1. The document discusses factors to consider when establishing a grading scheme for a course, including what criteria to include and their relative weights. It suggests basing grades primarily on measurable achievements and considering effort, improvement, and other subjective factors less heavily. 2. Guidelines are presented for selecting grading criteria, such as stating the full grading scheme in writing for students and using observable measures for subjective factors. 3. An anecdote is included emphasizing that teachers can best support student learning through establishing optimal conditions rather than dictating outcomes.

1. Assessment: Grading & Student Evaluation Eddy White, Ph.D. Assessment Coordinator Center for English as a Second Language University of Arizona

2. The goal of assessment has to be, above all, to support the improvement of learning and teaching. (Fredrickson & Collins, 1989)

6. definition: Classroom Assessment

13. 2010

19. Decision-making is perhaps the most critical of all teaching skills.

22. decision making

24. Grading/Student Evaluation

25. Grading and Student Evaluation : Challenges, Choices, and Consequences

30. Grading schemes for a course

32. 2010 MA TESOL Program San Francisco State University

37. Grading Questionnaire

41. What factors should be included in deciding the final grade for a course?

55. Guidelines

58. Grading and Student Evaluation : Challenges, Choices, and Consequences

59. decision making

61. The goal of assessment has to be, above all, to support the improvement of learning and teaching. (Fredrickson & Collins, 1989)

63. finally . . .

64. a story

69. Assessment: Grading & Student Evaluation (January, 2012) Eddy White, Ph.D. Assessment Coordinator Center for English as a Second Language University of Arizona