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Assessing learners´ skills and competences

Excursus: Grading of assessment results

Contents

In this module part, you will learn about the difference between assessment and grading and what grading systems are commonly in use.

Assessment is related to learning goals and training course objectives and tells us about the actual learning taking place. In order to improve participants’ learning, you would need to know specifically what they understand/ know/ are able to do – and what they still have problems with.

An aspect which very often is set in place – sometimes only in final assessment but sometimes in all assessment during a training program – is grading of assessment results. Grading then can give summarised information about the level and extent learners have reached the intended learning outcomes. It is a method of evaluating a learner’s performance. It tells us that s/he has learnt something, but not what.

Grades are usually given on activities like quizzes, assignments, tests and represent a sum of an individual learner’s progress (outcome) and overall performance. But grades often include other elements of course expectations beyond the learning goals and objectives, such as attendance.

There is a variety of grading systems but the most commonly used are:

  • A 5 or 6-level grading scale (1-5/6 or excellent – fail),
  • or an A-F scale (or 100% to 59,99%),
  • “passed/failed” in cases where numerical grades are impossible or impractical
  • Rubrics – which are very often used to give teachers an overview tool for objective (“fair”) performance related competence assessment. However, it could also be used as a basis for self-evaluation, reflection and peer review.

Example rubric:

Source: BEST Institut für berufsbezogene Weiterbildung und Personaltraining GmbH

Pros

Grading in general helps understand the level and extent to which learners have reached the intended learning outcomes.

A scoring rubric e.g. allows teachers and participants to evaluate criteria once public and can help give accurate and fair assessment, foster understanding, indicate a way to proceed with subsequent learning/teaching. It is also of help in case more than one teacher shall be involved in the same assessment process. It helps clarify the expectations for learners.

Cons

If only one assessment is being graded, the risk is it only shows level and extent at a certain moment instead of the overall performance along the training. It is therefore recommended to provide grading at different moments and by a mix of assessment methods. Also, in some cases, grading may not be very objective (“fair”) and it is important to have clear criteria set up.

Recommended example/ further reading:

Example rubric for finance management: https://de.scribd.com/doc/289907439/financial-literacy-unit-project-grading-rubric

Tips when creating rubrics https://www.youtube.com/watch?v=yW7ibkMgz0c

https://www.youtube.com/watch?v=kp3rANE8z6s

Link to online help designing rubrics: https://rubric-maker.com/