PowerPoint Slideshow about 'RELATIVE GRADING AT A GLANCE' - myrilla-favian
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ITM University has adopted “Relative Grading” methodology to grade the performance of a student in a course which otherwise being done using “Absolute Grading” methodology till previous Academic Year. This is a progressive step taken in the right direction, as “Relative (norm-referenced) Grading” methodology is probably the most widespread in higher education throughout the globe.
In relative grading, students are in competition with one another for a limited number of grades in each category, and a student’s grade is based on his or her relative position in the class.
This system is fairly correct for unanticipated problems (e.g. widespread absences due to a flu epidemic, tests that are too hard or too easy, too strict or too lenient evaluation etc.) because the scale automatically moves up or down. Students like relative grading for much the same reason.
Marks have no absolute correlation with grades. The relationship between the marks obtained and the grade awarded in a course is relative, based on the average performance of the batch in that course.
Minimum 80% marks will be required for getting “A+” grade (Highest Grade). However, mere getting 80% marks will not make any student entitled for getting an “A+” Grade. Hence, it is a necessary condition, but not the sufficient one.
Minimum 40% Marks (with atleast 30% in theory) is required to get a “D” grade (Lowest pass grade).
“Standard deviation technique” of relative grading will be adopted to grade student’s performance in a course having more than 40-45 registrations, as it is expected to follow a normal distribution. In this system student grades are based on their distance from the mean score for the class rather than on an arbitrary scale.
“Clustering approach with natural gaps” of relative grading will be adapted to grade student’s performance in a course having less than 40-45 registrations. In this method, students’ total course scores are arranged in descending order and the teacher looks for naturally-occurring gaps in the distribution of the scores to decide the marks spread for any grade. This reduces variance of marks within a grade.
Grading will be done for a course including all students registered for that course irrespective of branches.
Moderation of grades at course coordinator level and at HOD/Dean-Academics level is in-built in the system to take care of borderline cases and variable factors related to evaluation process from teacher to teacher between different sections, if deemed fit.
To see “Sample marks and grading format” showing relative grading using standard deviation method, click here.