Chapter 12: Grading

In which of the following grading standards are student grades determined by the student's relative ranking in the total group?

Norm-referenced standards

An elementary teacher who teaches five different subjects to the same group should create a different achievement record for each subject.

True

Assess frequently throughout the marking term so that sufficient data concerning achievement are obtained to determine the grades.

True

Assessment measures includes tests, quizzes, reports, homework and other measures.

True

Multiple types of measures should be used in assessing a student.

True

One disadvantage of ratings scales is that they require a considerable amount of teacher time.

True

The summative assessment score for the marking period is called a composite score.

True

There should be a good balance of different assessment measures.

True

The __________ section of the gradebook is used to document information about attendance, homework, and classroom assignments.

daily record

Student scores tend to be __________ on unannounced tests as compared to their performance on scheduled tests.

lower

The most popular method of reporting nonachievement outcomes such as effort, work habits, and character traits is a:

rating scale

A student's cumulative record file will usually contain all of the following information except: home address and phone number. records of student health. records of student hobbies. records of student scores on achievement tests.

records of student hobbies.

Nonachievement outcomes involve student conduct in areas such as:

-effort -study habits -attitude towards learning -citizenship

Which of the following is not a type of student behavior that a teacher is expected to monitor and report in a gradebook? Appearance Attendance Conduct Achievement

Appearance

Combining conduct and achievement into one grade improves the accuracy of the grade's meaning.

False

It is only necessary to inform students about their progress when they receive their progress report and report card.

False

Nonachievement outcomes do not address effort or attitude toward learning.

False

Particular instances of conduct should be recorded in the Summary Charts section of the gradebook.

False

In criterion-referenced grading, teachers determine what proportion of the class will receive each letter grade.

False; all students may receive a high grade if they all did well

Using extra-credit assignments to alter grades gives a clearer picture of the student's level of mastery

False; it may hide the true level of mastery

Letter grades have become the least commonly used grading system to represent students' achievement.

False; letter grades remain one of the most popular

Report cards are no longer the primary means to report to families about their child's achievement and nonachievement progress.

False; report cards usually have sections for both

It is acceptable for teachers to combine scores on conduct and achievement.

False; this may muddy the meaning of achievements and discourage students

A student's teacher may not be the only staff member to make updates to that student's cumulative file.

True; although other staff have access to it

A disadvantage of percentage grades is the difficulty in making distinctions of less than 4 to 7 points out of the 100.

True; due to rounding

Which of the following is not considered a general principle of grading and reporting? Describe the grading requirements to students. Keep students informed about their progress. Use only a few types of assessment measures. Have grades represent only academic achievement, not misbehavior.

Use only a few types of assessment measures.

Teachers should assess students at all levels of the _______ domain.

academic

All of the following are criticisms of the descriptive evaluation grading system except: the need to wade through extensive documentation. the ability to indicate strengths and areas needing improvement. the time and effort involved in writing the descriptions. the validity of the descriptions may be affected by the personality of the student.

the ability to indicate strengths and areas needing improvement.