Letter Grade Assessment and Learning Engagement in Higher Education: Theory and Practice
Keywords:
Letter Grade, AssessmentAbstract
Letter grade assessment serves as a crucial evaluation of students' learning outcomes, directly linked to measurement theories. However, many instructors lack a clear understanding of grading procedures. This raises the question: should educators use norm-referenced or criterion-referenced grading? Unfortunately, improper letter grading practices persist, leading to adverse effects on educational outcomes. For instance, a student deserving an A may instead receive a B, and vice versa.
Letter grade assessment is a process integral to evaluating learning outcomes within the broader cycle of learning engagement. Instructors conducting these assessments must understand this cycle, which is not overly complex. While some educators may already be familiar with the procedure, clarity in its application is essential for effective grading.
Effective learning engagement requires careful design, which consists of three key components: instructional objective design, teaching and learning design, and learning outcome assessment design. A solid understanding of relevant theories for each component is essential, as this knowledge leads to more effective learning engagement and accurate letter grade assessments.
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