Page 238 - DEDU504_EDUCATIONAL_MEASUREMENT_AND_EVALUATION_ENGLISH

Educational Measurement and Evaluation

Notes • Relative Grading
• This type of grading is called grading on the curve, which refers to normal distribution
curve. In this case it is pre-determined what percentage of students are expected to receive
the number of As, Bs, Cs, Ds and so on with reference to a particular group.
• Grading on the curve has the following advantages :
(i) Pass-fail concept is eliminated; there is no grade indicating failure.
(ii) Grade of a student indicates his position relative to his group.
(iii) Grades provide comparability across the curricular area, as normal distribution ensures
uniformity in spread of scores.
• The method of relative grading allows comparison of students’ performance within as well
as across the subjects. Difficulty arises when we have to compare overall performance
(covering all the subjects) of students.

• 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.
• 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.
• 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.
• 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 ;
• Implications for Teaching , Learning and Testing
(a) In spite of various imperfections in numerical marking, the system goes on and everyone—
the students, teachers and public at large—have developed a mind set that every one has
accepted despite all types of shortcomings in the existing system.
(b) When grading is introduced, misclassification of students based on unreliable marks will
be minimised because similar students will get same grades and it would eliminate
unhealthy competition among high achievers and the low achievers will be relieved of
fear of failure in examination.
(c) Chance of improvement in grades will help reduce ill effects of poor results and avoid
human-resource wastage. (50% stagnation)
(d) Teachers have to act as facilitator, and become conversant with the philosophy and
mechanics of grading system. For that it is necessary to have pre-service and in-service
training of teachers in grading procedures.

• The problem with traditional grading is that students have good reasons to worry about
their grades, and yet being grade-oriented undermines the most important goals of liberal

232 LOVELY PROFESSIONAL UNIVERSITY