Deck 10: Grading

Question 1

The best way to grade is:

A) the norm-referenced method.
B) the criterion-referenced method.
C) the alternative assessment method.
D) the contract grading system.
E) dependent on the particular educational setting.

Answer 1

E

Question 2

Criteria that have been appropriately used to make decisions regarding students' grades have included such things as:

A) all of the above.
B) showering after classes.
C) dressing in the appropriate uniform.
D) being on time to class.
E) skill proficiency.

Answer 2

E

Question 3

Which of the following is a reason to grade?

A) Grades mean different things to different teachers.
B) Physical education should make sweeping changes regarding the manner in which youth are evaluated.
C) Grades are the common denominator to signify students' performance.
D) Professional preservice and in-service preparation in the area of measurement and evaluation are lacking.
E) All of the above are reasons to grade.

Answer 3

C

Question 4

Which of the following is a reason not to grade?

A) Physical education is not an academic subject matter discipline.
B) Grades mean different things to different teachers.
C) The diversity of objectives in physical education makes grading physical education virtually impossible.
D) Existing standardized tests for physical education are very time consuming.
E) All of the above are reasons not to grade.

Question 5

The word or phrase used to best describe the calculations associated with determining a numerical rating for grading purposes is:

A) simple.
B) not that complex.
C) somewhat complex.
D) complex.
E) extremely complex, requiring the utilization of sophisticated computer software.

Question 6

The symbol used to denote progress that also serves as a permanent record for a student's achievement is referred to as:

A) standard deviation.
B) mean.
C) grade.
D) checklist.
E) criterion-referenced performance.

Question 7

Standards-based grading utilizes the traditional letter grade assignment system.

Question 8

Standards-based grading is a criterion-referenced approach to assigning overall grades.

Question 9

Grade inflation is not a problem in most physical education settings.

Question 10

Peer evaluation is a useful means to evaluate performance in the exercise sciences setting.

Question 11

Grading on effort and participation is considered effective.

Question 12

Assigning a grade as a result of performance measures can cause youngsters to become discouraged from active participation in physical activity.

Question 13

Unfortunately, many practicing professionals opt to base a student's grade solely on participation, meeting the required dress code, and behavior in class.

Question 14

A teacher who would be more likely to award a higher grade to a poor performer who tries hard than to award a skilled performer who puts forth minimal effort would be more concerned with:

A) product.
B) standard deviation.
C) process.
D) criterion-referenced grading.
E) percentile equivalents.

Question 15

Which of the following is most true?

A) Practitioners should put more emphasis on skill-related activities than health-related activities.
B) Students should be graded on the results of health-related fitness testing.
C) It is necessary for all domains to be weighted equally in grading.
D) Because health-related fitness is highly correlated to genetic predisposition, teachers should carefully devise grading procedures in this domain.
E) The affective domain should be emphasized the least in grading.

Question 16

Asking a student to practically apply their understanding of principle of intensity in exercise by designing a progressive exercise program is an example of:

A) portfolios.
B) contract grading.
C) peer evaluating.
D) alternative assessment.
E) reliability.

Question 17

The situation that allows the class to decide what is to be accomplished and the manner in which the progress toward goals will be evaluated is referred to as:

A) student self-evaluation.
B) group goal setting.
C) peer evaluation.
D) contract grading.
E) checklist.

Question 18

An evaluation process that gives students an opportunity to evaluate their classmates is referred to as:

A) self-evaluation.
B) group goal setting.
C) peer evaluation.
D) contract grading.
E) global grading.

Question 19

Utilizing measurement of student's performance as compared to a predetermined standard is referred to as:

A) the criterion-referenced approach to grading.
B) normative-referenced approach.
C) percentile equivalent.
D) performance standards.
E) percentage method.

Question 20

Which statement is most true concerning a student who is ranked in the 60th percentile on a test of sit-ups performed in a minute?

A) The student has performed as well as or better than 60% of the total population representative in the normative sample.
B) The student has performed as poor as or worse than 60% of the population used in determining the norms.
C) The student should receive a D-grade on the sit-up test.
D) The student's performance is a valid assessment if based on norms from a small, local population.
E) The student performed 60 sit-ups.

Question 21

If you were using the percentage method of grading to determine a grade, you must be mindful that:

A) it is a criterion-referenced grading system.
B) it is usually objective.
C) it is independent on the professional judgment of the teacher.
D) the collective performance on all assignments must be ranked.
E) the general proficiency of the group does not need to be considered.

Question 22

If you were using the standard deviation method to determine a grade, you must be mindful that:

A) a low score in a superior group is not the same as a low score in a less able group.
B) a low score in a superior group is the same as a low score in a less able group.
C) a high score in a superior group is the same as a high score in a less able group.
D) individual student scores are independent of the group scores in calculating a grade.
E) the general proficiency of the group does not need to be considered.

Question 23

An advantage of using the standard deviation method of grading is that:

A) it does not reflect relationships to mean scores but rather the units of measure.
B) it reflects individual achievement and progress toward objectives.
C) students and parents view it as a fair grading practice.
D) individual student grades become dependent on performance of classmates.
E) scores for different types of tests can be converted to a common scale.

Question 24

A test of relative achievement is:

A) criterion-referenced.
B) norm-referenced.
C) a percentage method.
D) a percentile equivalent method.
E) a performance standard.

Question 25

The best way to structure a point system used to determine grades would be to ensure that it is:

A) a negative system.
B) a positive system.
C) a combination of A and B.
D) a contract grading system.
E) a contingency management system.

Question 26

Which of the following is a consideration about grading on improvement?

A) It is not very time consuming.
B) Students are seldom placed in risk taking/dangerous situations.
C) The pretest could often be taken without the advantage of some knowledge or skill about the test and in all likelihood result in obtaining inaccurate data.
D) Students seldom would purposely decrease their performance on the pretest.
E) Improvement favors highly skilled performers.

Question 27

If a student's pre- and posttest scores on sit-ups completed in a minute were 30 and 40 respectively, and the highest score attained in class was 80, the improvement score for the student would be:

A) )20.
B) )30.
C) )40.
D) )50.
E) )60.

Question 28

The current prevalence of criterion-referenced tests makes it difficult to assign a grade to a specific performance.

Question 29

Grading procedures for the elementary, middle, and senior high schools are quite similar.

Question 30

Personal letters to parents regarding a child's performance, as well as face-to-face conferences, tend to provide settings in which quantifiable information can be shared.

Question 31

Instructors who choose to grade solely on improvement should simply use the difference between pretest and posttest in determining the improvement score.

Question 32

Giving blanket ""A's"" to an entire class conveys a positive message to all students.

Question 33

A process oriented teacher would be more likely to award a lower grade to a poor performer who tries hard than to a skilled performer who puts forth minimal effort.

Question 34

Assigning grades to students based on being in class on time and being properly attired is appropriate.

Question 35

Grading in physical education should be based on student's accomplishments as they relate to stated goals.

Question 36

A renewed emphasis on grading in physical education can, in part, be attributed to local and state mandates designed to increase program accountability.

Question 37

Grades are a common means to signify students' ability.

Question 38

Many programs of physical education have such broad goals that grading becomes difficult.

Question 39

All educators view grades in much the same way.

Question 40

As a discipline, physical education has established a clear-cut statement regarding the manner in which grades should be determined.

Question 41

The decision-making processes associated with student evaluation in physical education are actually more complex than grade determination itself.

Question 42

When determining a numerical rating for grading purposes, the actual calculations are not sophisticated procedures.

Question 43

Grading on improvement is not very time consuming.

Question 44

Maturation can actually be a factor to enhance a student's performance between a pretest and a posttest.

Question 45

The contract approach to grading allows students to proceed at their own pace and move toward a desired goal.

Question 46

There is no place for student self-evaluation in the physical education curriculum.

Question 47

Establishing a particular standard for the students to obtain in order to achieve a goal is an example of the criterion-referenced approach to evaluation.

Question 48

The percentage method of grading is the same as utilizing percentile equivalents.

Question 49

If you are using the normal curve to determine grades, a low score in a superior group is not the same as a low score in a less able group.

Question 50

The sum of the area underneath a normal ""bell-shaped"" curve is equivalent to 50%.

Question 51

The purpose of a criterion-referenced test is to place students as accurately as possible along a continuum ranging from the lowest to the highest possible scores.

Question 52

A test of relative achievement is sometimes referred to as a criterion referenced test.

Question 53

""Teaching for the test"" is an accepted and recommended practice for physical education programs.

Question 54

There is no place in physical education for failure.

Question 55

Potential is easy to determine.

Question 56

Grading on improvement is an approach that is subscribed to by most other subject matter areas within the school walls.

Question 57

Physical educators in the public and private schools are usually not responsible for assigning grades to students.

Question 58

A symbol that denotes progress and serves as a permanent record of a student's record of achievement is referred to as a ___.

Question 59

Predetermined targets that are distributed among the four learning domains are referred to as ___.

Question 60

Grades should be awarded on the basis of ___ toward predetermined performance objectives.

Question 61

Having students take a pretest without the advantage of some knowledge or skill about the test will, in all likelihood, result in obtaining inconsistent and ___ data.

Question 62

Grading systems that utilize points should be structured to reward ___ behavior.

Question 63

Tests of relative achievement are otherwise referred to as ___ tests.

Question 64

The square root of the mean of the squared deviation scores of the distribution is referred to as ___.

Question 65

A drawback to using a standard deviation method to determine grades is that a student's grade becomes dependent on the performance of ___.

Question 66

A student whose performance on the mile run places him/her at the 90th percentile has performed as well as or better than ___ % of all students included in the normative database.

Question 67

Students who are able to assess and evaluate their personal level of performance are, in all likelihood, able to complete a ___.

Question 68

Allowing the class to decide what is to be accomplished and the manner in which the progress toward the goal will be evaluated is referred to as ___.

Question 69

A method of grading which allows students to progress at different rates towards predetermined goals is often referred to as ___.

Question 70

Absence reports, letter grades, and a space for comments by the teacher are pieces of information usually included on the ___.

Question 71

A means to illustrate student progress and report performance can be accomplished by utilizing computer programs to produce a ___.

Question 72

If virtually all students in the class receive a grade of "A," then there is likely a problem with ___.

Question 73

In sound grading practices, it is important to effectively link student ___ to performance-based objectives.

Question 74

___ based grading is a criterion-referenced approach to assigning students an overall grade.