Page 233 - DEDU504_EDUCATIONAL_MEASUREMENT_AND_EVALUATION_ENGLISH

Unit 19 : Grading - Need, Problems, Components and Methods

Thus overall performance of student P is 4.6, that of R is 4.2 and of S is 4.0, showing that P Notes
performed better than R and S, and R performed better than S. Likewise the students’ performance
can be compared through G.P.A., whether it is on a grading of 5,7 or 9 points.7
Alternative Grading System
Here it is dichotomous two-point scale, which is with reference to development of Competency
or non-acquisition of competency. Criteria for developing competency is pre-determined. If criteria
are fulfilled, the student passes or else fails. Here the advantage is that student may work towards
those criteria without pressure. Students and teachers can work together to develop the criteria
for pass grade.
However, its limitation is that the information about competence of learner is not available to
other teachers, because the learner might have scaled the criteria with the lowest acceptable
level.
Moreover, this method does not provide information about strengths and weaknesses of students’
learning.
Grading the Non-Cognitive Outcomes of Learning

The present system of evaluation emphasises mainly the scholastic aspects of pupils’ growth,
whereas the co-scholastic aspects are relegated to the background. This results in ignoring non-
cognitive outcomes of learning, which are equally important for all-round development of pupils.
These are neither tested regularly nor in a comprehensive manner. There is difficulty of assessing
non-cognitive outcome because it is more time consuming and has less usable appraisal techniques
and tools of assessing these learning outcomes besides availability of well-developed and validated
criteria of assessment of non-cognitive outcomes of learning. This, however, does not deter us
from improving the existing practices with more relevant criteria, tools and modes of assessment
of those outcomes. What is needed to institutionalise assessment of these outcomes is to :
(a) get clarity of the Intended Learning Outcomes;
(b) develop simple usable tools of assessment;
(c) decide about the mode of assessment to be used; and
(d) develop profiles of students for recording results each term.
This would facilitate introduction and appraisal of non-cognitive outcomes of learning and help
in identifying deficiencies that form the basis for remediation.
Steps Involved in Assessment
(i) For proper assessment of these outcomes, first we have to list the non-cognitive learning
outcomes stage-wise in terms of competencies or skills to be developed.
(ii) Assess the various outcomes using direct grading.
(iii) Report every term separately the results on intended outcomes listed.
(iv) Responsibility of assessing non-cognitive outcomes rests with the individual institution
even during the year of public examinations.
(v) Results prepared may be conveyed to the boards for showing them in the certtificate to be
issued along with the scholastic learning outcomes.
Pre-requisites for Proper Grading (Do’s and Don’ts)
Before awarding grades it is expected that :
(a) well-developed design and blueprints of balanced question papers are used ;
(b) papers are set and moderated by experienced teachers ;

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