ETT301_Chapter 11_Grading & Evaluation

What should grades reflect?

• Student behavior

• Participation and effort

• Only written tests

• Student achievement​

Which of the following is a guideline for selecting grading criteria?

• Grades should only reflect participation

• Criteria should be unclear to challenge students

• Grading should be based on subjective judgment

• Grading criteria should be clear, transparent, and consistent

What do teachers often expect in grade distributions?

• An equal number of A’s and F’s

• A higher percentage of A’s or a more balanced distribution

• An equal number of B’s and C’s

• Only a few A’s and many D’s

How can teachers gauge the difficulty of a test?

• By ensuring it aligns with their own preferences

• By matching the test difficulty with cultural expectations

• By only using multiple-choice questions

• By ensuring that all students get the same score

What do letter grades typically represent?

• A measure of a student's family background

• Student behavior and participation only

• A uniform standard across institutions

• A reflection of student achievement, with variations across institutions

What is a guideline for grading tests and assignments?

• Only multiple-choice tests should be used

• All grading should be subjective

• Use predefined answer keys for objective tests and rubrics for subjective ones

• No rubrics should be used for essays

What are rubrics useful for in grading?

• They are used for calculating overall course grades

• They standardize grading, especially for subjective assessments

• They replace the need for teacher feedback

• They only work for multiple-choice tests

Which of the following can influence institutional grading policies?

• Teacher preferences only

• Teacher-student rapport

• Institutional expectations and constraints

• Classroom size

What should teachers do to align grades with institutional expectations?

• Adjust grading to meet institutional policies

• Grade all students equally regardless of performance

• Ignore institutional guidelines for a personalized approach

• Ensure all grades are above average

What is one of the challenges of grading that cultural norms may influence?

• The appropriateness of grade distributions in different contexts

• Whether feedback is necessary

• The use of subjective grading systems

• The frequency of graded assignments