STUDENT GRADING:
Some Reflections on Classroom Assessment

	What shall we grade?
	What factors should be assayed?
	Who grades whom - any why?

	These are questions 
	all stakeholders should consider 
	when reflecting on instructional aims.

	Grading should be a form of aiding,
	but this is seldom the case.

	Grading often focuses on narrow data bits 
	hardly measuring learning 
	and encouraging cynical wit.

	Are our measurement systems
	embedded in lies
	or do they accurately 
	human ability apprize? 


Melissa: I think most teachers are too busy to wrestle with such issues.

Liao:    Really? Is the problem lack of time or perhaps a desire to avoid discomfort?

Melissa: Discomfort? I suspect most teachers know quite well what is going on, 
         but ignore it for expedience.


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from _Crassroom Voices - Poetry, Art, & Dialogs about Education_ by T Newfields
SUMMARY:  Some pointed thoughts about the construct validity of standardized educational tests.
KEYWORDS: grading criteria, test validity, over-testing, curricular narrowing, test misuse

Author: T Newfields [Nitta Hirou / Huáng Yuèwǔ] (b. 1955)
Begun: 2001 in Nagoya, Japan  / Finished: 2020 in Shizuoka, Japan
Creative Commons License: Attribution. {{CC-BY-4.0}} Granted

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TRANSLATIONS

Chinese:  http://www.tnewfields.info/zh/xuesheng.htm
Japanese: http://www.tnewfields.info/jp/gureedingu.htm
Spanish:  http://www.tnewfields.info/es/calif.htm