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Guidelines for Selecting Grading Criteria


            An achievement has become one of the component of grading system, but not only an achievement that could be a criteria of grading, but also there are some criteria which need to be considered such as nonachievement and how do we incorporate them with other measurable factors. Guidelines is essential for all components of grading to be consistent with an institutional philosophy and regulations. Some institutions, for instance, mandate deductions for unexcused absence. All of the component of final grade need to be explicitly  stated in writing with designations of percentages or weighting figures for each component. Grading students’ ability in writing more reliable because it could be an evidence of their capability. Final grade sheet is also can use in long term of study and it could be used anytime students need. Improvement, behavior, effort and motivation might be include in grading system and it is important to recognize their subjectivity. Those items could be manipulated into observable and measurable results. Familiarize yourself to create checklists, chart and note-taking systems to the students for basis for Your conclusions. Finally, consider allocating relatively small weights to improvement, behavior, effort, and punctuality could be reflects achievement. A small percentages allocated to these “fuzzy” areas can make a significant difference in a students’ final course grade. By allocating a small percentage of a grade motivation, effort, or behavior, we can justifiably give this student a final grade of A.

 Reference :
Brown, D. (20014) Language assessment principles and classroom practices. Longman. 
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