Absolute and Relative Grading Standards.

Autor/in	Johanson, George A.
Titel	Absolute and Relative Grading Standards.
Quelle	(1993), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Grades (Scholastic); Grading; Performance Based Assessment; Standards; Student Evaluation; Test Content; Test Interpretation + Suchen Sie Ihr Suchwort? Schulleistung; Notenspiegel; Notengebung; Schulnote; Leistungsermittlung; Standard; Studentische Bewertung; Testaufgabe; Test analysis; Testauswertung
Abstract	K. K. Waltman and D. A. Frisbie (1994) observed that teachers and parents often interpret grades given to students in both absolute and relative senses. They conclude that this sort of interpretation is illogical and may indicate misunderstandings in several areas. Absolute and relative methods of assigning letter grades are approached from several perspectives in this paper, and the strengths and weaknesses of both approaches are identified and discussed. To use relative grading methods properly, a teacher needs a larger reference group than is usually available in typical classrooms. The appropriate use of absolute standards for a classroom test requires a clearly defined content domain and justified standards of performance. Appropriate use of either absolute or relative standards in practice is extremely difficult or limiting. It is argued that the compromise approach to grading, employing both absolute and relative considerations, that is often used in practice, has a number of desirable characteristics and may be a more reasoned alternative to grading than strict adherence to either an absolute or relative method. Reconciling the insights provided by judgments about test content and by judgments about groups yields realistic evaluations of student achievement. (Contains 27 references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC