Deck 12: Grading Systems, Marking, and Reporting

Question 1

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

A) the same
B) higher
C) lower
D) unpredictable

Answer 1

lower

Question 2

All of the following are shortcomings of the letter grade system except:

A) It is difficult to convert letter grades to percentages.
B) Letter grades are often a collection of different factors.
C) Letter grades result in emphasis upon the grades themselves.
D) Interpretation of letter grades is difficult.

Answer 2

It is difficult to convert letter grades to percentages.

Question 3

All of the following are criticisms of the descriptive evaluation grading system except:

A) the need to wade through extensive documentation.
B) the ability to indicate strengths and areas needing improvement.
C) the time and effort involved in writing the descriptions.
D) the validity of the descriptions may be affected by the personality of the student.

Answer 3

the ability to indicate strengths and areas needing improvement.

Question 4

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

A) Criterion-referenced standards
B) Teacher-selected standards
C) Potential standards
D) Norm-referenced standards

Question 5

A teacher report, which measures student conduct such as study habits, efforts, and student attitude toward learning, is referred to as a measure of:

A) nonachievement outcomes.
B) potential outcomes.
C) composite scores.
D) descriptive evaluations.

Question 6

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

A) checklist.
B) rating scale.
C) interview.
D) special report.

Question 7

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

A) Appearance
B) Attendance
C) Conduct
D) Achievement

Question 8

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

A) directory
B) summary charts
C) achievement scores
D) daily record

Question 9

The __________ determines what aspects of student achievement will be included on the report cards.

A) classroom teacher
B) building principal
C) parents
D) school district

Question 10

A student's cumulative record file will usually contain all of the following information except:

A) home address and phone number.
B) records of student health.
C) records of student hobbies.
D) records of student scores on achievement tests.

Question 11

Which of the following is not considered a general principle of grading and reporting?

A) Describe the grading requirements to students.
B) Keep students informed about their progress.
C) Use only a few types of assessment measures.
D) Have grades represent only academic achievement, not misbehavior.

Question 12

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

A) social
B) cognitive
C) academic
D) emotional

Question 13

The two major purposes of grades are to provide information and to aid in making administrative decisions within the school.

Question 14

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

Question 15

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

Question 16

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

Question 17

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

Question 18

A checklist of objectives is most commonly used at the elementary level.

Question 19

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

Question 20

Nonachievement outcomes do not address effort or attitude toward learning.

Question 21

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

Question 22

Special reports are intended only for reporting disciplinary problems.

Question 23

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

Question 24

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

Question 25

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

Question 26

Report cards at the primary grades typically include non-achievement measures.

Question 27

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

Question 28

Teachers should wait to assess student near the end of the marking term.

Question 29

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

Question 30

Provide a definition for each of these terms:

-Composite score

Question 31

Provide a definition for each of these terms:

-Criterion-referenced standards

Question 32

Provide a definition for each of these terms:

-Cumulative record file

Question 33

Provide a definition for each of these terms:

-Grades

Question 34

Provide a definition for each of these terms:

-Grading system

Question 35

Provide a definition for each of these terms:

-Marks

Question 36

Provide a definition for each of these terms:

-Nonachievement outcomes

Question 37

Identify several ways that achievement scores can be confounded.

Question 38

Identify two variations of the A-F grading system.

Question 39

What can descriptive assessments indicate about a student's work?

Question 40

What is a possible positive result of allowing students to take courses on a pass-fail basis?

Question 41

Name several types of assessment measures.

Question 42

Why are grades based on potential not considered reliable?

Question 43

What are the three frames of reference to be considered when determining student grades?

Question 44

What are some disadvantages to the use of rating scales?

Question 45

What are the two main uses of a special report?

Question 46

What type of information is useful to include in a gradebook?

Question 47

What is the advantage of a self-made gradebook over a pre-made commercial gradebook?

Question 48

What type of information is found in the daily record section of a gradebook?

Question 49

What information other than achievement outcomes do parents want to receive from a teacher?

Question 50

How does the reporting of non-achievement outcomes change from elementary through secondary grade levels?

Question 51

What can a teacher learn about a student's academic and social behavior by examining their cumulative record?

Question 52

Identify general principles for grading and reporting.

Question 53

What is the importance of having students understand the assessment process?

Question 54

Describe the four-step process of creating a composite score.

Question 55

What is the difference between criterion-referenced and norm-referenced evaluation?

Question 56

Discuss the advantages and disadvantages of using rating scales to report non-achievement outcomes.

Question 57

What categories of information need to be included in the achievement score section of a gradebook?

Question 58

What effect does a school district have on the type of information that is reported on a student's report card?

Question 59

Why should teachers use a variety of evaluation measures during a marking term?