Grading is the process of applying standardized measurements of varying levels of achievement in a course. Grades can be assigned in letters (A, B, …), or percentage system. Which one you prefer? Why?
In my country (Argentina), scores are used to 10/10. But universities differ in the application, for some 4 is approved. For others, with 6 points is passed.
In Australia there are a number of grading process in place. My knowledge of university approaches is limited,but they appear to be a combination of criteria based and normative decisions. ie they use criteria initially and norming processes to some extent as a follow up. The reporting is most often of the form High distinction, distinction, credit, pass, pass conceded etc often represented by 7 to 1 numbers.
In primary and secondary schools, the system is criteria based to result in an A, B, C, D, E letter grade with A being the best, usually described as being 'well above average' or 'excellent'.
My personal preference does not seem to be in use anywhere in the world that I am aware of. I would prefer (in schools at least) a progressive scale of attainment that is fixed in place from grade 1 to end of schooling. This could be in a numerical form ( eg 0 to 100) or descriptive form. I have used a numerical form and found it workable and successful. The key point being that student performance is matched against (a number of) descriptors of key concepts on a continuum.
Grading methodologies are not neutral in impact. The form of grading carries messages to students about their place and potential in education. A comparative grading system, which is most common around the world, tells (younger) poorer performing students that they have little chance of success in education and so they stop trying. The system that I prefer, tells students that while they may be behind other students they are on a personal path of improvement that is directly related to the effort they put in. This being a far more desirable message.
@Mark, I like your statement "Grading methodologies are not neutral in impact." That is right 100%. Can you add more information or example about your a progressive scale of attainment. I like the idea and I want to see if I can apply it.
A short answer is that it is like the reading scales or, in our country we also have numeracy scales. Students are assessed and placed somewhere on the scale and progressively move through the scale.
It is based on the Outcomes Based Education ideas. What worked for me was to define a set of concepts or behaviours dependant on concepts. In Science, we used about 15 different key concepts. Each of the key concepts is described at a number of levels, say 6 to 10. An example is attached. Each assessment (including formative assessment during normal teaching periods) is used to look for evidence of success in each key concept. By matching it against the descriptors we can say for example, that a student demonstrated success in Chemistry key concept 1 at level 5. I would use the code C5.1. Each time evidence is gathered the demonstration is recorded in that form. Over time the student develops a record of success at various concepts at various levels. Syllabus coverage could be defined as the number of different concepts demonstrated and standard is defined as the general level demonstrated (4, 5, 6 etc). In practice student performances tended to cluster around a particular level (say level 5) and reporting for science was of the form Students is working at level 5.5, meaning that the teacher is confident of level 5 and has a 50% level of confidence that they will begin to work at level 6 by the next reporting period. I used this system for 4 years but was forced to change it for political reasons. While in use, it was considered very positively by parents and students.
If you want to read more about the actual project using this system go to https://www.researchgate.net/publication/241696820_Philosophy_-_Bremer_Action_research_Story?ev=prf_pub
Article Philosophy - Bremer Action research Story
Data Science concepts in levels 1 - 6
Thank you Mark for your explaining and your attached links. The second link "Science concepts in levels 1-6" is very clear. I may back to you for frurther questions. Thank you.
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