Why 35 Marks Can Still Be a C: Understanding Exam Grade Thresholds

As an educator, I am writing this not for any other purpose than to share the truth with the public.

This article is not written on behalf of any authority or institution, but simply from my professional responsibility as someone who has worked in education for many years.

For the first time in Maldivian history, the grade thresholds (or grade boundaries) for the Secondary School Certificate Examination (SSCE) were published openly. This is a historic step towards transparency in assessment.

At the same time, it has also created confusion and concern among parents, students, and even some teachers — especially when they saw that a student with 35 marks could still be awarded a C grade.

Because this is new to the Maldivian context, it is natural for people to ask questions. My aim here is to explain what grade thresholds are, why they change, and why they are actually a fairness mechanism used all over the world, not a trick or weakness in the system.

How can a student who scored just 35 marks be awarded a C grade?

These questions are valid, but to answer them we need to understand how grade thresholds work, why they exist, and why they are essential for fairness.

Why do exam papers vary even if the syllabus is the same?

Even though students study the same syllabus, exam papers are never identical. Each year, exam boards must create new questions:

• Some years, questions are slightly harder (e.g., requiring deeper analysis).
• Other years, questions are more straightforward.

If raw mark cut-offs were fixed (like 70% = A every year), students sitting a harder paper would be unfairly penalized. Thresholds adjust for this variation, ensuring fairness across years (Ofqual, 2014; Cambridge Assessment, 2023).

What are grade thresholds and why do they matter?

Grade thresholds are the minimum marks required to earn a grade, like C, B, or A.

• They are not fixed percentages.
• They ensure a student of the same ability earns the same grade every year.

Minister’s Clarification
As the hon. minister highlighted, “student attainment is judged against standards, not raw marks.”

He further clarified that grade thresholds are not indicators of student weakness, but fairness mechanisms designed to ensure comparability across years. According to the Minister, thresholds are set through a combination of statistical equating (such as Z-scores and prior attainment models) and expert examiner judgment — not fixed raw mark cut-offs.

In short: thresholds ensure that a C in 2025 means the same as a C in 2020.

How do statistics (Z-scores) and examiner judgment work?

Statistical Equating (Z-scores):

• In Year A, the paper is relatively easy, and the average score is 65/100.
• In Year B, the paper is harder, and the average drops to 52/100.

If the grade cut-off for a “C” was fixed at 50 marks, students in Year A would have an unfair advantage, while students in Year B would be unfairly penalized. Z-scores resolve this by comparing how far each student’s performance is from the overall average, not just raw marks.

This way, a student slightly above average in both years still gets the same grade.

Expert Judgment:
Numbers alone aren’t enough. Senior examiners review scripts around grade boundaries. For example, they may check scripts scoring between 38–42 marks to decide if they genuinely reflect the quality of a Grade C standard. If the work shows the required skills, then the threshold for C may reasonably be set at 35 that year.

Together:
This balance of statistics and expert judgment ensures that grades reflect consistent standards across years (Newton, 2007).

DPE Clarification

Mr. Sulthan Ramiz, Head of the Department of Public Examinations (DPE), explained that the Maldives follows all required procedures to set thresholds, using both statistical models and examiner reviews. He confirmed that the process was also verified by Cambridge, who assured that this is the same standard they use internationally.

What would happen if there were no thresholds?

Without thresholds:

1. Students taking a harder paper could get unfairly low grades.
2. Students taking an easier paper could get inflated grades.
3. Grades would lose meaning — universities and employers couldn’t trust them.
4. Schools might focus only on raw marks instead of real understanding.

Thresholds are the safety mechanism that protects students.

Are thresholds used only in the Maldives?

No. Thresholds are a global best practice:

• Cambridge International (IGCSE & A Levels): grade boundaries change yearly.
• Ofqual, UK (GCSE & A Levels): thresholds adjusted to maintain standards.
• Singapore: some exams use bell-curve grading (Tan et al., 2020).
• India: moderation policies (CBSE, ICSE) ensure fairness.
• USA (SAT, GRE): Use equating so that a scaled score (e.g., 600) always represents the same level of ability across years, even if the raw marks needed to reach it change.
• Sri Lanka: Z-scores are used for university entrance (Aturupane, 2011).

These examples show thresholds are not arbitrary — they are global fairness practices.

Misconceptions about thresholds

• “Lower thresholds mean weaker students.” ❌ False. They reflect paper difficulty, not student ability.
• “High thresholds mean better students.” ❌ Not necessarily; the paper may be easier.
• “Thresholds are arbitrary.” ❌ Wrong. They are based on data + expert judgment.
• “Thresholds are fixed before the exam.” ❌ Incorrect. They are set after marking.

Why do thresholds matter for Maldivian students?

Many Maldivian students sit both local and international exams. When thresholds are misunderstood, it leads to confusion and frustration.

• A student scoring 65% this year and another scoring 65% next year might receive different grades.
• But in reality, both grades reflect the same level of achievement for their year.

Thresholds make sure grades stay fair and consistent, no matter how difficult the paper is.

Conclusion

Exams are not simply about percentage marks. They are about maintaining consistent standards across years.

Grade thresholds — determined by statistics and expert judgment, and verified internationally — ensure that an “A” in 2025 means the same as an “A” in 2020. For Maldivian parents and students, understanding this reduces anxiety and builds trust: the system is not designed to trick students, but to protect fairness and credibility.

Teacher FAQ on Grade Thresholds (click to expand)

Q1. If 35 marks can be a C, are marks meaningless?

No. Marks are the raw evidence of performance; thresholds interpret those marks in context so a Grade C represents the same achievement standard each year (Ofqual, 2014; Cambridge Assessment, 2023).

Q2. Can we compare students across different years?

Compare by grade, not raw marks. Thresholds are designed so that a C in 2025 means the same as a C in 2020 (Cresswell, 1996).

Q3. Isn’t it unfair if one year a C is 35 and another year 45?

It would be unfair not to adjust. Thresholds protect students from harder/easier papers so standards remain stable over time (Newton, 2007).

Q4. Is this new in Maldives?

Publishing thresholds is new and improves transparency. The underlying use of thresholds follows international practice (e.g., Cambridge) (Cambridge Assessment, 2023).

Q5. Who sets thresholds—statistics or people?

Both. Statistical equating (e.g., Z-scores) plus expert examiner review of borderline scripts ensure consistent standards (Z-score overview; Cresswell, 1996).

Q6. Isn’t examiner “judgment” subjective?

Judgment is guided by mark schemes and grade descriptors, serving as a quality check so numbers alone don’t distort meaning (Newton, 2007).

Q7. Should schools stop using fixed percentages in internal tests?

Fixed cut-offs can be practical for school quizzes. But high-stakes national/international exams use thresholds to keep results comparable over years (Ofqual, 2014).

Q8. Won’t thresholds make students think they can “pass” with low marks?

No. Thresholds don’t lower standards; they adjust the raw mark needed to reflect the same standard of achievement each year (Cambridge Assessment, 2023).

Q9. How can teachers explain thresholds to parents?

Use an analogy: some years the exam is a steeper climb; thresholds ensure reaching the same height earns the same grade. This helps reduce misconceptions (Tan et al., 2020).

Q10. Why do exam papers vary so much in difficulty if the syllabus is the same?

New papers must sample different skills and topics each year; some sessions lean more on analysis/problem-solving and feel harder. Thresholds compensate so grades remain comparable (Ofqual, 2014; Cambridge Assessment, 2023).

Q11. Are thresholds used globally?

Yes: Cambridge IGCSE/A Levels (annual boundaries), UK GCSE/A Levels (maintaining standards), SAT/GRE (equating scaled scores), Sri Lanka Z-scores for university entry (Cambridge; Ofqual; Aturupane, 2011).

References

Aturupane, H., & Wikramanayake, D. H. (2011). The promotion of social cohesion through education in Sri Lanka (South Asia Human Development Sector Discussion Paper Series No. 46). World Bank. Open Knowledge page | Direct PDF

Cambridge Assessment International Education. (2023). Grade threshold tables (IGCSE and A Levels). Cambridge International. https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-upper-secondary/cambridge-igcse/grade-threshold-tables/

Cresswell, M. (1996). Defining, setting, and maintaining standards in curriculum-embedded examinations. Assessment in Education: Principles, Policy & Practice, 3(2), 133–151. https://doi.org/10.1080/0969594960030202

Newton, P. (2007). Clarifying the purposes of educational assessment. Assessment in Education: Principles, Policy & Practice, 14(2), 149–170. https://doi.org/10.1080/09695940701478321

Ofqual. (2014). Maintaining standards in qualifications over time. UK Government Publications. https://assets.publishing.service.gov.uk/media/5fb4fc1ed3bf7f63d7075a39/Maintaining_Standards.pdf

Tan, L. Y. L., Yuen, B., Loo, W. L., Prinsloo, C., & Gan, M. (2020). Students’ conceptions of bell curve grading fairness in relation to goal orientation and motivation. International Journal for the Scholarship of Teaching and Learning, 14(1), Article 7. https://doi.org/10.20429/ijsotl.2020.140107

ހެދޭ ކުށްތަކުގެ ތަޖުރިބާއިން ދަސްކުރުން: ދަރިވަރުންގެ އުގެނުން ކުރިއެރުވުމަށާއި ޝައުގު އުފެއްދުމަށް ކްލާސްރޫމުގައިދެވޭ އެސެސްމަންޓްތަކުގެ ބޭނުންހިފުން

Performance-Based Assessment

ދަރިވަރުންގެ މަސައްކަތާއި އުފެއްދުންތައް ވަޒަންކުރާނޭގޮތްތައް

Writing Subjective Test Items

Islamic University of Maldives

Postgraduate Diploma in Teaching Course

AHS Campus

Prepared by: Mohamed Nasir

Writing Subjective Test Items

Subjective tests, including short answer essays, extended-response essays, problem-solving, and performance tasks, demand original answers, evaluated based on the examiner's judgment. Although more challenging and costly to prepare, administer, and assess, subjective tests can offer greater validity. Designing clear and precise prompts is crucial. Subjective tests encompass short answer and essay questions.

Short Answer Questions: Short answer questions, often used to assess basic knowledge, lack a fixed structure. Answers vary from one word to a few lines, sometimes presented in bullet points.

Examples:

1. MHz measures the _________________ of the computer.
2. List the different types of tests.
3. State the third law of motion.

Advantages of Short Answer Questions:

• Fast to mark and versatile.
• Suitable for formative and summative assessments.
• Prevents guessing; students must provide answers.

Disadvantages of Short Answer Questions:

• Limited to questions, allowing short responses.
• Wording precision is crucial.
• Scoring can be influenced by handwriting/spelling skills.

Constructing Short Answer Questions:

• Align with learning objectives.
• Use precise language and specify the desired response.
• Indicate the expected answer format (single word, short phrase).
• Provide instructions on scoring and acceptable formats.
• Prepare a structured marking sheet.

Essay Tests: Understanding the Basics Essay tests, derived from the French word ‘essayer,’ require lengthy written responses, offering freedom of expression. Two types exist restricted response (controlled scope) and extended response (freedom of depth and organization).

Advantages of Essay Tests:

• Promotes creativity and problem-solving.
• Measures complex learning outcomes.
• Enhances writing and organizational skills.
• Applicable for higher cognitive levels.
• Economical and easy to administer.

Disadvantages of Essay Tests:

• Subjectivity in grading.
• It is time-consuming to grade.
• Limited coverage of course content.
• Language proficiency affects performance.

Making Essay Tests Less Subjective:

• Avoid open-ended questions.
• Use standardized questions.
• Anonymize student identities during grading.

Scoring Essay Tests Objectively:

• Prepare an ideal answer key.
• Choose appropriate scoring methods (analytic or global).
• Control irrelevant factors like handwriting.
• Evaluate anonymously.
• Obtain independent ratings for important decisions.

References:

Doher, G. (1991). Do teachers' comments on students' papers help? College Teaching, 39, 48-54.

Perkins, D. (1993). Teaching for understanding. American Educator, 17(3), 8 and 28-35.

Steele, C. W. (1992). Critique: don't bash. Writing and Learning, 3(1), 5-6.

Online Source:

Effective Grading of Writing Assignments

Writing Objectives Test Items

Islamic University of Maldives

Postgraduate Diploma in Teaching Course

AHS Campus

Writing Objectives Test Items

Prepared by: http://mohamednasir.blogspot.com/

Types of Objective Test

1.   SELECTION TYPE

                A. True-false Items

-         it is written in a form of a declarative sentence. The student must judge whether the sentence is a true or a false statement.

          Suggestions for writing True-False Items

         

1.     The desired method of marking true or false should be clearly explained before students begin the test.

2.     Construct statements that are definitely true of definitely false, without additional qualifications.

3.     Use relatively short statements and eliminate extraneous material.

4.     Keep true or false statements at approximately the same length, and be sure that there are approximately equal numbers of true or false.

5.     Avoid using double-negative statements. They take extra time to translate and are difficult to interpret.

ޓެސްޓް ތައްޔާރުކުރުމުގެ އާންމު އުސޫލުތައް

ބްލޫމްސް ޓެކްސޮނޮމީ އަދި ޓޭބަލް އޮފް ސްޕެސިފިކޭޝަން

Postgraduate Diploma in Education IUM, AHS Campus Assessment & Evaluation Module: Group Presentation on Assessment for Learning: Providing Descriptive Feedback, Group 3

Postgraduate Diploma in Education IUM, AHS Campus Assessment & Evaluation Module: Group Presentation on Assessment for Learning: Sharing Success Criteria. Group 2

Postgraduate Diploma in Education IUM, AHS Campus Assessment & Evaluation Module: Group Presentation on Assessment for Learning: Sharing Learning Intentions. Group 1

A learning intention is simply a description of what you want your pupils to know, understand or be able to do by the end of a lesson. It tells pupils what the focus for learning is going to be.

The concept of learning intentions is not new – as a teacher you devise learning intentions regularly. However, you may, instead, call them ‘learning objectives’, ‘learning goals’ or ‘learning aims’. In AfL, the word ‘intention’ is used purposely because it puts greater emphasis on the process of learning rather than the end product.

Why Use Learning Intentions?

Firstly, discussing learning intentions helps focus you and the pupils on the learning rather than the activity. Informing pupils about what they are going to learn and why they should learn it gives pupils the tools they need to take more responsibility for their own learning and achieve learning independence. Practice shows that pupils who regularly receive this information in the classroom are:

·        more focused for longer periods of time;

·        more motivated;

·        more involved in their learning; and

·        better able to take responsibility for their own learning.

This step also immediately and actively involves pupils with their own learning, even before the activity or lesson has begun, and it offers opportunities for key interactions between you and your pupils.

Framing and Delivering Learning Intentions

Learning intentions need to be shared with pupils before they begin an activity or lesson. For best effect, you should follow these five steps when using learning intentions to introduce a new activity:

Identify what pupils will be learning (We are learning to …).

Explain the reason for the learning (We are learning this because …).

Key Elements of AfL

Share (and sometimes negotiate) the learning and the reason with pupils.

Present the information in language that they can understand. Revisit the learning intention throughout the activity or lesson. It’s very easy for both you and your pupils to confuse what they are doing with what they are learning. Remember, learning intentions are most effective when they focus on the learning rather than the learning activity. When writing learning intentions it is best to:

·        separate the task instructions from the learning intention; and

·        be clear about what you want pupils to learn.

Defining the Learning

To frame learning intentions, you need to defi ne the learning. We are all familiar with learning being described in terms of what pupils know, understand and are able to do. You can, therefore, express the learning in

terms of:

·        knowledge;

·        understanding; and

·        skills.

Knowledge is factual information, for instance the parts of a plant, key events of World War One, etc. Understanding typically concerns concepts, reasons or processes (the need for a healthy diet, the difference between convection, conduction and radiation, etc.). Skills are proficiencies, dexterities or abilities acquired through training or experience (for example applying techniques, drawing conclusions based on evidence, using a multiplication grid, collaboration, etc.).

What Makes a Good Learning Intention?

The most useful learning intentions are those that focus on generic, transferable skills. This means that pupils can take these skills away with them to use and apply in other contexts. It also encourages them to make connections across the curriculum and recognise where they are using the same or similar skills in unfamiliar contexts.

For example, some quality learning intentions are as follows:

We are learning to work effectively in groups.

We are learning to use evidence to support an opinion.

We are learning to carry out a fair test.

We are learning to interpret data.

Another advantage of generic learning intentions is that pupils of all abilities are able to achieve them; the differentiation is in the way the pupils achieve or demonstrate the intention, not by creating different learning intentions for pupils of different abilities.

Putting Learning Intentions into Practice

Here are some tips for using learning intentions effectively.

1. Start small.

You don’t need to have a learning intention for every lesson. You could start with one aspect of the curriculum, like narrative writing within Literacy, and highlight its respective learning intentions. If you do want to use learning intentions on an ongoing basis, you will probably only need to create learning intentions two or three times per week, as that is approximately how often new learning is introduced in classrooms.

  

2. Separate the learning from the task/activity.

This helps pupils (and you) to focus not on the activity, but on what they will have learned by doing it.

3. Tell them why they are learning something.

This can motivate pupils and also help them to see connections in the curriculum. When possible, give a real-life rationale for the learning.

4. Use appropriate language.

Remember to use the language of learning: better to say ‘we are learning to’ rather than ‘we are doing’.

5. Display the learning intention.

This helps pupils to maintain focus while they are working – you could use an interactive whiteboard/fl ip chart/WALT board, etc. A display will also help remind you to refer back to the learning intention throughout the lesson, and the pupils can take a role in designing the display, if you choose.

6. Discuss the learning intention with pupils.

This allows the pupils to internalise and explore what is required of them. You can also use the learning intention as a focus for evaluation during plenary sessions. Encourage your pupils to use the language of thinking and learning when they reflect on whether they have achieved a learning intention.

ސެލްފް އެސެސްމެންޓް އަދި ޕިއަރ އެސެސްމެންޓް

އެސެސްމެންޓް ފޮރ ލަރނިންގ އަދި ފީޑްބެކް ދިނުން

ތަފުޞީލީ ފީބެކްޑް ދިނުމުން ދަރިވަރަށް ރަނގަޅަށް ކުރެވުނީ ކޮންކަމެއްކަމާއި އިތުރަށް ރަނގަޅު ކުރަންޖެހޭ ކަންތައްތަކާއި އިތުރަށް ރަނގަޅުކުރަން އަޅަންޖެހޭ ފިޔަވަޅުތައް ސާފުކޮށް އެނގެއެވެ. އަނގަބަހުންނާއި ލިޔުމުންވެސް ފީޑްބެކްދެވިދާނެ އެވެ.

ސަކްސަސް ކްރައިޓީރިއާ އާއި ފީޑްބެކް ރަނގަޅަށް ގުޅިފައި އޮތުމަކީ މުހިންމުކަމެކެވެ. " ގުޑް ޖޮބް " ނުވަތަ " ކީޕް އަޕް ދަ ގްރޭޓް ވޯކް " ފަދަ ބަސްތައް ބެލެވޭނީ ތައުރީފުގެ ގޮތުގަ އެވެ. ފީޑްބެކްގެ ގޮތުގައެއްނޫނެވެ.

ފީޑްބެކް ދޭނެގޮތް:

ސްޓްރެޓެޖީ	އިޚުތިޔާރުކުރެވިދާނެ ގޮތްތައް
·       މައުލޫމާތާއި ފެކްޓްސް އަށް ވަގުތުން ފީޑްބެކް ދިނުން ( ރނަގަޅު / ނުރަނގަޅު ) ·       ދަރިވަރަށް އެކަމެއް ރަނގަޅުކުރާނެ ވަގުތު އޮއްވައި ފީޑްބެކް ދިންން	·         ވަގުތުން ·         ގިނަގިނައިން	ވަގުތު
·         ސަކްސަސް ކްރައިޓިރިއާ އާއިގުޅޭގޮތުން ދަރިވަރުގެ ރަނގަޅު ކަންތައްތަކާއި އިތުރަށް ރަނގަޅުކުރަންޖެހޭ ކަންތައްތަކަށް ·         ދަރިވަރަށް ދެންކުރެވިދާނެކަމަކީ ކޮބާކަން ފާހަގަކޮށް ކޮމެންޓްކުރުން (ޒާތީ ވަހަކައެއް ލިޔެގެން ނުވާނެ)	·         ދަރިވަރު އުފެއްދި އެއްޗަކަށް ·         ދަރިވަރު މަސައްކަތްކުރި ގޮތަށް	ފޯކަސް
·         ހަމަހަމަ އުސޫލަކުން އަދި އިސްކަންދޭތަރުތީބަކުން ·         އުނގެނުމުގެ އެންމެ މުހިންމު ލަނޑުދަނޑިއާއިގުޅޭ ޕޮއިންޓްތައް ހިމެނުން ·         ދަރިވަރުގެ ނަފުސާނީ ތަރައްގިގެ ފެންވަރަށް ރިޢާޔަތްކުރުން	·         ހިމަނާނީ ކިތައް ޕޮއިންޓް ·         ކޮންމެ ޕޮއިންޓެއްގައި ހިމަނާނީ ކިހާވަރަކަށް	މިންވަރު
·         އެދަރިވަރަކާއި އެންމެ އެކަށޭނެގޮތަކަށް ފީޑްބެކްދިނުން -          ދަރިވަރުގެ ގާތު އިށީދެހުރެތޯ -          ވަކި ބައްދަލުވުމެއްގައިތޯ -          ލިޔުމުންތޯ -          ދަރިވަރު މިސާލެއް ބޭނުންވޭތޯ	·         އަނގަބަހުން ·         ލިޔުމުން ·         ވިޜުއަލް / އަމަލީގޮތުން	މޯޑް
·         ވަކވަކި ދަރިވަރުންގެ ވަކި ޚާޢްޞަކަމެއް ފާހަގަކުރާނަމަ ވަކިވަކި ދަރިވަރުންނަށް ·         ގްރޫޕް / ކްލާސް ފީޑްބެކް – މުޅި  ކުލާހަށް ނުވަތަ ގިނަދަރިވަރުންނަށް ވަކި މަފުޙޫމެއް އޮޅުންއަރާނަމަ	·         ވަކިވަކި ދަރިވަރުންނަށް ·         ގްރޫޕަށް / މުޅި ކުލާހަށް	އޯޑިއަންސް

ދަރިވަރަށް މަންފާއެއްނުކުރާނެ ފީޑްބެކް ނުދޭށެވެ.

 ދެވޭ ފީޑްބެކް ދަރިވަރަުންނަށް މަންފާއެއްނުކުރާ އެއްޗަކަށް ބައެއްފަހަރުވެދެ އެވެ. އެއީ:

·         މާބޮޑަށް ހިތްހެޔޮކޮށް ބުނާތީ / ލިޔާތީ

·         މާބޮޑަށް ފާޑުކިޔާތީ

·         މާގިނަވުން

·         މާބޮޑަށް ލަސްވުން

ރިސަރޗް އިން ފެންނަގޮތް:

ދަރިވަރުންގެ ޝައުގުވެރިކަމާއި އަދި ކުރިއެރުމާއި ފީޑްބެކާއި ހުރިގުޅުމުގެ މައްޗަށް ވަރަށް ގިނައަދަދެއްގެ ދިރާސާ ކުރެވިފައިވެ އެވެ.  ބައެއް ނަތިޖާ ފާހަގަކޮށްލާނަމެވެ.

·         ފީޑްބެކްގެ ސަބަބުން ދަރިވަރުންގެ އުނގެނުމަށް ފާހަގކުރެވޭފަދަ ހެޔޮ ބަދަލު އާދެ އެވެ. ނަމަވެސް، މި ބަދަލުގެ ނަތީޖާ ، ބައެއްފަހަރު، އީޖާބީ ވުމާއި ނުވުންވެސް އެކަށީގެންވެ އެވެ އެއީ ފީޑްބެކް ދެވޭގޮތާއި ވައްތަރާއި ވަގުތަށް ބިނާވެ އެވެ ( ހެއިޓީ އަދި ޓިމްޕަރލީ ، 2007 ).

·         ފީޑްބެކްގެ ސަބަބުން، ދަރިވަރުގެ އުނގެނުމުގެ ޝައުގުވެރިކާއި ދަރިވަރުގެ އަމިއްލަ ގާބިލިއްޔަތާއިމެދު އޭނާދެކޭގޮތަށް ބަދަލުއާދެ އެވެ ( ބްލެކް އަދި ވިލިއަމް ، 1998 ؛ ބަޓްލަރ ، 1988 ).

·         އިވޭލުއޭޓިވް ފީޑްބެކް ( ޕަރސަންޓޭޖް މާކްސް / ލެޓަރ ގްރޭޑް ) އަދި ބައިވަރުފަހަރު އިވޭލުއޭޝަން ހެދުމަކީ އޭގެ ނުރަނގަޅު އަސަރު ދަރިވަރުގެ ޝައުގުވެރިކަމަށާ އުނގެނުމަށް ކޮށްފާނެ ކަމެކެވެ ( ޓަންސްޓޯލް އަދި ގިޕްސް ، 1996 ؛ ބްލެކް އަދި ވިލިއަމް ، 1998 ).

·         ތަފްޞީލީ ފީޑްބެކް ދޭއިރު ދަރިވަރަށް މިހާރު ކާމިޔާބު ވެފައިވާ މިންވަރު  (Where am I now?) ލަނޑުދަނޑިއާއި ނުވަތަ އައުޓްކަމް އާއި އަޅާކިޔާއިރު ، ދާންވާ ހިސާބު  (Where am I going?) އަދި އެދެމެދުގެ ފަރަގު ކުޑަކުރާނެގޮތުގެ މައުލޫމާތު ދިނުން އެދެވޭ ނަތިޖާ ނުކުމެ އެވެ (ސްޓިންގިސް، ޗަޕްކިސް އަދި ޗަޕްކިސް، 2004).

Effective Feedback?

·         Descriptive Feedback is focused on describing particular qualities of the work or performance

·         Evaluative Feedback is a summing up; a judgment used for accountability

·           

·         Step 1:  Decide if the focus of each statement is mainly descriptive or evaluative in nature.  In the column on the left, mark each example of descriptive feedback with a D and each example of evaluative feedback with an E.  If you believe it is neither, mark it with an X.  On the whole, consider the spirit of the feedback.

·         Step 2:  For each statement you marked with a D, evaluate how well it meets the three remaining guidelines.

·          

·          

D, E, or X	Feedback	Related to learning goals?	Specific/ Clear?	Cue for next steps?
	I particularly liked your 2nd paragraph.  Good thinking here!	Yes No	Yes No	Yes No
	Keep working!	Yes No	Yes No	Yes No
	You didn’t answer the second part of the question.  How would you know if you had accounted for all possible combinations?	Yes No	Yes No	Yes No
	74%  C-	Yes No	Yes No	Yes No
	Your introductory and concluding paragraphs are effective “bookends” that state your theme.	Yes No	Yes No	Yes No
	I don’t see that you have supported your conclusion with evidence.  Look back at the data from your experiment to see if there is a pattern.	Yes No	Yes No	Yes No
	Use a pencil and a ruler for diagrams.  Be sure to answer all the questions.	Yes No	Yes No	Yes No
D, E, or X	Feedback	Related to learning goals?	Specific/ Clear?	Cue for next steps?
	Look again at your notes regarding the two special interest groups.  How could your example more explicitly clarify their potential biases?	Yes No	Yes No	Yes No
	Good work.  This is much neater and seems to show that you have tried hard.	Yes No	Yes No	Yes No
	You are on track here in trying to explain your rule.  Think: does it apply to all triangles?	Yes No	Yes No	Yes No
	Nice job – such an improvement!	Yes No	Yes No	Yes No
	This report probably wouldn’t convince a reader who didn’t already agree that we should be saving fuel.  What else could you do to make a more convincing argument?	Yes No	Yes No	Yes No
	Your details strongly support your claim that we should recycle newspapers.  That’s great!	Yes No	Yes No	Yes No
	Review where you placed your thesis statement.  Check your notes and rethink this placement.	Yes No	Yes No	Yes No

Reference List

Brookhart, Susan (2008). How to Give Effective Feedback to Your Students. Cheltenham, VIC, Australia: Hawker Brownlow Education Pty Ltd,

Assessment, Evaluation and Reporting Handbook (2008) Waterloo Region District School Board, Learning Services: School effectiveness & Assessment

Black, P., C. Harrison, C. Lee, B. Marshall, and D. Wiliam. 2002. Working inside the black

box: Assessment for learning in the classroom. London: Department of Education and

Professional Studies, King’s College.

Wiliam, D. 2007. Keeping learning on track: Formative assessment and the regulation of learning. In Second handbook of mathematics teaching and learning, ed. F.K. Lester Jr., 1053–98. Greenwich, CT: Information Age.

Hattie, J & Timperly, H. (2007). The Power of Feedback, Review of Educational Research, Vol. 77, (1), pp. 81-112.

Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education, 5(1), 7–75.

Butler, R. (1988). Enhancing and undermining intrinsic motivation: The effects of task involving and ego-involving evaluation on interest and performance. British Journal of Educational Psychology, 58, 1–14.

Tunstall, P. & Gipps, C. (1996). How does your teacher help you to make your work better?, Children's understanding of formative assessment, The Curriculum Journal, 7(2).