A Rose by Any Other Name: Grading and Assessment

Autor/in	Greville, Elizabeth C.
Titel	A Rose by Any Other Name: Grading and Assessment
Quelle	In: Assessment Update, 21 (2009) 5, S.1-2 (3 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1041-6099
DOI	10.1002/au.215
Schlagwörter	Student Evaluation; Grades (Scholastic); Grading; College Faculty; Outcomes of Education; Higher Education; Attendance; Scoring Rubrics + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Notenspiegel; Notengebung; Fakultät; Lernleistung; Schulerfolg; Hochschulbildung; Hochschulsystem; Hochschulwesen; Anwesenheit; Scoring formulas; Auswertungsbogen
Abstract	Any assessment primer cautions that course grades are not ordinarily considered outcomes assessments. The rationale for excluding grades as an assessment mechanism uses the following logic: because grades measure a variety of learning outcomes and probably take into account factors like attendance that have nothing to do with evidence of learning, grades are not an acceptable means of assessing a discrete learning outcome. Yet the entire system by which students earn credits, maintain academic standing, and secure other benefits is built on course grades. Faculty have to award grades to students and often chafe against the idea that grades are not sufficient measures for assessment programs. In this article, the author aims to show that the twain can meet--not to argue that grades are assessment but, rather, to advocate the position that assessment and grading do not have to be mutually exclusive. With careful, deliberate, and disciplined organization of teaching, evaluation, and grading, outcomes assessment does not have to be a separate activity from grading. The approach proposed in this essay takes for granted high motivation on the part of the faculty member to rethink traditional grading practices and intentionally link the components of a grade to specific learning outcomes. Adopting the proposed approach requires dismantling and reassembling a syllabus in order to align each piece of graded work to a specific learning outcome. (Contains 1 table.) (ERIC).
Anmerkungen	Jossey-Bass. Available from John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/cgi-bin/jhome/86511121
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10