Module Eight -- Grade Book
 
 
Learning Objectives 
 
      Given a list of types of information, select those that need to be included in a teacher's gradebook.  
      
      Given a list of purposes, select those appropriate for each type of information contained in a teacher's gradebook.  
      
      Given the characteristics of a score, identify the type of score (composite, percentage, raw, weighted).  
      
      Given the use of a score, identify the type of score (composite, percentage, raw, weighted).  

      Given a list of characteristics, select those most descriptive of: (1) norm-referenced and (2) criterion-referenced.  
      
      Given a list of characteristics, identify those of criterion-referenced grading standards.  
      
      Given a list of characteristics, identify those of norm-referenced grading standards.  
      
      Given a grade and the type of score (criterion-referenced or norm-referenced) interpret the meaning of the grade. 
     

 
 
 
 
Overview of Module 8 Notes 
 
Marking and Reporting  
    Functions of Marking and Reporting Systems  
    Types of Marking and Reporting Systems  
    Guidelines for Developing a Multiple Marking and Reporting System 
    Who makes the decision about what an "A" is?  
     
     
      Assigning Letter Grades  
      Combining data in assigning grades  
      Selecting the proper frame of reference for grading   
       
    Conducting Parent-Teacher Conferences 
     
 
On-line Activities 
 
        Teacher Omega

    As a group using Teacher Omega's Grade Book (all grades entered are percentages):  

 
Student
A
t
t
e
n
d
a
n
c
e
Class work
 
 
 
Home
work
 
 
 
Tests
 
Projects
Johnny
X
X
X
X
X
X
X
X
X
X
 80
75
90
75
80 
85
85
80
 70
65
95 
Suzy
 X
X
X
X
X
X
X
X
X
X
80
85
 85
90
 90
90
95
95
 90
95
 100
Alvin
 X
 X
 X
 
 X
 X
 X
 
 X
 X
 70
75
80
75
 75
75
85
80
 75
80
 90
Janey
 X
 
 X
 
 X
 
 X
 
 
 
 60
65
50
60
 50
40
45
40
 60
65
 70
 
    1. Identify the raw score for each student's test assuming each test consisted of 50 questions 

    2. Calculate the weighted score for each student for each type of assignment assuming the following contributions:
     
     

    Class work
    20%
    Homework
    20%
    Tests
    30%
    Projects
    30%
     3. calculate the composite score for each student
         
        Please e-mail your completed work to Dr. Hewitt-Gervais on or before 5:00 p.m.,April 1999 
       

 
      Act Three 

    Now it's time to evaluate your assessment.  

    If your group has created a test, your group now needs to calculate the reliability for your test (you may need to go back to Module 5 to remind yourself how this is done). In addition, identify each item as easy, moderate, or difficult. Then, identify how well your distractors worked. Looking at the evaluation I provided for the Midterm may help you in your efforts. 

    If your group has created a rubric, your group needs to calculate the reliability (percent agreement) for your rubric. I should have e-mailed your group the method of determining this, if you haven't gotten it, remind me. 
     

        Please post your group's work on the  under the heading "Act Three" on or before April 12th at 5:00 p.m.
       

 
      Final Act 

    Now it's time to write your technical report. Use the example I posted on the Web Board and refer to the rubric given as you write your report. This is due on or before 5:00 pm April 26th. This is the day of your final exam. You can simply bring it with you OR you can e-mail it to me as an attachment. If you want feedback to improve it before the due date of April 26th, you may e-mail me pieces or post them on the Web Board for class and instructor feedback. I will make a conference labeled, "Final Act" for this purpose.
     

        Please turn in your group's work to the instructor via e-mail (as an attachment) OR hand deliver it OR US mail it. 
          NOTE: It is due on or before 5:00 pm, April 26th.
 
 
Readings 
 
     
    Chapter 13, Marking and Reporting 

    from Linn R.L. & Gronlund, N.E. (1995). Measurement and assessment in teaching. Englewood Cliffs, NJ: Merrill. 

 
 
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