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Comparison of Grading Approaches and Reporting Learner Achievement

In every Educational system reporting of learner achievement is a critical aspect that educationists strive to address and improve continuously. Accurate reporting of learner achievement on attained competencies such as knowledge, skills and attitudes provides relevant feedback information in both formative and summative assessments that is useful for deciding appropriate remediation, placement for transition, certification and policy. The purpose of this study was to investigate styles of reporting learner’s achievement in large scale testing. Focus was made on comparison of grading candidate’s scores using raw marks as awarded by examiners and by use of statistically computed standardized scores in order to establish the most effective approach.

The large data for the study was obtained from summative examinations offered in the Kenyan education system for the Kenya Certificate of Secondary Education in five domain or subject areas of the year 2017. Descriptive statistics was used to analyze the quantitative and qualitative data obtained and reported using tables, frequency polygons and graphs following the use of MS excel application. The study established that there are more merits in the use of statistically computed standardized scores than the use of raw scores in reporting learner achievement. Further, use of rubrics to evaluate and express the measurement scores obtained was found to be highly meaningful and useful while disseminating results using big data in digital format was a great challenge. The study mainly recommends greater adoption and use of statistically computed standardized scores combined with descriptive rubrics in order to promote fairness and efficiency in reporting of learner achievements in various educational systems

Keywords:      Examination, Assessment, Summative Assessment, Standardized Scores, Measurement, Evaluation, Rubrics and Big data.

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