What is grading?, What should grade reflect?

What is grading?, What should grade reflect?, How are guidelines for selecting grading criteria? , How to calculating grades?, What do letter grades mean?, What is alternative to letter grading?

  

CHAPTER I

INTRODUCTION

A.    Background

In learning procees, we always are controlled by test, and also in our educational lives are certaintly governed by the grades that are greatly determined by those tests. perhaps even more ironic is that the standards for assigning grades are extraordinary variable across teachers, subject matter, courses, programs, institutions, school systems, and even cultures. Every institution from high school on up has its “easy” teachera and “tough” techers who differ in their grading standards.

Every countries have different way in giving grading, certain institutions are “known” by transcript evaluators to be stingy with high grades, and therefore a B in those places is equivalent to an A in others. American grading system are demonstrably different from some systems in Europe annd Asia; a course grade of 85 percent may be considered noteworhy in some countries, while in the united states the same percentage score is a B or possibly a B-.

Grading here, not only focus about the letter but also the criteria in determining a final grade in a course. so that way  in this paper addresses topics like this: what is grading, philosophy of grading; what should grades reflect, guidelines for selecting grading criteria, calculating grades: absolute and relative grading, what do letter grades “mean”?, and alternatives to letter grading.

B.    Formulation of the problem

1.    What is grading?

2.    What should grade reflect?

3.    How are guidelines for selecting grading criteria?

4.    How to calculating grades?

5.    What do letter grades mean?

6.    What is alternative to letter grading?

C.    The purpose

1.    To know what is grading?

2.    To know what should grade reflect?

3.    To know how are guidelines for selecting grading criteria?

4.    To know how to calculating grades?

5.    To knowwhat do letter grades mean?

6.    To know what is alternative to letter grading?

CHAPTER II

DISCUSSION

Grading And Student Evaluation

A.    Definition of grading

    Grading is a way for educators to evaluate each individual student’s performance and learning. Grading can include letter grades, percentages and even a simple pass/fail. Grades can be attached to physical activities like writing assignments, lab work, projects, reports and tests. They can also be assigned to more nebulous activities that a teacher feels are important to the learning experience. These can include participation, attendance, classroom behavior and even effort. evaluating students’ performance by grading them on standized, hierchical scale has become a universal feature of teaching learning process. in grading their students, teachers combine different equitarian considerations: talent, actual performance, invested effort, class learning behavior, and many also apply the principle of need (students’ need of encouragement) in their considerations.

B.    Philosophy of grading: what should grades reflect?

Grading questionnaire:

a.    Language performance of the student as formally demonstrated on tests, quizzes, and other explicitly scored procedures

b.    Your intuitive, informal observation of the student;s language performance

c.    Oral parcipation in class

d.    Improvement (over the entire period)

e.    Behavior in class such being cooperative, polite, disruptive, etc

f.    Effort

g.    Motivation

h.    Punctually and attendance

In a recent administration of this questionnaire to teachers at the american language institute at san francisco state univercity, the item on which al most of  teacher agree item (a), which received percentage allocations from 50 percent to 75 percent, it is safe to assert that formal test, quizzes, exercizes, homework, essay, report, presentation, which are usually marked in some way ( with a grade, a check sytem, and a score ) are universally accepted as primary criteria for determining grades.

Items b and c, also drew relatively strong support to give grading in teaching and learning activities.Intuitive and informal observation if the teacher figure into the final grade, it is very important to inform the students in advance how those observations and impressions will be recorded throughout the semester. And then, for oral parcipationis listed as one of the objectives of cource and is listed as a fantor in final grade.

On items d through h, some educational assessment experts state definitively that none of these items should ever be factor in grading. Gronlund (1998), a widely respected educational assessment specialist, gave the following advice:

Base grades on student achievement, achievement only. Grades should represent the extent to which the intended learning outcomes were achieved by students. They should not be contaminated by student effort, tardiness, misbehavior, and other extraneous factors... If they are permitted to become part of the grade, the meaning of the grade as an indicator of achievent is lost.

Not every one agrees with gronlund. For example, grove (1998), power (1998) and progosh (1998) all recomended considering other factors in assessing and grading. So looking this issue, the important triangualtion:

a.    All abilities of a students may not be apparent on achievement tests and measured performances.

b.    We may not be able to capture the totally of students’ competence through formal tests; other observations are also significant indicator of ability.

c.    Tell us that improvement, behaviour, effort, motivation, and attedance might justifiably belong to a set of components that add up to a final grade.   

C.    Guidelines for selecting grading criteria

There are several factor that should be considered in grading:

1.    It is essential for all components of grading to be consistent with an institutional philosophy and regulation.

2.    All of the components of a final grade need to be explicitly stated in writing to students at the beginning of a term of study, with a designation of percentages or weighting figures for each component.

3.    Chellenge yourself to create checklist, charts and note-taking systems that allow you to convey to the student the basis for your conclusions.

4.    Consider allocating relatively small weights to items

   

D.    Calculating grades: absolute and relative grading

1.    Absolute

    Absolute is pre-specify standars of performance on a numerical point system. And absolute system is also to try expression how nearly a learner’s performance approaches an ideal performance. Below table about absolute grading scale:

midterm        final exam        other performance    total#of points

(50 points)        (100 points)        (50 points)         (200)

A  45-50            90-100            45-50            180-200   

B  40-44            80-89            40-44            160-179

C  35-39            70-79            35-39            140-159

D  30-34            60-69            30-34            120-139

F  below 30        below 60        below 30        below 120

    The key to make an absolute grading system work is to be painstakingly clear on competencies and objectives, and on tests, tasks, and other assessment techniques that will figure into the formula for assigning a grade.

2.    Relative grading

    Relative grading is more commonly used than absolute grading. It has the advantage of allowing your own interpretation and of adjusting for unpredicted ease or difficulty of a test. Relative grading system is also to try expression how nearly a performance compares with the performance of peers. This is usualy accomplished by ranking students in order of performance and assigning cut off points for grades. Common letter grades assigned to students performance include:

A: outstanding performance

B: above average performance

C: average performance

D: below average performance

F: failur

One major difficulty with this relative grading is the lack of a standardized achievement level which is typicalnof the peer group. This results in the possibly of rating an individual high when his performance is not outstanding or above average. For example: in a class with very poor scholars, a “top” score might be only 15 out of a possible 100. Under a relative system, students with scores of 15 would be “a” students.

   

Below the table about hypothetical rank-order grade dostributions

percentage of students

    institution X        institution Y        institution Z

A    15 %            30 %            60 %

B    30 %            40 %            30 %

C    40 %            20 %            10 %

D    10 %            9 %

F    5 %            1 %

Based on the table above, in institution X, the expectation, as a curve that is slighly skewed to the right, compared to a normal bell curve. The expectation in institution Y is for virtually no one to fail a course and for a large majority of students to achieve AS nd Bs; here the skewness is more marked.And then, the institutuin Z may represent the expectations of a university postgraduate program. A much more common method of calculating grades is what might be called a psoteriori relative grading, in which a teacher exercises the atitude to determine grade distributions after the performances have been observed.

E.    What do letter grades “mean”?

Typically, institutional manuals for teachers and students will list the following descriptors of letter grades:

A: excellent

B: good

C: adquate

D: inadequate/unsatisfactory

F: failing/unacceptable

The overgeneralization implicit in letter grading underscores the meaninglessness of the objectives typically cited as descriptors of those letters. And yet, those letters have come to mean almost everything in their gate-keeping role in admissions decisions and employment acceptance. There are solution to this semantic conundrum, they are:

1.    Every teacher that uses latter grades or a percentage score to provide an evaluation, whether a summative, end-of-course assessment or on a formal assessment procedure, should:

a)    Use a carefully contructed system of grading

b)    Assign grades on the basis of explicitly stated criteris

c)    Base the criteria on objectives of a coursenor assessment procedures

2.    Educator must work to persuade the gatekeepers of the world that letter evaluation are simply one side of a complex representation of a student’s ability.

F.    Alternatives to letter grading

The argumennt for alternatives to letter grading can be stated eith the same line of reasoning used to support the importance of alternatives in assessment. Letter grades and along with them numerical scores are only one form of student evaluation. For assessmennt of a test, paper, report, extra class execise, or other formal scored task, the primary objective of which is to offer formative feedback, the possibilities beyond a simple number or letter include:

a)    A teacher’s marginal and end comments

b)    A teacher’s writtem reaction to a student’s self-assessment of performane

c)    A teacher’s review of the test in the next class period

d)    Peer-assessment of performance

e)    Peer-assessment of performace

f)    A teacher’s conference with the student

For summative assessment of a student at the end of a course, those same additional assessment can be made, perhaps in modified form:

a)    A teacher’s marginal and and of exam/paper/project comments

b)    A teacher’s summative written evaluative remarks on a journal, portfolio or other tangible product

c)    A teacher written reaction to a student’s self-assessment of performance in a course.

d)    A completed summative checklist of competencies with comments

e)    Narrative evaluations of general performance on key objectives

f)    A teacher’s conference with the student

A more detailed look it now appropriate for a few of the summative alternatives to grading, particularly self-assessment, narrative evaluations, checklist and conferencces.

1.    Self-assessment, the most important implication of reflective self-assessmnent is the potential for setting goals for future learning and development.

2.    Narrative evaluation,

3.    Checklist evaluations,

4.    Conference

G.    Some principles of grading

Experts agree that a grading plan must be based on the principles of grading, these principles include the following:

1.    Grades are important.

2.    Grades should be based on course objectives and content.

3.    Grades should be assigned fairly

4.    Grades should be based on credible assessment

5.    Grades must be confidential

6.    Grading policies should be clearly written and presentedon the first of class

7.    Grades influence students’ incentive to learn.

CHAPTER III

CLOSING

Conclusion

Grading is a way for educators to evaluate each individual student’s performance and learning. Then, we should know grading is necessary based on a universaaly accepted scale, grading is sometimes subjective and context-dependent, grading of tests is often done on the curve, letter grades may not “mean” the same thing to all people, alternatives to letter grades or numerical scores are highly desirable as additional indicators of achievement, and etc.

With those characteristics of grading and evaluation in mind, the following principled guidelines can help us to be an effective grader and evaluator in students’ performence or activities in learning proces. When we give assign a letter of grade to our students, the letters should be symbolic of our approach to teching.

As a teacher, we should be one of those teachers who feel and grades are a necessary nuisance and that substantive evaluation takes place through the daily work of optimizing washback in classroom

Lamborghini  Huracán RWD Coupé

OVERVIEW

Huracán RWD Coupé: the real fun in driving comes when you realize that you are not just driving, but that you are also totally in control of your car in a way that obtains the most exhilarating experience possible from the road, turning driving into a natural endorphin-releasing experience.

To give you all of this, we decided to go back to basics and embrace the legacy of some of the most exciting rear-wheel-drive cars of all time. That's how, with a perfect balance between agility, steering response and drivability, we turned our most high-tech car into the purest example of a super sports car which is fun to drive.

Here is the Lamborghini Huracán Rear Wheel Drive Coupé: pure emotion. Find out all about its performance, features and technical specifications.

EMOTION

The ANIMA system (Adaptive Network Intelligence MAnagement) technology allows you to adjust the behavior of the Huracán RWD Coupé to your driving needs.

If you are looking for thrills and fun while driving, then you will appreciate the slight oversteer behavior of the SPORT setting, specially enhanced on this Huracán model. For true race driving, you can obtain maximum performance in CORSA mode. With STRADA mode, on the other hand, you can enjoy comfortable driving with maximum grip, perfect for daily use or when traveling.

EXTERIOR DESIGN

Utmost attention was paid to the design and exterior of the Lamborghini Huracán Rear Wheel Drive Coupé. When a car is created to provide a pure “fun-to-drive” experience, every line and detail must be designed to cut through the air and take the driver's breath away.

This model features new front and rear bumpers, exhaust pipes, rear grills and 19" Kari rims, which make its lines more aggressive than ever.

INTERIOR

The interior of the Huracán RWD Coupé offer countless combinations of colors and finishes, as well as a state-of-the-art infotainment system: all the comfort that you'll need to dominate the road, one bend at a time. Form has never followed function so perfectly.

DRIVING DYNAMICS

On the one hand, you will have the incredible power and acceleration of a longitudinal mid-mount naturally aspirated V-10 engine. On the other, you can take advantage of technologies such as the Lamborghini Double Clutch (Lamborghini Doppia Frizione – LDF) transmission and rear wheel drive, which provide you with the kind of performance that maximizes driving pleasure. This means you can have all the power you need and at the same time the fun, exhilarating drive you desire every day.

Source : https://www.lamborghini.com/en-en/models/huracan/huracan-rwd-coupe

Lamborghini  Huracán Performante

OVERVIEW

The Huracán Performante has reworked the concept of super sports cars and taken the notion of performance to levels never seen before. The vehicle has been re-engineered in its entirety, as regards its weight, engine power, chassis and above all by introducing an innovative system of active aerodynamics: ALA. The use of the awarded Forged Composites®, a shapable forged carbon fiber material patented by Automobili Lamborghini, is a real nice touch and it contributes to make the vehicle even lighter in weight. Besides its extraordinary technological properties, it also conveys a new idea of beauty.

EMOTION

Just hop in and drive to understand that the Performante is different from all the other Huracán models, as it was designed with one thing in mind: to be the fastest. The car has been completely updated, improving the engine, increasing the performance of the steering and suspension, using ultra-lightweight materials, and introducing an innovative active aerodynamic system in order to improve the performance level and driving experience.

EXTERIOR DESIGN

All the new features of the Huracán Performante express performance. The front and rear spoilers, made entirely of Forged Composites®, enable the aerodynamics to be actively exploited to achieve maximum performance by increasing or decreasing the downforce as required. The new, even lighter wheel rims hold the new Pirelli P Zero Corsa tyres, providing incredible grip.

INTERIOR

The interior fully reflects the character of the Huracán Performante, that is to say being the fastest. The interior fittings are made from the highest quality materials: the seats are made of carbon fiber, the interior parts of Forged Composites®, and the upholstery is made from Alcantara. All extremely light materials which contribute to and increase performance.

DRIVING DYNAMICS

There are many aspects that make this car the highest expression of the new concept of super sports car. The even more powerful V10 engine, massive use of Forged Composites® to make it even lighter in weight, the LDF 7-speed dual-clutch transmission and the new ALA active aerodynamic system that controls air and directs it in its favor. It has ruled the circuit. Now it will rule your road.

Source : https://www.lamborghini.com/en-en/models/huracan/huracan-performante

 

BMW i8 Coupé

The future is taking shape – in the form of the new BMW i8 Coupé. Full of verve, fascinating and ready to newly define mobility. For unconditional driving pleasure, as far as the road goes. A mere glimpse of this iconic design elevates adrenaline levels. The tachometer shoots up just as fast: the innovative plug-in hybrid engine generates 374 hp and 570 Nm. Plus, it accelerates the new BMW i8 Coupé in just 4.4 seconds from 0 to 100 km. The fastest route to a new era.

VISUAL STATEMENT.

Show your colours and stand by them. Whether in Sophisto Grey, Chrystal White, E-Copper or Donington Grey – the BMW i8 Coupé is an impressive appearance in any colour variation.

A GLANCE AT THE FUTURE.

The BMW i8 Coupé reveals itself as futuristic right down to the last detail. Its progressive lines speak a formal language that can hardly be more dynamic. The most striking feature: the imposing lightweight carbon-fibre gull wing doors, which can be opened comfortably. The athletic front continues to display the individual character of the car and proudly bears the BMW double kidney, flanked by full-LED headlights and redesigned Air Curtains. Starting at the bonnet, the distinctive V-shaped black belt stretches along the entire car, underscoring its flat silhouette. The impressive streamflow design also optimises airflow and creates unprecedented aerodynamics. Thus, the BMW i8 Coupé is a perfect symbiosis of form and function that knows only one direction: forward.

”The BMW i8 Coupé is already the best-selling hybrid sports car in the world – and I think we will succeed with this car, too.“

KLAUS FRÖHLICH, BOARD MEMBER, BMW AG

CONTROL CENTRE OF TOMORROW.

The interior of the BMW i8 Coupé also underscores its unique character. This is immediately apparent from the exclusive feature line Accaro Amido/E-Copper. The interior also reflects the dynamic lines of the exterior design, creating a futuristic dynamic throughout the cockpit. The centre cockpit is inclined to the driver and the controls are arranged intuitively – ensuring maximum driver orientation and clarity. Optimum lateral support and maximum comfort are provided by the new electrically-adjustable sport seats. In the dark, the LED interior lighting ensures a high-quality ambience. The contour lines of the doors, the instrument panel and the centre console and the steering wheel can be optionally and alternately dipped in the colours EfficientDynamics Blue, Amber Yellow and White.

DYNAMICS NEWLY DEFINED.

The BMW i8 Coupé takes even the headwind’s breath away. This is not only due to its athletic appearance, but also its streamlined body, the extreme lightweight construction and the layered design of the LED tail lights, which the wind flows through.

42 g/km

Drive ahead and leave practically nothing behind - thanks to the intelligent energy management of the BMW i8 Coupé. It coordinates the interaction between the electric motor and the battery with the combustion engine – always geared towards maximum performance with minimum consumption. This creates a powerful plug-in hybrid system with enormous efficiency, as evidenced by the combined consumption of only 1.9 l/100 km and CO2 emissions of up to 42 g/km.

Source : https://www.bmw.co.id/en/all-models/bmw-i/i8-coupe/2017/bmw-i8-coupe.html 

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