Relevant bibliographies by topics / Grading and marking (Students) – Lesotho

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Academic literature on the topic 'Grading and marking (Students) – Lesotho'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Grading and marking (Students) – Lesotho"

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Chen, Yi. "The Research on Intelligent Marking System for Examinations Based on Fuzzy Theory." Advanced Materials Research 918 (April 2014): 288–91. http://dx.doi.org/10.4028/www.scientific.net/amr.918.288.

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A lot of computer test system adopts objective topic given points by the computer, and the subjective topic is by the teachers review to points, giving teachers a lot of extra work. A targeted intelligence marking scheme is put forward in this paper, and connecting with the actual situation, designed and simulated the implements an intelligent system. With the aid of certain criteria, the subjective topic grading and the analysis of the examinee answers, are reasonable subjective item grading, shorting the testing process, saving marking time, without subjective factors in the marking. So that student's result can objectively real reaction students have mastered the knowledge and teachers' teaching.
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Elikai, Fara, and Peter W. Schuhmann. "An Examination of the Impact of Grading Policies on Students’ Achievement." Issues in Accounting Education 25, no. 4 (November 1, 2010): 677–93. http://dx.doi.org/10.2308/iace.2010.25.4.677.

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ABSTRACT: The strategy of evaluating students’ achievement using a marking system is a common practice in higher education institutions. The result of a student’s effort is usually communicated in the form of a letter grade or percentage correct on an exam or on the course as a whole. Although a vast majority of instructors use various grading policies and the impact of different grading policies on learning is a basis of considerable debate among academics, the empirical work regarding the impact of different grading policies on students’ performance does not include applications to accounting, a discipline for which student learning is directly tied to success in passing professional examinations. Theoretically, one of the functions of a grading system is to motivate students to work harder and perform better. This study provides insight into the impact of a lenient grading scale versus a strict grading scale on students’ achievement, where the level of “average” mastery in the latter category (the grade of C), is coincident with the minimum passing requirement of the professional accounting examinations. The results of this study support the notion that an attainable strict grading policy can be used as an important pedagogical technique to motivate students to study and may provide insight into grade scale decisions faced by accounting faculty seeking to prepare their students for the rigor of professional exams. Contrary to prior results in the literature, we find that when used in an upper-level undergraduate accounting course the stricter standard has a more profound effect on achievement for students at the lower end of the grade distribution.
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Teo, C. Y., and D. J. Ho. "Assessment of Undergraduate Project Work by Specific Criteria and Grading Category Index." International Journal of Electrical Engineering & Education 35, no. 2 (April 1998): 99–106. http://dx.doi.org/10.1177/002072099803500201.

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A systematic mechanism for the assessment of final year projects using a list of 22 assessment criteria and 8 grading categories for each criterion is described. The structured assessment system and the automated processing by an optical reader make the marking system more discriminative and consistent among the large number of students and supervisors.
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Chen, Chun Yu, Fu Cheng Wang, Xin Chen, Feng Cui, Li Li Zhang, and Chen Zhang. "Application of Image Processing to Computer Graphics." Advanced Materials Research 765-767 (September 2013): 2835–38. http://dx.doi.org/10.4028/www.scientific.net/amr.765-767.2835.

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The examination of the Computer Graphics is basically the computer examination to investigate the drawing ability in universities in recent years. Based on many years of teaching practice and according to the transformation trend of the computer intelligent paper marking, the image processing technology is adopted, and the key information of the image is extracted, and the image similarity calculation program is compiled, and the CAD automatic paper marking function is implemented by the contrast of the students plots with the standard answer. Through the calculation examples, the grading results are consistent with the artificial results ideally. The calculation speed is faster than the manual speed, thus the teachers working efficiency is improved.
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Okuda, Rieko, and Rika Otsu. "Peer assessment for speeches as an aid to teacher grading." Language Teacher 34, no. 4 (July 1, 2010): 41. http://dx.doi.org/10.37546/jalttlt34.4-1.

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In this study, we examined the level of agreement between teacher assessment and peer assessment during a speech presentation in an EFL context. A total of 88 students assessed speeches delivered by their peers. After four practice rounds of evaluating each other in small groups, a final assessment, including teacher assessment was conducted on speeches delivered to the whole class. Before each assessment, specifics on how to conduct the evaluations were explained by an instructor through visual demonstrations. A strong correlation (r = .82) was found between teacher marking and peer marking which indicates the viability of incorporating peer assessment into students’ final scores when proper guidance is provided. A questionnaire administered after the final speech revealed that most of the students had found peer assessment useful. 本研究では、学生によるスピーチについての教員評価（TA）とピア評価（PA）の一致の度合いを調べた。被験者88人は、小グループ内でスピーチとPAを４回実施した後、クラス全員の前でスピーチを行った。この最終スピーチではTAとPAを同時に実施した。評価基準については、教員が実演を交えて項目ごとに説明し、それをPA実施のたびに繰り返した。その結果、TAとPAの間には高い相関（r = .82）が得られ、最終評価へのPA組み入れが可能であることが示唆された。またPA実施後のアンケート調査の結果から、多くの学生がピア評価活動を「有益である」と評価しているのが分かった。
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Broadbent, Jaclyn. "Large class teaching: How does one go about the task of moderating large volumes of assessment?" Active Learning in Higher Education 19, no. 2 (July 23, 2017): 173–85. http://dx.doi.org/10.1177/1469787417721360.

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There is limited research on the quality of assessment moderation in large classes. Effective moderation practices can improve reliability, as well as reduce marker bias, attenuate prevalence of ‘hard’ or ‘soft’ markers, increase student and staff confidence in marking, and enhance the development of staff. This article shares a marking moderation practice used in large class teaching (>1500 students). The article highlights the importance of (1) including resources/communication that are provided to markers in order to facilitate a shared understanding and interpretation of the marking criteria; (2) incorporating multiple points of double marking to detect differences in marker performance over time that may have been brought on by fatigue, tight timelines or inexperience; and (3) developing markers’ skills early through formative feedback to acquire self-sufficiency, accuracy and expertise in the grading process. The practice of moderation utilised in this article overcomes some of the challenges of moderating large volumes of assessments. Particularly, the use of audio feedback and video resources was deemed the most novel and useful.
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Šorgo, Andrej. "THE TEACHER’S ROLE IN THE BATTLE OF THE INTELLIGENT MACHINES." Journal of Baltic Science Education 19, no. 1 (February 10, 2020): 4–5. http://dx.doi.org/10.33225/jbse/20.19.04.

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For most educators, grading and marking assignments are not high on their wish lists for their teaching routines. In the context of learning, the same can be said for their students, where examinations are associated with feelings such as insecurity, anxiety, fear, and stress. For diverse reasons, such as allowing students to self-assess their knowledge or providing homework, many teachers who are more advanced in the application of ICT, are already putting quizzes and tests online. Nowadays, such tests are in most cases delivered and assessed automatically, with an automatic system. Often, such basic systems provide feedback to the students if an answer is correct and a summary of the outcome. So far, so good ˗ after testing, students know what they still have to learn and what they have already learned. Equally, teachers get the same information about the students. In this way, a teacher’s time can be spent on better purpose. However, the drawback is that tests are uniform in the format of the templates provided by the system, the philosophy of test construction and the grading by their developers. Additionally, if not controlled, such tests can even be answered by people other than the target students.
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Kucelman, Ewa. "Cohesion — Between Instruction and Execution." Anglica Wratislaviensia 56 (November 22, 2018): 273–94. http://dx.doi.org/10.19195/0301-7966.56.17.

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The paper seeks to present a practical use of reference chains analysis in the grading process of EFL university students’ final practical English examination. The process of grading writing is always perceived as both tedious and subjective not only by the students but also by the examiners. The criteria listed by Cambridge English Language Assessment Department are very general, which makes examiners often adopt an impressionistic perspective while marking the content of the written assignment. At the same time, students often feel dissatisfied with the teacher’s comments on their performance, they cannot clearly see the mistakes in the text structure they have made and often feel unfairly graded. Using reference chains and collocations as one of the steps in the process of written work evaluation makes it possible to put forward clear, straightforward criteria for text organization. It gives immediate insight into the text structure, paragraph organization, superstructure layout and the level of correspondence between the original task and the actual student’s output. By being conducted as a series of precisely defined steps, according to a fixed checklist, it makes it possible for the examiner to draw objective criteria for grading writing. The empirical part of the paper focuses on the analysis of reference chains and collocations identified in the written examination of 15 first year students of English philology.
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Pownall, Ian, and Victoria Kennedy. "Cognitive influences shaping grade decision-making." Quality Assurance in Education 27, no. 2 (April 1, 2019): 166–78. http://dx.doi.org/10.1108/qae-04-2018-0040.

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Purpose The purpose of this study is to explore the influences that shape the intention of a grading decision at the point at which it is made. This can be particularly important when those influences may vary during the marking process making reflective analyses also difficult to explore. Design/methodology/approach The authors draw upon a small sample of assessed scripts from two UK higher educational institutions and undertake a factor analysis of potentially important influences that shape the grading decision at the cognitive point it is made. Findings The authors’ findings indicate that for the sample analysed, the marker’s most important influences were those associated with the normative view of marking, although they also suggest potential influences from when the script was graded and the fatigue of the marker concerned. Research limitations/implications The work is confined to management students and limited by the sample size. A factor analysis reveals the cluster of influences that contribute to observed grade outcomes but provides less clarity upon relative inter-dependencies between those factors. There are additional constraints in that the constructed data collection tool was self-administered. Practical implications The data collection instrument (VBA Excel workbook) is, the authors believe, quite innovative in capturing immediate cognitive reflections. It could be developed for other decision-making research. The authors also believe there are staff developmental outcomes from the work, to sustain and enhance assurance in the grading process. Originality/value As far as the authors can determine, research that has explored the influences shaping grading and mark allocation tends to be reflective or undertaken after the event. The authors’ research data are constructed at the same time as the grade/mark is determined.
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Murrant, Coral L. "Creative teaching assistant organization to maintain an Integrative Physiology course with 440 students." Advances in Physiology Education 31, no. 2 (June 2007): 180–85. http://dx.doi.org/10.1152/advan.00061.2006.

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We were recently challenged with trying to maintain the integrity and learning experience of our Physiology course, which included the use of long-answer, essay-style test questions, with a class size that increased over 2 yr by ∼200 students. We reorganized the teaching assistant (TA) support structure in an attempt to keep the testing style and mark (or grade) the exams accurately, in a timely fashion, and provide feedback to the students that want it. Each of four TAs became experts in two sections of the course. To assess our success, TA time allocation for specific duties was recorded. Marking (or grading) accuracy was assessed by recording test data including the number of tests returned for remarking and how much marks changed by when a grade was reassessed. Student feedback was solicited to determine whether this structure provided adequate feedback and support to the students. TAs spent an average of 115 h and 35 min ± 7 h 21 min of a total of 140 h contracted. On average, 13.2 ± 0.5% of the tests were identified as being inaccurately graded by 4.2 ± 0.7%. When asked to score whether the statement of assessment of students was fair, it scored 4.5 out of 5, where 5 equals strongly agree. When asked whether the course provided a worthwhile learning experience, the question scored 4.84 out of 5. Thus, we were successful at marking the exams accurately, in a timely fashion, and providing the necessary feedback, and we were successful at maintaining the objectives of the Physiology course with a class size of 440 students.
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Dissertations / Theses on the topic "Grading and marking (Students) – Lesotho"

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Behrend, Jennifer Lyn. "Teacher-stress and present day grading practices." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007behrendj.pdf.

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Stewart, Barbara. "Grading the General Chemistry Laboratory: A Constructivist Approach." Fogler Library, University of Maine, 2001. http://www.library.umaine.edu/theses/pdf/StewartB2001.pdf.

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Bauer, Duane Joseph. "The existence of grade inflation in our educational system." Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004bauerd.pdf.

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Boggs, Aaron M. "Alternative assessment in the secondary physics classroom." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/695.

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Dodson, Ronald W. "A grounded theory model for final grade decisions made by secondary teachers in suburban central Alabama." Birmingham, Ala. : University of Alabama at Birmingham, 2009. https://www.mhsl.uab.edu/dt/2009p/dodson.pdf.

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Thesis (Ph. D.)--University of Alabama at Birmingham, 2009.
Title from PDF title page (viewed Jan. 26, 2010). Additional advisors: Linda Searby, Loucrecia Collins, Margaret Rice, Scott Snyder, Connie Williams. Includes bibliographical references (p. 241-249).
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Matthews, Kevin. "Development and evaluation of an adaptive grading/learning system (AGLS)." View electronic thesis, 2008. http://dl.uncw.edu/etd/2008-3/rp/matthewsk/kevinmatthews.pdf.

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陳志剛 and Chi-kong Chan. "Rescaling of the grades in Hong Kong advanced level examination and Hong Kong certificates of education examination." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31977248.

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Neff, Christopher R. "75% 2.0/4.0 and what is passing? grading scale interpretations from students and teachers at Sun Prairie High School /." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009neffc.pdf.

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Tsagalidis, Helena. "Därför fick jag bara Godkänt... : bedömning i karaktärsämnen på HR-programmet /." Stockholm : Pedagogiska institutionen, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-8191.

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Norton, Charles W. "Weighted grading practice perceptions of the effect by high school counselors /." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008nortonc.pdf.

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Books on the topic "Grading and marking (Students) – Lesotho"

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Brookhart, Susan M. Grading. 2nd ed. New York: Merrill, 2009.

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Grading. 2nd ed. Upper Saddle River,N.J: Pearson Education, 2008.

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Grading. Upper Saddle River, N.J: Pearson, 2004.

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1953-, Jones Sonia, ed. Marking and assessment. London: Continuum, 2003.

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Baume, David. Learning to teach: Assessing students' work : training materials for research students. Oxford: Oxford Centre for Staff Development, 1996.

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Walvoord, Barbara E. Fassler. Effective Grading. New York: John Wiley & Sons, Ltd., 2009.

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Sue, Habeshaw, and Habeshaw Trevor, eds. 53 interesting ways to assess your students. Bristol: Technical and Educational Services, 1986.

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Sue, Habeshaw, and Habeshaw Trevor, eds. 53 interesting ways to assess your students. 2nd ed. Bristol: Technical and Educational Services, 1988.

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O'Connor, Ken. How to grade for learning: Linking grades to standards. 2nd ed. Arlington Heights, IL: SkyLight Professional Development, 2002.

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How to grade for learning. Arlington Heights, IL: Skylight Training and Pub., 1999.

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Book chapters on the topic "Grading and marking (Students) – Lesotho"

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Akinoso, Oye. "Globalization of Teaching Strategies in Mathematics Education in Nigeria." In Globalized Curriculum Methods for Modern Mathematics Education, 29–37. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6158-3.ch003.

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In the Nigerian system of education, there is need for introducing modern technology of learning mathematics so as to ease the learning of mathematics and allow students to learn anywhere. In other to suit the features globalization, Edmodo, which is one of the learning management system packages, was considered in this study. In Edmodo class, normal teaching processes can be carried out such as teaching, immediate response from students, classwork and assignment, marking and grading, while both students and parents have access to the score of the students. In this study, emphasis is being placed on integration, benefits, and how to use Edmodo in teaching and learning of mathematics. The study concluded that the use of different technological packages in teaching will extend learning of mathematics from the four walls of the classroom to learning outside the classroom, which allows students to learn anywhere and at any time.
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Adesemowo, A. Kayode, and Oluwasefunmi 'Tale Arogundade. "NreASAM: Towards an Ontology-Based Model for Authentication and Auto-Grading Online Submission of Psychomotor Assessments." In Advanced Concepts, Methods, and Applications in Semantic Computing, 166–89. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6697-8.ch009.

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Core and integral to the fourth industrial revolution, knowledge economy, and beyond is information and communication technology (ICT); more so, during and post the novel coronavirus pandemic. Yet, there exists a skills gap in ICT networking and networks engineering. Not only do students perceive ICT networking to be difficult to comprehend, lecturers and institutions grapple with the adequacy of ICT networking equipment. Real-life simulators, like the Cisco Packet Tracer, hold the promise of alternate teaching opportunities and evidenced-based environments for (higher-order) assessment. Research in the last decade on ontology for assessments have focused on taxonomy and multiple-choice questions and auto-generation and marking of assessments. This chapter extends the body of knowledge through its ontology-based model for enabling and auto-assessing performance-based and/or pseudo-psychomotor assessment. The auto-grading online submission system assists with authenticity and enables authentic and/or sustainable assessments.
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Conference papers on the topic "Grading and marking (Students) – Lesotho"

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Palmer, John, Robert Williams, and Heinz Dreher. "Automated Essay Grading System Applied to a First Year University Subject - How Can We Do It Better?" In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2553.

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Automated marking of assignments consisting of written text would doubtless be of advantage to teachers and education administrators alike. When large numbers of assignments are submitted at once, teachers find themselves bogged down in their attempt to provide consistent evaluations and high quality feedback to students within as short a timeframe as is reasonable, usually a matter of days rather than weeks. Educational administrators are also concerned with quality and timely feedback, but in addition must manage the cost of doing this work. Clearly an automated system would be a highly desirable addition to the educational tool-kit, particularly if it can provide less costly and more effective outcome. In this paper we present a description and evaluation of four automated essay grading systems. We then report on our trial of one of these systems which was undertaken at Curtin University of Technology in the first half of 2001. The purpose of the trial was to assess whether automated essay grading was feasible, economically viable and as accurate as manually grading the essays. Within the Curtin Business School we have not previously used automated grading systems but the benefit could be enormous given the very large numbers of students in some first year subjects. As we evaluate the results of our trial, a research and development direction is indicated which we believe will result in improvement over existing systems.
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Magnin, Morgan, Guillaume Moreau, Nelle Varoquaux, Benjamin Vialle, Karen Reid, Mike Conley, and Severin Gehwolf. "MarkUs: An Open-Source Web Application to Annotate Student Papers On-Line." In ASME 2012 11th Biennial Conference on Engineering Systems Design and Analysis. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/esda2012-82141.

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A critical component of the learning process lies in the feedback that students receive on their work that validates their progress, identifies flaws in their thinking, and identifies skills that still need to be learned. Many higher-education institutions have developed an active pedagogy that gives students opportunities for different forms of assessment and feedback. This means that students have numerous lab exercises, assignments, and projects. Both instructors and students thus require effective tools to efficiently manage the submission, assessment, and individualized feedback of students’ work. The open-source web application MarkUs aims at meeting these needs: it facilitates the submission and assessment of students’ work. Students directly submit their work using MarkUs, rather than printing it, or sending it by email. The instructors or teaching assistants use MarkUs’s interface to view the students’ work, annotate it, and fill in a marking rubric. Students use the same interface to read the annotations and learn from the assessment. Managing the students’ submissions and the instructors assessments within a single online system, has led to several positive pedagogical outcomes: the number of late submissions has decreased, the assessment time has been drastically reduced, students can access their results and read the instructor’s feedback immediately after the grading process is completed. Using MarkUs has also significantly reduced the time that instructors spend collecting assignments, creating the marking schemes, passing them on to graders, handling special cases, and returning work to the students. In this paper, we introduce MarkUs’ features, and illustrate their benefits for higher education through our own teaching experiences and that of our colleagues. We also describe an important benefit of the fact that the tool itself is open-source. MarkUs has been developed entirely by students giving them a valuable learning opportunity as they work on a large software system that real users depend on. Virtuous circles indeed arise, with former users of MarkUs becoming developers and then supervisors of further development. We will conclude by drawing perspectives about forthcoming features and use, both technically and pedagogically.
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