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Unit 18 : Marking System : Need, Problems, Components

(vi) Alternative to strict marking on the curve is relative marking, which divides the score Notes
scale into equal intervals. It may require calculation of some average measure like the
median and measures of variability like standard deviation.

18.8 Problems of Marking System
At present we assess students on their learning for three different purposes: (a) with reference to
his own progress, i.e. to know his progress (self-referenced); (b) (With reference to his peer group
(norm-referenced); and (c) with reference to criteria set up in terms of Intended Learning Outcomes
(criterion-referenced). In all these cases purpose may be different but the students are always
awarded numerical marks on an interval scale of 0-100 marks. However, artificially created zero
represents ‘nothingness’ and 100 represents ‘perfection’ in achievement. Both are fallacious, since
zero does not mean that the student does not know anything, and 100 does not mean that he
knows everything about the subject. This makes comparison of scores difficult from test to test as
well as from subject to subject.
Moreover, many types of measurement errors creep in due to intra-examiner’s and inter-
examiner’s subjectivity in marking, inadequacy in sampling of content and competencies implied
in instructional objectives, poor quality of evaluation tools (question papers), arbitrary time
limit and variations in testing situations. Some of these errors are identifiable but others are not.
The magnitude of such errors according to research reports varies from 7 to 15%. Can our 101 (0-
100) point numerical scale serve to discriminate individuals on the basis of a single score, i.e. 50,
51, 52 etc. If standard error of measurement is 10, then true score of 50 is likely to be between 40
and 60 in 2 out of 3 cases. It is therefore difficult to measure precisely an individual on 101 point
scale, when measurement errors are known to exist from 7 to 15%. This limitation can be overcome
if we use ability bands that represent different ranges of scores. These ability bands vary according
to the number of categories one wishes to use for classification.

What is Scaling ?

Self Assessment
(i) Marks are the ______ .
(ii) The system to percentage marking is called ______ .
(iii) ______ use marking to compare inter school performance of students.
(iv) ______ indicates the position on a grade scale at which a students test performance.
(v) ______ lay emphasis as measurement and simply Calculations of ______ .

18.9 Summary

• A marking system is basically a system of communication. If teachers do not assign ranks in
conformity with the policies reflecting the system, the marks tend to loose their significance
and marking system fails to serve its needed function. The degree to which the marks have
the same meaning for all those who use them serves the purposes of communication
meaningfully. Marking system of an institution is of concern to teachers of other schools,
departments and other institutions, and hence the meaning of each mark must be clearly
defined.
• The numerical marks in terms of percentage varying from zero to 100 marks. Since a student’s
mark is independent of other students’ marks, the system to percentage marking is called

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