announcement of grading policies immediately, differentiated instruction as a beneficial strategy, and the use of grades as a checkpoint and/or resource.
Background
The very first grading system was established at Yale University in 1785 and was designed to describe how students were doing. The grading system included four categories of qualitative indicators to be used which included: optimi ,second optimi, inferiores (boni), and pejores. These four indicators allowed professors to have a systematized way of viewing student's work and exams. Today, it is used as a means to determine how well the student is performing on a level of achievement in the class . This way the students are being graded on their Academic Performance. A factor of this kind of teaching method and practice, the students will have a larger desire to be motivated.
Grades As A Checkpoint/Resource
Not only does a grade represent the student's knowledge and understanding of material but also, how well the teacher is doing as an instructor in the class. If the majority of the student body in the class receive a C or lower on a test or assignment, it is safe to assume some part of the lesson and or material was not comprehended to its full meaning. When this happens there are two main aspects needed for consideration which include: course design and institutional context. Again, the idea is that poor grades indicate misunderstanding of material or perhaps the pace of the class is too fast for the student's perspective, whereas good grades indicating a positive response to the material and pace. This allows for the teacher to gain knowledge from students on whether or not they think changes need to be made in order to benefit the majority of the group. Teachers should be open to feedback from their students and take into account the information given to them when reviewing course objectives, because it could benefit both groups in the future.

Main Menu

See Also

Main Menu