In some schools where the evaluation procedures are followed, they are imperfect and only partially satisfactory due to various limitations. The most important limitation observed in these cases is also a complete negligence in the measurement of non-scholastic attributes of the students and the improper weights given to such characteristics at the time of promotion.
Cruickshank, et al. (1975) found that majority of students in all years preferred a continuous examination system to conventional final exams. Most students also thought that they worked harder under the present scheme than they would have done with final exams and found that examinations helped their attempts to study seriously. However, some students complained that continuous assessment put them under a perpetual strain.
Susan M., Thomas R. K. Smith et.al. (2016) studied under the title ‘A Century of Grading Research: Meaning and Value in the Most Common Educational Measure’. Grading refers to the symbols assigned to individual pieces of student work or to composite measures of student performance on report cards.
This review of over 100 years of research on grading considers five types of studies:
- early studies of the reliability of grades
- quantitative studies of the composition of K-12 report card grades
- survey and interview studies of teachers’ perceptions of grades
- studies of standards-based grading
- grading in higher education
Early 20th century studies generally condemned teachers’ grades as unreliable. More recent studies of the relationships of grades to tested achievement and survey studies of teachers’ grading practices and beliefs suggest that grades assess a multidimensional construct containing both cognitive and non-cognitive factors reflecting what teachers value in student work. Implications for future research and for grading practices are discussed.
Bilal Showkeen and Ahmad Gul (2014) focused to understand the grading system for student evaluation, its challenges and consequences. Evaluation is an essential part of the educational practice as some form of assessment is essential to find out the effectiveness of teaching learning processes and their assimilation by learners. External examinations ‘are mostly inappropriate for the ‘knowledge society’ of the 21 st century and its’ necessitate for innovative problem solvers’, Questions if not structured well, ‘call for rote memorization and fail to test higher-order skills like reasoning and analysis, problem solving, lateral thinking, creativity and judgment. Evaluation offers a vital yard stick to judge the quality of students. It plays an essential role in the educational system. It also endows with motivation and a sense of purpose to both teachers and students to achieve set goals. The term examination has come to be linked with stress and anxiety.
The process of teaching and learning which is made-up to be meaningful for the student loses its joy because of the negative connotations of examination. We require looking at the holistic assessment of a learner which also contains curricular, co scholastic area of life skills, attitudes and values, sports and games as well as co-curricular activities. The objectives of the study were, to understand the grading system of student evaluation; and also to highlight its challenges, choices and consequences. The grading scheme tries at addressing both curricular and co-curricular activities in a holistic manner. The most important function of Grading is to communicate effectively to a variety of stakeholders the degree of achievement of an individual student. The grading of students would also take away the frightening judgmental quality of marks obtained in a test leading to a stress free and joyful learning environment in the school. It also enables maintaining a meaningful continuity in the assessment pattern and also ensuring a basic uniformity in the schools.
Rajshree & Kumar (2013) conducted a comparative study of stress of class X students under grading and numerical marking system of evaluation. The objectives of the study were – To compare the examination stress between boys and girls student of class X of CBSE Board (Grading System). To compare the examination stress in between boys and girls student of class X of Rajasthan Board (Traditional System). To compare the examination stress in between students (both gender taken together) of class X of CBSE Board (Grading System) and of Rajasthan Board (Traditional System).
A sample of 200 respondents was taken for the study, which included boys and girls student of class 10th of both CBSE and Rajasthan Boards. Central tendency (mean), Measures of variability (S.D.), t- test were used to analyze the data. The result states that there is no significant effect of the gender on the examination stress of the students studying under grading system of evaluation. There is no significant effect of the gender on the examination stress of the students studying under numerical system of evaluation. There is significant effect of the evaluation system on the examination stress of the students studying under grading system and marking system of evaluation.
Margaret Hohner and Thompson (2010) studied on Alignment Of Two Grading Systems: A Case Study. They stated that for the past number of years, a Canadian university has been offering its business degree program in universities located in Tianjin and Shanghai, China. This paper examines the alignment of the two grading systems and its implications on the grade distribution of graduates from the programs. An attempt is made to find an exchange rate of the two grading systems which reflects the fundamental value of the students’ academic achievement. Transnational education is a global phenomenon that has caught the attention of academics around the world as educators try to grapple with ensuring academic success for their international students. The aim in this case study was to identify if the current practice of scaling student marks from the Chinese partner universities was appropriate and the hope is that this new knowledge will result in the ability of university administrators to make more informed policy decisions with regard to the calculation of cumulative grade point averages of students graduating from offshore programs.
As a result, the researchers recommend that there be an institutional policy change and that the Canadian university implement the letter grade reduction system for the re-alignment of Chinese student grades. The policy implications of this research are important for other universities or other departments at Thompson Rivers University who may be considering partaking in transnational programming and require data for the creation of institutional grading policies. The authors recognize the limitations of using a small sample size and intend to expand this research by collecting further data over a three-year period.
This case study was investigating a specific grading policy related to the administration of an off-campus Canadian BBA program with an international partner. Yet with the globalization of higher education, there are many research opportunities relating to the administration and quality control of offshore programs that should be investigated. While the knowledge obtained from this study will serve to enhance one small part of the administration of Thompson Rivers University‟s transnational programs, further research should examine quality assurance and relationships between gender, ethnicity, assessment methods, cultural differences and academic performance of international students, both at home and offshore.
Ramdas and Divya (2007) conducted a study in India in the area of grading system. The study was carried out on 186 elementary school teachers selected from 14 schools in the Kannur and Palakkad district of Kerela that included eight government and six private schools. The study adopted a descriptive survey method to investigate the problems. The findings of the study revealed that most of the teachers possess substantial knowledge about the system of grading being implemented in Kerela. However a considerable number of them still have to understand the new system properly. Secondly the teachers have high appreciation for the grading, but they do not accept it whole heartedly as most of them are neutral in their attitude towards the implementation of the new system. Lastly a considerable number of teachers face difficulties in assessing student’s performance as desired by the grading system.
Further Bursuck, William and Others (1996) worked on “Report Card Grading and Adaptations: A National Survey of Classroom Practices.” It was a national survey of elementary and secondary general education teachers (n=368, response rate of 52%) examined classroom grading practices, including grading adaptations for students with disabilities. Results of this survey indicated that teachers found certain adaptations (pass-fail grades, portfolios, multiple grades, and grading for effort) useful for students both with and without disabilities.
Mead (1992) carried a study on grading in Washington D.C. In his study “Teacher’s Evaluations of Student Work” he examined the criteria that elementary and secondary mathematics teachers use while assigning grades, the visible mark of a teacher’s evaluation, when shown individual pieces of mathematics work. Data for this study came from the Teacher Education and Learning to teach longitudinal study of pre service programs, various types of on-the-job induction programs, and in service programs. Respondents were asked one question, “What grade would you give this paper and why?” In a series of tables, the paper depicts both the allocation of grades given to the work and the criteria for assigning grades. Inferences that these teachers make about student understanding and effort are tabulated.
Results of this study suggested that grading student work is a neglected subject and it appeared to be a distasteful and marginalized teacher activity. Grading practices have taken on a life of their own that justifies teacher educators’ careful attention. How a grade is going to assigned represents a novel point of entry to a discussion of instructional purpose and design; and lastly teacher educators might consider providing a sustained treatment of grading practices and their rationale.
Nava and loyd (1992) conducted a study was an investigation on the achievement and non-achievement criteria in elementary and secondary school grading. In this study the criteria that teachers include in grading was examined. For this study a sample of 829 elementary school and high school teachers from 18 school districts was selected. The study revealed the identification of four dimensions of the grading criteria which includes classroom behavior and characteristics enhancing the learning process, measure of achievement and academic content, student behavior and non-academic skills and lastly the traits and factors external to the classroom. Clear differences were seen between elementary school and secondary school teachers. There are nine tables of study findings and a 12 item list of references.
Robinson and Craver (1989) in Arlington presented a research report on ‘Assessing and Grading Student Achievement ERS Repot’. It describes the practices and procedures used by school districts to assess and grade student achievement. In April of 1988, the Educational Research Service conducted a nationwide survey of the grading and reporting practices and procedures using a stratified random sample of public school districts. The background history and overview of the literature of assessment and grading are presented in section I. section II presents a general analysis of the survey data in graphic form. Section III presents the data in detailed tabular form. Section IV summarizes the first three sections of the report. Section V contains examples of school board policy statement that shows the scope of district policy relating to the assessment and grading of students achievement. Section VI includes reproduction of report cards showing the variety of approaches that school districts are currently using to report pupil progress.
Richard et.al (1986) studied on ‘Inside High School Grading Practices. The Northwest Regional Educational Laboratory Program Report’ to provide insights as to how to improve the quality and relevance of teacher training in grading practice High School Grading Practices. The Northwest Regional Educational Laboratory Program Report to provide insights as to how to improve the quality and relevance of teacher training in grading practices. The study was designed, by looking at grading practices of 15 high school teachers via intensive case study methodology, to explore the nature and technical quality of assessment and grading practices and why professional training has had so little impact.
The researcher prepared a comprehensive framework of 34 grading issues to serve as a basis for observing teachers’ questions about grading practices. Seven questions focused on basis assumptions or antecedents that feed the actual grading practices, twenty dealt with grading practices themselves and the remainder addressed issue of the effect of grading. Discrepancies between best practices and actual practices were noted in 26 of the issues. An analysis of possible causes for the discrepancies revealed that 21 of the 26 practices probably have multiple causes. Recommended practice may need to be reevaluated in the light of the realities of the classroom, and training in sound grading practices for teachers and principals is need. The results of this study were presented for each issue and reasons for discrepancies between recommended and actual practice were listed in chart form. Likewise Burton (1983) conducted a study on ‘A study of the grade System and its Effect on the Curriculum’.
This study explores and identifies patterns of teachers, students, parent, and administrator responses to grade evaluation systems. The study examined four main points that were rationales for grades, interpretations of grading procedures and process, the consequences of grades and alternatives to grades. The study involved an open ended questionnaire, formal and informal interviews, and a survey. The researcher determined that grades influence the sustenance of traditional curriculum based on behaviorist theory with a resultant ‘trivialization’ of content. Students associate their worth and value as human beings with their grades and focus their attention on finishing their work rather than on learning. The grade system seems to support a school curriculum shackled by time.
Stiggins and Richard (1986) conducted an investigation in Washington, DC on Inside High School Grading Practices. The Northwest Regional Educational Laboratory Program Report’ to provide insights as to how to improve the quality and relevance of teacher training in High School Grading Practices. The Northwest Regional Educational Laboratory Program Report to provide insights as to how to improve the quality and relevance of teacher training in grading practices. The study was designed, by looking at grading practices of 15 high school teachers via intensive case study methodology, to explore the nature and technical quality of assessment and grading practices and why professional training has had so little impact. The researcher prepared a comprehensive framework of 34 grading issues to serve as a basis for observing teachers questions about grading practices.
Seven questions focused on basis assumptions or antecedents that feed the actual grading practices, twenty dealt with grading practices themselves and the remainder addressed issue of the effect of grading. Discrepancies between best practices and actual practices were noted in 26 of the issues. An analysis of possible causes for the discrepancies revealed that 21 of the 26 practices probably have multiple causes. Recommended practice may need to be re -evaluated in the light of the realities of the classroom, and training in sound grading practices for teachers and principals is in need.
Burton (1983) conducted a study on ‘A study of the grade System and its Effect on the Curriculum’. This study explores and identifies patterns of teachers, students, parent, and administrators responses to grade evaluation systems. The study examined points that were rationales for grades, interpretations of grading procedures and process, the consequences of grades and alternatives to grades. The study involved an open ended questionnaire, formal and informal interviews, and a survey. The researcher determined that grades influence the sustenance of traditional curriculum based on behaviorist theory with a resultant ‘trivialization’ of content. Students associate their worth and value as human beings with their grades and focus their attention on finishing their work rather than on learning. The grade system seems to support a school curriculum shackled by time.
Sen, R. and Chakraborty, A. (2017) conducted a study on attitudes of Secondary School teacher towards Continuous and Comprehensive Evaluation. Since this study sought to explore whether there existed differences in attitudes of in-service secondary school teachers towards comprehensive and continuous evaluation parameters such as sex, category, religion, residential demography, subject stream and educational qualification, the quantitative approach was the most appropriate design for this investigation. The study employed a survey
Population and Sample Population of the study is consisted all the in-service teachers of secondary schools of Murshidabad District in West Bengal. Murshidabad district is constituted with 05 sub-division. Samples were randomly selected from one school of each sub-division through lottery method. Tool In this study Attitudes towards Comprehensive and Continues evaluation scale constructed by Dr. Visal Sood and Dr. Mrs. Arti Anand (National Psychology Corporation, Agra) was administered to the sample. The total numbers of staments in the questionnaire were 48. Data Collection and analysis Data were collected from the sample with a text booklet constituted of 48 test items. Comments were converted into scores as per five point likert type rating scale.
The scores were used with the SPSS software to calculate the mean, standard deviation and standard error of the mean for each parameter as well as to perform t-tests. The findings of the study show that there exists a significant difference in relation to category, demography i.e., residential background and type of schools of the secondary school teachers’ attitude towards continuous and comprehensive evaluation. And no significant difference was found in relation to sex, religion, subject stream and academic qualification of the secondary school teachers’ attitude towards continuous and comprehensive evaluation.
