Grading Test Items of the Essay
The primary flaw in the essay test items, according to N.E. Gronlund (1990), is the grading system’s complexity. A few guidelines provided by test specialists may help to increase the essay questions’ impartiality when they are scored.
a. Prioritise creating a score key. The main ideas of the acceptable response, the aspect of the answer that has to be assessed, and the weights allocated to each should all be included in the scoring key. As an example, let’s say the query is, “Explain the primary components of instruction.” Assume that this question is worth 20 points as well. We may create the following scoring guide for the question.
i. A summary of the appropriate response. The establishment of instructional objectives, the identification of students’ entry behaviors, the provision of learning experiences, and the evaluation of students’ performance are the four components of teaching.
ii. Main features of the answer and the weights assigned to each.
‐Content: Allow 4 points for each element of teaching.
‐Comprehensiveness: Allow 2 points.
‐Logical organization: Allow 2 points.
‐Irrelevant material: Deduct up to a maximum of 2 points.
‐ Misspelling of technical terms: Deduct 1/2 point for each mistake up to a maximum of 2 points.
‐Major grammatical mistakes: Deduct 1 point for each mistake up to a maximum of 2 points.
‐Poo;r handwriting, misspelling of non-technical terms, and minor grammatical errors: ignore.
Preparing the scoring key in advance is useful since it provides a uniform standard for evaluation.
Read: Validity and reliability of test. Give more details on their relationship
b. Choose a suitable scoring scheme. Teachers in classrooms often employ one of two scoring strategies. both the rating and point systems. The teacher uses the point system to allocate a certain amount of points based on how closely each answer resembles the appropriate answer after comparing each response to the acceptable answer. Because restricted response questions allow for the identification and accurate assignment of point values to each answer feature, this approach works well for these kinds of questions. For instance: Let’s say the query is: “What are five theories that could explain why countries wage wars?” It is simple to give each hypothesis in the question a point value, and then to assess each response by that value.
The teacher reviews each response in the rating process before classifying it into one of several categories based on its caliber. The instructor could, for instance, create five categories:
Excellent – 10 points, good – 8 points, average – 6 points, weak – 4 points and poor – 2 points.
This approach works well for questions that need an extensive response since these questions require us to make broad assumptions about the key components of the solution. It’s best to assess each feature independently, add the point values, and then calculate the final score.
a. Go through a few of the papers to acquire a “feel” for the caliber of the responses. You’ll feel more stable in your judgment and more confident while scoring as a result.
b. After completing one question on each paper, score it before moving on to the next. Three key benefits come with this process. First, comparing the answers improves scoring fairness and accuracy; second, memorizing a single list of points reduces processing time and increases precision; and third, it prevents the “halo” effect. The propensity when rating a person to allow one of their traits to affect the evaluation of other attributes is known as the “halo effect.”
c. Establish clear guidelines for variables that might not be pertinent to the learning objectives being assessed. Several aspects affect how essay answers are graded. These elements include of neatness, handwriting, spelling, punctuation, sentence organization, style, and padding of extraneous content. The instructor should indicate which factors would be considered and excluded, as well as the points that would be added to or subtracted from each element.
d. Acknowledge the papers in secret. Instead of writing his name at the top of each page, have the pupil write it on the back of the end of the document. Another option is to assign a code number to each student, having them write it on their paper in place of their name.
Grading Criteria:
To a maximum of five points, one point is awarded for each of the above factors.
To a maximum of five points, one point will be awarded for each accurate statement of the elements listed.
Grammar, punctuation, or spelling errors are not penalized. If more than five elements are listed or mentioned, no bonus points will be awarded.
We will not pay attention to unnecessary details.
More sophisticated rubrics are necessary, nevertheless, when essay questions are meant to assess higher-order thinking abilities in the cognitive domain.
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