James Richards, William Angliss Institute

An old chestnut revisited:teachers’ opinions and attitudes toward grading within a competency based training framework

2

Some background to “grading”

The grading of meritorious performance continues after CBT

End of 1990’s questions are raised: The mission of VET Undermines agreed workplace

standards By mid 2000 arguments become silent

3

Why Grade?

Against: based on perceived negative effect on learners.

The role of VET teachers/trainers Two forces driving the need to grade The extent to which employers and

HE selection use grades?

4

Who should decide?

Industry developed standards

Training package developers

Individual organisations (teachers)

5

How to grade

Generic criteria model The WA experience – a “failure to

market” Competency as a developmental

continuum Standards referencing approach

(specific criterion model)

6

Research Question:

What are teachers’ attitudes and opinions regarding grading within a CBT system? the value of grading The process of grading Differences between operational and

management teachers.

7

Methodology

Exploratory

Likert-type survey

8

Results

Response rate 68.6%

14 (58.33%) – management teachers 8 (33.33%) – operational teachers 2 (8.33%) - unknown

9

Grading students offers many benefits and is worth the effort. (Raw scores)

SA A D SD DK0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

Management teachers

Operations teachers

Unknown

10

Grading students offers many benefits and is worth the effort. (%)

SA A D SD DK0

10

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40

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Management teachers

Operations teachers

Series3

11

Grading has a negative impact on struggling learners

Strongly agree Agree Disagree Strongly disagree Don't know0

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35

All teachers

12

Comments

Agree: Students see a “C” as “I just passed” – and that’s wrong.

Strongly disagree: Why should competition create negativity – it should encourage others to do better.

Agree: how can you be more competent than competent Strongly disagree: Those learners might be happy with

just a “C”. Disagree: teacher should be looking at student’s

personal best

Struggling learners maybe more comfortable with ungraded reporting (%)

13

Strongly agree Agree Disagree Strongly disagree Don't Know0

5

10

15

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35

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45

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All teachers

14

In grading we are trying to satisfy external agents (such as selection for employment, higher education entrance) at the expense of the student’s training needs.(%)

Strongly agree Agree Disagree Strongly disagree Don't know0

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10

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30

35

All teachers

15

I believe higher grades indicate potential for success in higher education (university) studies (%)

Strongly agree Agree Disagree Strongly disagree Don't know0

10

20

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40

50

60

All teachers

16

Comments

“not for employment, higher ed, yes” “grading is only used for higher ed. I have

never asked for a student’s results as an employer – I don’t care. What I want is for them to turn up, work well and be passionate”

“Employers look for attitude, commitment and integrity – not grades”

17

Level of support for grading in a CBT system (items5 & 8)

Strong support Support Not supported Strongly not supported Don't know0

5

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35

40

All teachers

18

Comments

Disagree: lack of consistency between teachers’ grades makes a mockery of grading. I labour over grading to the point that it becomes very stressful

Strongly agree: Encourages good students to do extra learning, put in more effort.

Don’ know: perhaps management units – not operational.

19

Level of comfort with grading

Strong comfort comfort discomfort Strong discomfort Don't know0

5

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35

40

All teachers

20

The process of grading

Continue to next slide

21

I believe the rubrics I use accurately represent workplace standards

Strongly agree Agree Disagree Strongly disagree Don't know0

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35

All teachers

22

Comments

Disagree: We do not, cannot replicate the workplace

Disagree: …teachers can interpret rubrics in their own way.

23

Because of my industry experience I can accurately judge performance at higher levels without the need for a rubric

Strongly agree Agree Disagree Strongly disagree Don't know0

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All teachers

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Comments

Don’t know: industry is not a consistent beast Strongly disagree: A rubric is essential to

quantify competencies, skills ..a gut feeling is simply not enough

25

It is essential to have good industry experience in providing meaningful grades to students

Strongly agree Agree Disagree Striongly disagree Don't know0

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All teachers

26

Requirements for grading student performance are becoming too complicated

Strongly agree Agree Disagree Strongly disagree Don't know0

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All teachers

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Comments

Strongly agree: Its taking the fun out of teaching

Strongly agree: Too many versions of what we are supposed to be doing – which one is correct?

Disagree: ..we just need to agree on a uniform approach

28

Rubrics used for grading should be centrally written and contained in each training package

Strongly agree Agree Disagree Strongly disagree Don't know0

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All teachers

29

There should be two assessment events: one that determines C/NYC, and a second to determine the grade

Strongly agree Agree Disagree Strongly disagree Don't know0

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All teachers

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Comments

Strongly disagree: Too labour intensive – teachers would not support this consistently

Disagree: prefer no grading at all Strongly agree: …teachers apply superior to

what should be competent because of the low standard of student performance: it is “outstanding” to see a student complete all competencies

31

I believe I am able to write meaningful rubrics

Strongly agree Agree Disagree Strongly disagree Don't know0

10

20

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40

50

60

70

All teachers