Marking Systems

Reply to another student with not less than 300 words, supported by at least 1 scholarly resource in current APA format. Additionally, you must integrate 1 biblical principle into your conclusions. Do you agree or disagree with advantages and disadvantages, and appropriate weights in the systems your classmates have chosen to evaluate?  What alternatives can you offer?

Student # 1 Answer

Topic: Marking Systems

Mr. Smith’s marking system, in scenario one demonstrates “Comparison with Aptitude and Effort”.  This marking system compares students with themselves rather than other students or established standards.  Some students are stronger in areas rather than one single area which can be an advantage.  The combination captures the importance that success isn’t just a good test score.  This can be motivating for students that may not be good test takers but can improve in other areas.  Participation, helping others, volunteering, study habits and attitude can show a student is “trying” and in life these are fundamental skills to have.  On the other hand, how do you measure some of these things?  It poses a challenge with grading subjective to the instructor.  “Unlike aptitude, for which reliable and valid measures exist, effort is at best estimated by informal procedures with unknown validity and reliability” (Kubiszyn & Borich, 2016, p. 218).  In this system I would weigh a higher percentage of the grade on absolute measures such as completing homework, turning in work on time, class participation, helping others and test scores.

The second scenario follows “Comparison of Achievement with Improvement” in other words comparing improvement from where a student starts and where they end.  In this scenario the student who shows the most improvement will get an A.  Showing improvement is a reassuring, simple and direct way to measure how a student is doing yet, what happens with the student who does really well on the pre-test?  They won’t show as much improvement.  Knowing that can cause bright students to “play dumb” in order to show substantial improvement.  The struggling student who tests low, learns and does well on the post test will show significant improvement.  Does that mean the bright student is a lower achiever than the struggling one?  What if a student knows the system and purposely bombs the pre-test, does great on the post-test and has terrible participation, helping others, volunteering, study habits and attitude.  Will the bright student put a lot of effort in? This gets you thinking.  In this scenario I would not weigh the grade high on this.  This does not have reliability for achievement.

There are several marking systems each having advantages and disadvantages.  Jesus has shown in the bible various lessons not only in different ways but also in different situations.  He taught lessons repeatedly and differently.  Did he teach something one time and learning was achieved?  No, he had multiple accounts of situations where he had to repeatedly teach.  I feel the same is with our marking systems.  We have to include different areas but be cautious.  It becomes a slippery slope where grading can be subjective, yet I feel different grading areas are necessary.  “God also testified to it by signs, wonders and various miracles and gifts of the Holy Spirit distributed according to His will” (Hebrews 2:4, New International Version).

 

References

Kubiszyn, T. & Borich, G. D. (2016). Educational testing & measurement: Classroom application and practice (11th ed.). Hoboken, NJ: Wiley.