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How does an integrated grading system benefit teachers and students?

An integrated grading system (IGS) is a relatively novel method for evaluating student performance by merging various assessment methods and tools into a unified framework.

Nartey Ephraim

• 5 min read
Report card lying on a wooden surface
Image credit: Micheal Quirk

An integrated grading system (IGS) is a relatively novel method for evaluating student performance by merging various assessment methods and tools into a unified framework. It leverages technology to streamline grading, provide real-time feedback, and enhance teachers', students', and even parents' overall educational experience.

đź’ˇ Lessons learnt: The real value isn't in the technology, but in the experiences you shape with it.

In traditional grading systems, teachers often face the challenge of managing multiple forms of assessment, which can be time-consuming and prone to inconsistencies. Integrated grading systems address these issues by providing a cohesive platform that supports diverse assessment types, including assignments, quizzes, peer reviews, and self-assessments. This integration facilitates a more holistic understanding of student performance and progress.

Benefits for Teachers

  1. Efficiency in Grading: Integrated grading systems significantly reduce the time teachers spend on grading by automating routine tasks and providing immediate feedback to students. For instance, in a study on an automated grading system, teachers reported that the system not only saved time but also enhanced their ability to monitor student progress effectively (Cai & Tsai, 2019).
  2. Fair and Consistent Evaluation: These systems help maintain consistency in grading by utilizing standardized rubrics and automated scoring mechanisms. Research shows that such systems can achieve high correlation rates between teacher and automated grades, ensuring fairness and reliability in assessment (Sadler & Good, 2006).
  3. Enhanced Feedback Mechanisms: Integrated grading systems offer advanced feedback options, including multimedia feedback (video, audio, and text), which provide richer, more engaging responses to student work. This kind of feedback has been shown to improve student satisfaction and learning outcomes (Jaurez, 2016).
  4. Reduction of Grade Inflation: Integrated grading systems help maintain grading integrity and reduce grade inflation. By using standardized rubrics and continuous assessment tools, these systems ensure that grades accurately reflect students' understanding and mastery of the material. This approach was highlighted in a study on self-grading, which found that although self-grading systems could lead to grade inflation, proper implementation, and monitoring could mitigate this risk and enhance learning outcomes (Sadler & Good, 2006).
  5. Professional Development: The use of IGS can also contribute to the professional development of teachers by providing insights into student performance and identifying areas where instructional methods can be improved. For instance, integrated learning systems (ILS) that include diagnostic tools help teachers monitor student progress more effectively and tailor their teaching strategies to meet individual student needs (Underwood, Cavendish, & Lawson, 1996).

Benefits for Students

  1. Timely and Detailed Feedback: Students receive immediate feedback on their assignments, enabling them to understand their mistakes and improve continuously. Studies indicate that prompt feedback is crucial for student learning and helps them stay engaged with the course material.
  2. Enhanced Learning Experience: The integration of various assessment types, including self and peer grading, encourages active participation and critical thinking among students. Evidence suggests that self-grading, in particular, can significantly enhance student learning by promoting self-reflection and accountability.
  3. Improved Academic Performance: Integrated grading systems have been linked to better academic performance, as they provide a comprehensive view of student progress and identify areas needing improvement.

Key Differences Between Traditional and Integrated Grading Systems

Scope Traditional Integrated
Feedback Mechanisms Feedback is often delayed and limited in detail. Provides immediate, detailed, and continuous feedback, allowing for ongoing improvement.
Grading Consistency and Fairness Can be subjective and inconsistent across different teachers. Uses standardized rubrics and automated systems to ensure consistency and fairness.
Student Engagement and Motivation Engagement may be low between major assessments; students often focus on grades rather than learning. Encourages continuous engagement and motivation through regular feedback and diverse assessment methods.
Teacher Workload High workload during grading periods; most at times manual grading is time-consuming. Reduces workload through automated systems, allowing teachers to focus more on instruction and student support.

Case Study: Integrated Cumulative Grade Point Average (iCGPA) in Malaysia

One prominent example of an integrated grading system is the Integrated Cumulative Grade Point Average (iCGPA) implemented under the Malaysia Education Blueprint. This system was designed to provide a comprehensive assessment of students' abilities, knowledge, skills, and attitudes.

A qualitative study involving lecturers and students involved in the iCGPA pilot project revealed several key benefits. The iCGPA system helped in identifying students' actual capabilities more accurately, which in turn allowed educators to tailor their teaching methodologies to better meet student needs. Students reported that the iCGPA system motivated them to improve their performance, as it provided a clearer picture of their academic strengths and areas for improvement (Hemdi, Hanafiah, & Zahari, 2017).

Tips to Implementing an Integrated Grading System

  1. Develop Rubrics: Create detailed rubrics for projects and assignments to ensure consistent grading.
  2. Train Teachers: Provide professional development for teachers on using the management systems and integrating varied assessments.
  3. Engage Students & Guardians: Introduce students and their guardians to the integrated system, emphasizing the benefits of continuous feedback and varied assessments.
  4. Monitor and Adjust: Continuously monitor the system’s effectiveness and make adjustments based on feedback from teachers and students.

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References

Cai, Y.-Z., & Tsai, M.-H. (2019). Improving Programming Education Quality with Automatic Grading System.Sadler, P., & Good, E. (2006). The Impact of Self- and Peer-Grading on Student Learning. Educational Assessment, 11, 1-31Jaurez, J. (2016). Advanced Feedback Using Dynamic Rubrics, Video, and Audio: Student Perception and Teacher Efficiency with Advanced Tools in Online Grading.Fonte, D., Boas, I. V., Oliveira, N., Cruz, D. C., Gançarski, A. L., & Henriques, P. (2014). Partial Correctness and Continuous Integration in Computer Supported Education.Cassady, J., & Smith, L. L. (2005). The Impact of a Structured Integrated Learning System on First-Grade Students' Reading Gains. Reading & Writing Quarterly, 21, 361-376.Hemdi, M., Hanafiah, M., & Zahari, M. (2017). ICGPA as an integrated grading system: A qualitative study. New Educational Review, 49, 167-175.Bode, A. (2018). Integrating Collaborative Online Grading Platforms into the Coordination of Calculus: A Case Study. PRIMUS, 28, 550-561. Aman, A., Maelah, R., & Auzair, S. (2012). Implementation of integrated case studies course for accounting students. Procedia - Social and Behavioral Sciences, 59, 9-17.Strong, B. M., Davis, M. C. J., & Hawks, V. (2004). Self-Grading In Large General Education Classes: A Case Study. College Teaching, 52, 52-57. Schonell, S., & Macklin, R. (2019). Work integrated learning initiatives: live case studies as a mainstream WIL assessment. Studies in Higher Education, 44, 1197-1208.Lorents, A., Morgan, J., & Tallman, G. C. (2003). The Impact of Course Integration on Student Grades. Journal of Education for Business, 78(3), 135-138. Cooles, P., Harrigan-Vital, M., & Laville, A. (2014). Student performance and grading changes in a systems-based curriculum. Medical Education Online, 19, 23165.Bonesrønning, H. (2004). Do the teachers' grading practices affect student achievement? Education Economics, 12(2), 151-167.Sadler, P., & Good, E. (2006). The Impact of Self- and Peer-Grading on Student Learning. Educational Assessment, 11(1), 1-31.Figlio, D. N., & Lucas, M. E. (2000). Do High Grading Standards Affect Student Performance? Labor: Human Capital.Cai, Y.-Z., & Tsai, M.-H. (2019). Improving Programming Education Quality with Automatic Grading System.Jaurez, J. (2016). Advanced Feedback Using Dynamic Rubrics, Video, and Audio: Student Perception and Teacher Efficiency with Advanced Tools in Online Grading.Sadler, P., & Good, E. (2006). The Impact of Self- and Peer-Grading on Student Learning. Educational Assessment, 11, 1-31Underwood, J., Cavendish, S., & Lawson, T. (1996). Are Integrated Learning Systems Good For Teachers Too. Journal of Education, 5(3), 207-218.Fonte, D., Boas, I. V., Oliveira, N., Cruz, D. C., Gançarski, A. L., & Henriques, P. (2014). Partial Correctness and Continuous Integration in Computer Supported Education.