Grading Practices Research Articles

Evaluating Simultaneous Group Activities Through Self- and Peer-Assessment: Addressing the "Evaluation Challenge" in Active Learning

Instructors seeking to add active learning elements to their courses encounter an “evaluation challenge” when trying to assign grades to discussion-based activities that do not produce a final product. By creating a way to incorporate evaluation into hard-to-observe activities, the protocol presented here can help instructors make active learning elements a key part of the evaluation of courses and, by providing a simple framework, reduce time spent marking. Drawing on debates in the scholarship of teaching and learning focused on reducing bias and grading irregularities in peer-evaluation, and building directly on Lawrence Li’s normalization protocol, this procedure combines marks from both self- and peer-evaluations, controlling for irregular grading practices and differences in subjective marking “toughness.” As the community of the scholarship of teaching and learning in politics and international relations continues to grow, continued attention on evaluation can help ensure that this important element of pedagogical practice can be improved to better fit the realities of today’s classroom (real or virtual).

Book Review: Going Gradeless, Grades 6–12: Shifting the Focus to Student Learning

This book review of Going Gradeless, Grades 6–12: Shifting the Focus to Student Learning by E. Burns and D. Frangiosa (2021) provides an alternative pedagogical method to assessment that uses a “gradeless” approach to learning for purposes of removing the stress and negative impacts of traditional grading practices while maintaining accountability with equity in mind. In this review, we describe the foundational underpinnings that frame the book and summarize some of the observed benefits as well as challenges faced by the authors who implemented this approach. We provide an overview of the chapters situated in four major takeaways guiding this work: (a) rethinking meaningful assessment, (b) fitting a new gradeless approach into a traditional framework, (c) giving student choice to promote student-centered learning, and (d) strengthening curriculum planning with learning progression checkpoints. This book offers educators and school leaders a practical guide to alternative assessment practices for purposes of improving academic achievement while supporting students’ diverse needs.

Examining Elementary School Teachers' Views and Practices Related to Grading and Reporting of Students' Learning

This paper presents the elementary school teachers’ views and practices related to grading and reporting of students’ learning. This study also examined the different challenges that are faced by teachers during grading practices and also explored the gaps that exist between teachers' views and practices regarding grading and reporting of students' learning. Qualitative research (phenomenological design) was employed to conduct the study. Data were collected in two phases; in phase one, open-ended questionnaires were used with 50 teachers, which comprised four general questions related to grading and reporting of students' learning. On the basis of the initial analysis of teachers' input, those ten teachers were selected for phase two of data collection activities which have maximum variations in their views. Data were collected through in-depth interviews and documents analysis in phase two of data collection. The major findings revealed that the traditional grading system is used in public schools and teachers consider only cognitive factors (achievement marks) and summative assessment scores while assigning grades to students' learning. The findings highlighted the difficulties like large class size, the restriction imposed by authority, consideration of different factors, etc., that teachers faced during their grading practices. It was further revealed that noticeable gaps exist between teachers’ views and their practices related to grading and reporting of students’ learning. For example, participant teachers insisted on considering both cognitive and non-cognitive factors, but their practices contradict their views since the grades were assigned only on the basis of Percentage marks and that too obtained during summative exams.

A Retrospective Analysis of Medical Student Performance Evaluations, 2014-2020: Recommend with Reservations.

The Medical Student Performance Evaluations (MSPE) is a cornerstone of residency applications. Little is known regarding adherence to Association of American Medical Colleges (AAMC) MSPE recommendations and longitudinal changes in MSPE content. Evaluate current MSPE quality and longitudinal changes in MSPE and grading practices. Retrospective analysis. Students from all Liaison Committee on Medical Education (LCME)-accredited medical schools from which the Stanford University Internal Medicine residency program received applications between 2014-2015 and 2019-2020. Inclusion of key words to describe applicant performance and metrics thereof, including distribution among students and key word assignment explanation; inclusion of clerkship grades, grade distributions, and grade composition; and evidence of grade inflation over time. MSPE comprehensiveness varied substantially among the 149 schools analyzed. In total, 25% of schools provided complete information consistent with AAMC recommendations regarding key word/categorization of medical students and clerkship grades in 2019-2020. Seventy-seven distinct key word terms appeared across the 139 schools examined in 2019-2020. Grading practices markedly varied, with 2-83% of students receiving the top internal medicine clerkship grade depending on the year and school. Individual schools frequently changed key word and grading practices, with 33% and 18% of schools starting and/or stopping use of key words and grades, respectively. Significant grade inflation occurred over the 6-year study period, with an average 14% relative increase in the proportion of students receiving top clerkship grades. A minority of schools complies with AAMC MSPE guidelines, and MSPEs are inconsistent across time and schools. These practices may impair evaluation of students within and between schools.

Pupils’ Awareness, Knowledge, Attitude and Practice of School-Based Solid Waste Management in a Public Elementary School in the Philippines

This study assesses the level of awareness, knowledge, attitude, and practices of Grade 6 pupils in terms of the solid waste management of a public elementary school in Laguna, Philippines. Using a descriptive research design, the data has been collected from the responses in the survey questionnaire distributed to the selected respondents and analysed using descriptive statistics. Findings reveals low level of pupils’ awareness, knowledge, attitudes, and practices on the solid waste management. Findings also reveals that while the school has already introduced solid waste management to the pupils, they still need to have a systematic and well-defined goals and practices to highlight the importance of managing waste. Based on informal interviews with the head teachers and school leaders, the researcher has been able to confirm that the school does not have any formally drafted guidelines and policies about the school’s solid waste management program. Thus, the study recommends specific ways to enhance the school-based solid waste management program of public elementary schools in the Philippines. Keywords: Attitudes, Awareness, Knowledge, Practices, Solid Waste management

MP43-13 INTERLABORATORY GLEASON GRADING VARIATION AFFECTS TREATMENT: A DUTCH HISTORIC COHORT STUDY IN 30,509 PROSTATE CANCER PATIENTS

You have accessJournal of UrologyCME1 May 2022MP43-13 INTERLABORATORY GLEASON GRADING VARIATION AFFECTS TREATMENT: A DUTCH HISTORIC COHORT STUDY IN 30,509 PROSTATE CANCER PATIENTS Rachel Flach, Carmen van Dooijeweert, Katja Aben, Britt Suelmann, Peter-Paul Willemse, Paul van Diest, and Richard Meijer Rachel FlachRachel Flach More articles by this author , Carmen van DooijeweertCarmen van Dooijeweert More articles by this author , Katja AbenKatja Aben More articles by this author , Britt SuelmannBritt Suelmann More articles by this author , Peter-Paul WillemsePeter-Paul Willemse More articles by this author , Paul van DiestPaul van Diest More articles by this author , and Richard MeijerRichard Meijer More articles by this author View All Author Informationhttps://doi.org/10.1097/JU.0000000000002609.13AboutPDF ToolsAdd to favoritesDownload CitationsTrack CitationsPermissionsReprints ShareFacebookLinked InTwitterEmail Abstract INTRODUCTION AND OBJECTIVE: Substantial variation in Gleason grading (GG) of prostate cancer (PCa) exists between Dutch pathology laboratories. This study investigates its impact on treatment strategies. METHODS: Pathology reports of prostate needle biopsies and clinical data of PCa patients diagnosed between 2017-2019 were retrieved from the Dutch nationwide network and registry of histo- and cytopathology (PALGA) and The Netherlands Cancer Registry. The impact of grading variation between pathology laboratories on treatment strategy was investigated for patients for whom GG was decisive in treatment choice, based on the D’Amico risk stratification. First, we evaluated the effect of grading practice on active treatment (AT) versus active surveillance (AS) in patients with PSA <10 ng/mL and cT1c/cT2a disease. Second, we assessed the association of grading practice with performance of pelvic lymph node dissection (PLND) in patients with PSA 10-20 ng/mL or cT2b disease. We investigated the relation between laboratories’ grading practices (low-, average-, or high-grading) and AT or PLND using multivariable logistic regression. RESULTS: We included 30,503 patients. We identified 11,925 patients (39%) for whom GG was decisive in treatment strategy. AT was performed significantly less often in patients diagnosed by laboratories that graded consistently lower than average (OR=0.79, CI95=0.71-0.87). Conversely, patients diagnosed in laboratories that graded higher than average received AT significantly more often (OR=1.16, CI95=1.03-1.30). PLND was only performed significantly less often in patients diagnosed by low- versus average-grading laboratories (OR=0.63, CI95=0.48-0.81). CONCLUSIONS: Our study shows the importance of consistency in GG for clinical decision-making in a Dutch population-based cohort. The chance that a patient undergoes AT or PLND, depends on laboratory grading practice in a substantial number of patients. As this likely influences patient prognosis and outcome, standardisation of GG is necessary to prevent sub-optimal patient outcome. Source of Funding: This research was funded by Quality Foundation of the Dutch Association of Medical Specialists (SKMS), Astellas Pharma BV and Pfizer BV” © 2022 by American Urological Association Education and Research, Inc.FiguresReferencesRelatedDetails Volume 207Issue Supplement 5May 2022Page: e746 Advertisement Copyright & Permissions© 2022 by American Urological Association Education and Research, Inc.MetricsAuthor Information Rachel Flach More articles by this author Carmen van Dooijeweert More articles by this author Katja Aben More articles by this author Britt Suelmann More articles by this author Peter-Paul Willemse More articles by this author Paul van Diest More articles by this author Richard Meijer More articles by this author Expand All Advertisement PDF DownloadLoading ...

The game of grades and the hidden curriculum

As teachers, we want students to be motivated and excited about learning and engaging with new concepts. We provide what we hope are stimulating lessons and laboratory experiences that spark curiosity and motivate students to learn more and to dig deeper into the scientific concepts. More often than not, however, students ask questions such as, “Will this be on the test?” and “How many points is this assignment worth?” Even more frustrating is students chasing points to get a better grade, or asking for “extra credit.” Traditional grading systems reward students who are savvy with their time, know how much each assignment is worth, and ask professors and teachers for points back that they feel were unfairly taken away. They are rewarded with high grades that translate to being recognized with placement on honor rolls, access to scholarships, and opportunities to take advanced course work. By the time students are in their first physics class, often taught at the end of their K-12 science education, many “high achievers” have mastered this game of grades. Still, others either choose not to participate in the game or simply have not learned the rules. Grading practices and these unwritten rules of the game are part of the hidden curriculum. The hidden curriculum involves the aspects of education that are not transparent and are the unwritten lessons and expectations of schooling. These lessons and expectations are oftentimes rooted in cultural practices and, in the case of many education settings in the United States, a homogenized white middle-class culture. The hidden curriculum is an aspect of education that is harder for students outside of the dominant culture, or who are otherwise oppressed, to access. It is critical that we examine our grading practices for the hidden curriculum embedded in it if we are to make assessment more equitable and less punitive, and motivate learning for learning’s sake.

Investigating Teachers Grading Perceptions, Current Grading Habits and Their Views Towards Classroom Assessment Grading Practice

This study empirically investigated teachers' perceptions, current assessment grading practices, and views towards classroom assessment grading practice. The study randomly sampled 204 teachers and utilized three questionnaires for data collection. Cronbach Alpha Coefficient established the reliability of the various questionnaires. Frequency counts and percentages were used to answer the study research questions, while Pearson correlation was employed to test the study hypotheses. The study found that teachers do not positively perceive assessment grading practice, included non-achievement factors when grading students' assessments and used subjective knowledge when grading assessments. However, teachers viewed the assessment grading practice as an essential tool for quantification of students learning. Subsequently, significance difference was found between teachers' experience and teachers' perception towards assessment grading practice and views on the classroom importance of assessment grading practice. Nonetheless, no significant difference was found between teachers experience and teachers' current classroom grading habits.

Fitness, Physical Activity and Health Practices of Grade 9 Students of Public High Schools of Botolan District Sy 2017-2018

This study aimed to determine the fitness, physical activity and health practices of Grade 9 students of public high schools of Botolan District, Division of Zambales during SY 2017-2018.&#x0D; The study utilized descriptive research design with questionnaire as the main instrument ingathering data from Grade 9 student-respondents who were randomly selected from six secondary schools in Botolan District.&#x0D; The students’ profiles considered in the study were limited to their age, sex, height, weight, body mass index, monthly family income, participation in organized sports, participation in unorganized physical activity and physical activities, leisure time and diet.&#x0D; The extent of preference of the respondents on fitness, physical activity and health practices were assessed in terms of physical activity as maximum health benefit and distinct types of physical activity to address unique health concerns and contribute in distinct ways to children’s health, health- and performance-related fitness.&#x0D; The study revealed that the majority respondents were female in their early teen- age hood, with average height, weight, normal body mass index and inadequate family monthly income. The respondents assessed “negative” for both organized and unorganized sports activities. The respondents assessed “often” with moderate physical activities, with 15-30 minutes moving a day and medium in the conduct of aerobic or Zumba while “agree” on the health practices. The respondents perceived “agree” on the overall general knowledge and awareness on fitness, physical activity and health practices. There is a significant difference between the organized and unorganized sports activity.&#x0D; There is a significant difference when grouped according to age, body mass index and family income respectively towards physical activity and health practices while significant on body mass index towards leisure time. There is significant difference when grouped according to height, weight, body mass index and family monthly income towards overall general knowledge and awareness on fitness, physical activity and health practices and there is a high positive relationship between the level of awareness and the level of sports participation&#x0D; Based on summary of the investigation conducted and the conclusions arrived at, the researcher have offered the following recommendations to consider healthy body a great treasure and to start engaging in physical activities that help and regulate good sound and healthy body instead of engaging in activities as drinking liquor or smoking that may cause severe illness or death; to encourage the respondents not to skip meals for better life and healthy body; to seek advises from health professionals or medical doctors before engaging in heavy sports activities; to assure rendering from gradual to complex physical activities; that a physically fit person eating a nutritionally adequate diet can have improved performance in school; to improve quality of life, one must practice and observe healthy living; and finally to conduct a parallel or similar study with in-depth and broader scope so as to validate and confirm the findings obtained in the study.

AAIM Recommendations to Improve Learner Transitions

xxx.

WRITING INSTRUCTION AND ASSESSMENT BELIEFS AND PRACTICES OF GRADE 6 ENGLISH FIRST ADDITIONAL LANGUAGE EDUCATORS: A CASE STUDY IN THE EDEN AND CENTRAL KAROO EDUCATION DISTRICT IN THE WESTERN CAPE, SOUTH AFRICA

The aim of this study was to describe writing instruction and writing assessment beliefs and practices in Grade 6 English First Additional Language (EFAL), in the Intermediate Phase of the primary school, in the Eden and Karoo Education District of Western Cape, in South Africa. A purposive sample of 45 Grade 6 EFAL educators completed a 20-item questionnaire survey. Two of the teachers participated in classroom observations, semi-structured interviews, and document analysis, while a purposive sample of eight School Assessment Team members participated in semi-structured interviews. The findings suggested that, while there were differences between what the sample educators reported their beliefs and practices to be, the educators tried hard to practice according to the Curriculum and Assessment Policy as they believed in the potential of the policy for improving language teaching and learning outcomes. The respondents, however, also acknowledged such challenges as time allocation and educators’ workload as hindrances to desirable writing assessment and writing instruction practices. Among the conclusions reached in this study is that addressing assessment validity issues in EFAL teaching and learning be attended to through constant collaboration with school staff, the education districts and the Department of Basic Education so as to develop and improve quality and transparency in language assessment and instruction.

Meanings, Values, and Grading Practices in Estimating University Grades: An-Najah National University in Palestine as a Model

The research aimed to identify the assessment practices used in the grading process and meanings included in them and the values that are taken into account in estimating grades at An-Najah National University, and to compare them between the colleges of the university. The sample consisted of (301) faculty members. To achieve the objectives of the study, the researcher used a tool that consisted of nine evaluation positions. The results of the research indicated that the assessment practices differed in different faculties, and the score is closely related to the effort exerted by the student, and sometimes it is related to the values of compassion and mercy. and the course requirements must be fulfilled because it is an integral part of it. sometimes faculty members in some faculties appeal to the values of compassion and mercy in case the student’s situation requires that, this is after examining the student's effort, economic status, or social circumstances. The research recommends that the process of converting raw score into letter grade should be clear for all faculty members, and they should be trained on it. The study also recommends re-conducting the survey in other universities, and linking the assessment practices, their meanings, and values with other factors such as the years of experience which the faculty member spent in education and the academic rank.

Romanian teachers’ self-perceived assessment skills and self-reported nonachievement-based grading practices

Abstract: In this paper are presented the resuts of a study regarding the self-perceived assessmnet skills of Romanian teachers. An instrument regarding the self-perceived assessment skills was applied to N=108 teachers. From the seven factors of the instrument, it was found that the Romanian teachers who participated in this study reported that they are the least skilled in a) nonachievement-based grading and b) standardized testing, test revision, and instructional improvement. In a second study, items related to the practices of nonachievement-based grading were applied to N=185 teachers. The analysis of data revealed that the teachers use occasionally this practice. A focus group (N=5 Chemistry student teachers) on the topic of inclusion of nonachievement factors in grading was undertaken. Altrough the participants’ opinions varied, the overall conclusion was that some nonachievement factors could be included in grading, and the participants proposed some specific conditions for this.

Is Specifications Grading Right for Me?: A Readiness Assessment to Help Instructors Decide

Specifications grading is an alternative grading scheme that prioritizes transparency and progress-oriented feedback, with the goals of increasing student motivation, fostering clear communication, and achieving educational equity. Despite its recent, rapid increase in popularity, little attention has been paid to the forms of support faculty need to implement specifications grading successfully, and to the personal and professional circumstances that shape instructors’ experiences with specifications grading. To fill these gaps, we have created a readiness assessment tool that prompts instructors’ reflection on how institutional culture, identity, and course/curricular contexts may pose or alleviate the risks of adopting nontraditional grading practices.

Standardized oral examinations allow for assessment of medical student clinical knowledge and decrease racial grading differences in a surgery clerkship

BackgroundOral examinations are not consistently included in third-year medical student clerkships. When included, they are often unstructured, leaving room for variations in difficulty or scoring. Previous research has demonstrated differences in clinical grade achievement, with underrepresented in medicine students receiving significantly lower grades than White students. MethodsWe designed a structured oral examination for third-year medical students on the surgery clerkship. Students completed 2 oral examination scenarios and were evaluated on their ability to complete a history and diagnostic workup, interpret laboratory and imaging results, and devise a treatment plan. Scores from our examination were compared to previous, unstructured oral examination scores and to student demographics. Students and faculty were surveyed regarding their experience. ResultsThird-year medical students demonstrated strong knowledge of multiple surgical diseases. The greatest number of errors occurred in treatment planning (P < .001). Third-year medical students receiving honors clerkship grades achieved higher percentages of correct items on their oral examination. (94.8% vs 90.4%) (P = .02). Evaluation of prior unstructured oral examinations found underrepresented in medicine students received lower scores than White students (P = .04). After implementation of our structured examination, no difference was seen between the scores of underrepresented in medicine and White students (P = .99). ConclusionWe implemented a standardized oral examination for third-year medical students on the surgery clerkship with student and faculty satisfaction and demonstrated the ability to determine domains of knowledge weakness. The application of our structured oral examination helped to address nonspecific grading practices and eliminate oral examination grade differences between underrepresented in medicine and White students.

Performance and Differences in Grading Practices Among Undergraduates at Business Schools

If the ranking of students is based on grade scores independent of the selected college or university, it is critical to have an equal national measurement standard. It is a challenge to ensure this if there is a substantial difference in the composition of the students and enrolment requirements among colleges. Based on three different types of colleges in Norway merged into one unit in 2019, this paper examines the grading practices before and after the fusion. By using a regression model to predict the grade depending upon students’ academic skills, one can identify different grading practices for the three independent schools and compare the results after they become one unit with identical exams and a common evaluation. The results show significantly more lenient grading practices at small colleges with low entry criteria and that the evaluation is more random, depending upon the instructor. Furthermore, this paper confirms that the grade point average (GPA) from upper secondary school, mathematical abilities and gender are strongly correlated with success in business studies.

Who's got the power? Unpacking three typologies of teacher practice in one-to-one computing classrooms in Finland

This study explores teachers' practice and aims to understand the complexity of and the difference between teacher-centred teaching and student-centred learning in the one-to-one computing classroom. Generally, prior research has examined moving from teacher-centred teaching to student-centred learning. Here, we scrutinise one-to-one computing practices in Grades 1–6 in Finland by analysing how power and control emerge from the way teachers organise the physical classroom and communicate in practice. We target variations in practical classroom orchestration as well as in how teachers reason about their practice. A mixed-method analysis was conducted in two phases, including 15 classroom observations and subsequent teacher interviews. First, a quantitative analysis displayed three clusters of ways teachers distributed power and control in their classroom orchestration. Second, the clusters were integrated in a qualitative analysis of the interviews. The findings show that the variations of teacher practice depended on their beliefs and higher-order learning goals related student autonomy in the use of material resources. It also showed a variation in the way teachers scaffolded students’ individual work and created collaborative learning opportunities. In the one-to-one computing classroom, this emerges from issues that teachers can control inside school regarding the use and organisation of material resources. However, another factor that made teachers adapt their practice was the integration of heterogeneous student groups into their classrooms.

Language of Instruction under the Competency-based Curriculum of Kenya: Policy, Practice and Performance

In Kenya, the educational language policy stipulates that the language of instruction in lower primary Grade 1 to 3 in rural settings should be the learners’ First Language or Mother Tongue. In urban settings, the language of the school’s catchment area (usually English or Kiswahili) should be used as the language of instruction in Grade 1 to 3. Kiswahili and English are to be taught as subjects. English becomes the medium of instruction in all settings from Grade 4 onwards. This policy creates problems for teachers and learners considering that Kenya is linguistically heterogeneous. The purpose of this study was to establish the actual language practice in lower primary school Grade 1 to 3 in relation to declared policy and to evaluate its relationship with learners’ academic achievement. The objectives of the study were to establish the actual status of educational language policy and language practice in lower primary schools; to assess the relationship between the language of instruction and English subject scores of learners at Grade 4; to assess the relationship between the language of instruction and Mathematics subject scores of learners at Grade 4. The study area was Kakamega County, which was selected based on being a county with a fair mix of urban, rural and semi-urban schools. The study adopted a correlational design. The study population comprised 1,120 primary schools and 10,767 Grade 4 learners. Multistage sampling was used to select a sample of 175 schools from the population. Questionnaires were administered to 75 teachers and mean scores of Grade 4 assessment results were obtained from 1,076 learners from the sampled schools as part of a different, larger study. The data were analysed using descriptive statistics. Inferential statistics were used to test the hypotheses. The findings of the study indicate that there is a gap between policy and practice in lower primary school. The study revealed that there is a strong correlation between the language of instruction at lower primary school and learners’ academic achievement at Grade 4 in English and in Mathematics subjects. A policy shift is recommended to unify the language of instructions in the new CBC framework. This is imperative for equality of outcome in the learners’ Grade 4 school-based assessment under the CBC.

Grading practices, gender bias and educational outcomes: evidence from Italy

ABSTRACT We study if the Italian school system suffers from gender bias when judging students. To this aim, we use a differences-in-differences approach that compares the teachers' assessments and the standardized test scores that the students receive during the school year. We have census data for all Italian fifth and sixth graders in two different subjects, math and language, that include a rich set of additional controls. Our evidence reveals that, since primary school, boys are graded less favourably than girls in both math and language. This result is also confirmed for middle school students (sixth graders), and it holds even when (a) we separate the analysis between the most and least developed Italian regions, (b) we control for possible gender-specific attitude towards cheating and teachers' manipulation and (c) we introduce class and school fixed effects in the models. Comparing the results obtained across different levels of schooling and subjects, we cannot clearly identify the role of specific mechanisms in determining the gender bias. Overall the analysis suggests further study on the role of teachers' characteristics.

Fair and Equitable Grading for ALL Students in Inclusive Settings

Grading is a common practice in general education settings. Few teachers, however, are clear about how they should grade students with significant cognitive disabilities when those students are included in the general education classroom. Unfortunately, existing research provides minimal information to aid teachers and education leaders as they consider fair and equitable grading practices for these students. In this article, we examine the four criteria for high-quality inclusive grading outlined by The William &amp; Mary Training &amp; Technical Assistance Center for grading within the inclusive classroom: (a) grades are accurate, (b) grades are meaningful, (c) grades are consistent, and (d) grades are supportive of learning and discuss how these criteria could be applied to provide a more fair and equitable grading system for students with significant cognitive disabilities.