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Individualization of Instruction: Evaluation--A Roadblock. Education Monograph No. 5.

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Bibliographic Details
Title: Individualization of Instruction: Evaluation--A Roadblock. Education Monograph No. 5.
Authors: Zimmerman, R. R., Halbert, T. D., Montana Univ., Missoula. Div. of Educational Research and Services.
Peer Reviewed: N
Page Count: 20
Publication Date: 1970
Descriptors: Academic Achievement, Evaluation Criteria, Evaluation Methods, Grading, Individualized Instruction, Learning, Student Evaluation, Summative Evaluation
Abstract: This monograph questions the use of grading as an evaluation of student performance. The paper emphasizes that grading does not take into consideration some of the factors that affect learning: a) individuality, b) responsibility of the student, c) experience in learning, and d) motivation. Research on the detrimental effects of the present system of grading is briefly reviewed. The criteria that should be served through evaluation are stressed: a) facilitation of self evaluation, learning, and teaching; b) inclusion of educational objectives; c) provision for feedback to questions of curriculum development and educational policy; and d) production of appropriate records. An alternative approach to the current grading system, which includes the above criteria, is presented. The Complete-Incomplete system is discussed: it contains the positive aspects of the pass-fail system without the failure dimension. A 16-item bibliography is included. (For related documents, see SP 006 948, 950-53.) (BRB)
Journal Code: RIEFEB1974
Entry Date: 1974
Accession Number: ED083163
Database: ERIC
Description
Abstract:This monograph questions the use of grading as an evaluation of student performance. The paper emphasizes that grading does not take into consideration some of the factors that affect learning: a) individuality, b) responsibility of the student, c) experience in learning, and d) motivation. Research on the detrimental effects of the present system of grading is briefly reviewed. The criteria that should be served through evaluation are stressed: a) facilitation of self evaluation, learning, and teaching; b) inclusion of educational objectives; c) provision for feedback to questions of curriculum development and educational policy; and d) production of appropriate records. An alternative approach to the current grading system, which includes the above criteria, is presented. The Complete-Incomplete system is discussed: it contains the positive aspects of the pass-fail system without the failure dimension. A 16-item bibliography is included. (For related documents, see SP 006 948, 950-53.) (BRB)