What's in a Grade

2. Grade: to assign a letter or number that shows how well one has done.

4. Accrediting bodies set standards that require institutions to follow established grading procedures in a fair and equitable manner.

6. Only when objectives are established and evaluated can the educator determine whether or not an outcome in behavior has occurred.

8. Specific theory and practical assignments are designated as requirements for graduation from the course.

9. Theory is evaluated after each unit of study.

10. KEY: Practical assignments are evaluated as completed and counted toward course completion only when rated as SATISFACTORY or better.

11. Practical skills are evaluated according to text procedures, performance standards set by the state licensing agency, and requirements set forth in established skills performance criteria.

13. Outcome Evaluation: determines what the student knows after having been taught certain material or skills.

14. This is often done through pretesting and post testing.

15. Summative Evaluation: the process of assigning grades after testing has occurred.

16. For example, a test may be given after a chapter or unit of study.

19. The test plan consists of an outline of the content that will be covered by the test.

20. Educators must determine the importance of each content area that has been selected to test. This is referred to as weighting.

21. Application of appropriate weighting requires careful decisions.

22. The test plan must tie to the objectives of the lesson(s) taught.

28. Activity Directions Using the Multiple Choice method of testing, create a 15 question test for any chapter of your choice. Keep in mind the tips on how to create an effective test. Type, print and keep in your learning binder.

30. The best way to evaluate is through a teacher-centered activity that allows the educator to observe the learner.

31. Many methods can be used, however five will be discussed. Likert Scales Rating Scales Checklists Performance Checklists Rubrics

33. Likert Scale Example

34. Rating Scale Example

35. Checklist Example

36. Performance Checklist Example– Please see example on page 205 in your Milady course book.

37. Rubric Example

38. Point Grading Example

39. Activity Directions Create a Rubric Grading Scale for Properly Shampooing a Client. You may find this useful when you are an educator. Type, print and keep in your learning binder.

41. Educators will be called upon to provide information and advice to learners on subjects such as employment, licensing, etc.

42. Educators should schedule regular sessions with every student to discuss their progress through the course or program of study.

43. In every case, a conference will be required.

44. Conference: a private meeting between the educator and the learner.

45. Conferences give both parties the opportunity to discuss the problem and potential solutions.

46. The conference should be as nonthreatening as possible.

47. Should sit face to face.

48. The purpose is to bring change, not to intimidate.

49. Focus on the violations of the rules rather than the character of the learner. (If it’s about misconduct.)

50. Obtain learners view by asking sufficient questions.

52. It is signed by the educator and learner.

53. Performance Meetings- Outline all the areas in which the learner is meeting or exceeding standards set forth for performance.

54. The educator and learner should agree on a plan of action to improve areas that are not satisfactory.

55. Follow up it critical.