Grading

Following previous post on assessment practice I want to add some info on grades and grading:

Grades in Slovakia are either in numbers on the scale 1 – 5 of words, equivalent to this scale:

1. = Excellent
2. = Very good
3. = Good
4. = Satisfactory
5. = Unsatisfactory

These are given for academic achievement in graded subject and are used both in continuous assessment and in end of term/end of year certificates (Or in end of school/qualification certificates too). Of course this scale is not enough to measure all kinds of performances and activity during lessons. Many teachers therefore have some additional system or add some + or – to the grade, or as a merit. Or they give grade as 2/3 which mathematically is less then 1, therefore should mean better grade, but for the teachers and students in Slovakia for decades it meant something between 2 and 3. (I was graded like that and I myself used to grade my students the same way)

In Ministry of Education Guidance on Assessment (*.zip in Slovak Language ) the grades are as follows

• Grade 1 (excellent)
  if the pupil masters the knowledge, concepts and patterns according to the curriculum and can readily use them in his/her intellectual, motoric and other practical activities. Independently and creatively applies knowledge and key competences in solving various tasks, evaluation of events and patterns. His oral and written language is correct, accurate. Graphic expression is aesthetic. Results of the activities are good, with only minor shortcomings.

• Grade 2 (good)
  if the pupil masters the knowledge, concepts and patterns according to the curriculum and they can readily use them. He/She has adopted core competencies that apply to the creative, intellectual, motoric and other practical activities. He/she adopted the key knowledge and competence in dealing with various tasks, evaluation of events and patterns independently and creatively or with minor help from the teacher. His oral and written language has minor deficiencies in accuracy, precision and relevancy. Graphic expression is aesthetic, without any major inaccuracies. Results of the activities are good, without major shortcomings.

• Level 3 (good)
  if the pupil has irrelevant gaps in the accuracy, integrity and completeness of acquired knowledge, concepts and principles according to the curriculum and in their use. It has adopted core competencies that he/she uses in intellectual, motoric, and other practical activities with minor shortcomings. At the instigation of the teacher applies the core knowledge and competencies in dealing with various tasks, assessment of events and patterns. Student knows how to correct significant errors and inaccuracies  with the teacher help. In oral and written language he/she has shortcomings in the correctness, accuracy, relevancy. Graphic expression is less aesthetic. The quality of the results of its activities are often gaps.

• Level 4 (satisfactory)
  if the pupil has serious gaps in the integrity, accuracy and completeness of acquired knowledge and principles of the curriculum as well as in the use of it. In addressing the theoretical and practical problems with implementation of key competencies are substantial errors. He/She is very dependant in the use of knowledge and evaluation of events. His oral and written language has serious shortcomings in the correctness, accuracy and relevancy. In the quality of the results of his actions and graphic expressions are errors, the work is a little aesthetic. He/she can correct serious errors and insufficient evidence with the help of teacher.

• Level 5 (unsatisfactory),
  if the student did not acquire required knowledge and curriculum, has serious gaps in them, therefore, he/she is unable to use them. In addressing the theoretical and practical problems with implementation of key competencies are found significant errors. He/She is very dependant in the use of knowledge, evaluation of events, and is unable to apply his/her knowledge even with the help of the teacher. His oral and written language has significant shortcomings in the correctness, accuracy and relevancy. The quality of the results of its operations and graphic expression is low.Student makes serious errors and fails to correct deficiencies with the help of a teacher.

(translated with help of GoogleTranslator)

In very few subject areas those broad descriptions were broken down into clear criteria. And of course teachers have to use their own judgment on what performance, result and work is grade 1 and which grade 5. Although it is less tricky with those two extreme grades than it is with those in the middle. Especially in situations, where student is slightly underperforming his usual self. Or over performing. Teacher is tempted to give higher grade.

And in terms of sharing this criteria with students, I dare to thing, that none of the teachers is using them/sharing them with their students.