Exam Preparation and
Grades: A System for
Addressing Questions, Challenges and Problems
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Challenges and Problems
I’ll bet these questions sound familiar. "Do you give partial credit?" "Do you grade on a curve?" "What is my average?" "Can I still get a B?" "What must I get to pass?" "What do I need on the final to get an A?"
Here are a few more you may have asked yourself. "How long should I make this exam?" "How do I make different but equivalent exams for all my sections?" "What level of achievement earns a grade of A, of B, etc.?" "What do I do about poor questions I asked?" "What about make-up exams?"
I have developed and used a system for addressing these and other questions, plus challenges and problems with exams. (Table 1) Three of this system’s strongest attributes are adaptability, flexibility, and clarity of results. It works for all lecture and lab exams both in small or single-section classes and in large or multiple-section classes. It also works for anything else I grade where I assign values to each answer, component, section, characteristic, etc. (e.g., reports, presentations). The final products are (1) spreadsheets recording student test scores (samples), (2) bar graphs showing the test score distribution for each exam (sample), and (3) tables showing the grade equal to each test score and to each student's accumulated test scores (samples).
Though the system may seem complicated, confusing, and labor-intensive at first, just like new types of software, it can become easy and quick to use after trying it a few times. I believe it can serve you and your students well, also. To see, try it using grades you already have for exams. Notice that it gives the same results clearly, but also gives you options you probably did not have before.
To create and grade regular course exams -
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First exam
1. Make up the first exam
a. Write all the questions possibly wanted on the exam. (When I use a test bank for an exam, I temporarily cross out all questions that may be inappropriate and add new relevant ones.)
b. Assign appropriate point values for the answers for each question. Employ factors like the importance of the question plus the size and number of parts and complexity of a complete correct answer. If you intend to give part credit for some answers, assign these items several points so you can give partial credit while using only whole integers in grading. Assign equal numbers of points to questions that are of equal importance, even if students cannot receive partial credit for some of the questions (i.e., graded all-or-none).
c. Decide if you want the students to know the point value for each question. If the students should know the point values, include them with the questions. I usually show the point values unless the point value hints at the number of answers (e.g., "List all chambers of the heart.")
d. Establish how much time the students will have to take the exam.
e. Estimate the amount of time a "representative" student would actually need to complete the exam. Decide if you want this "representative" student to be an outstanding student, a mediocre student, or a weak student. This will determine the pace at which students must work and what proportion of students will finish before time is up.
f. Add or delete questions or points to adjust the exam length so the time in Step 1.d. corresponds with the time in Step 1.e.
2. Give the exam, noting any peculiarities (e.g., fire drill, power outage, all students finish well before the allotted time expires).
3. Grade the first exam.
a. Give the number of points earned for each answer or part thereof.
b. While grading, adjust possible points or expected answers.
If the students did not know the number of points possible for each question, adjust the possible points for answers that generally were much better or much worse than you should have reasonably expected (e.g., answers written show I gave a confusing presentation on a topic). If the students knew the number of points possible for each question, adjust the answers you accept for questions where answers generally were much better or much worse than you should have reasonably expected (e.g., answers written show I gave a confusing presentation on a topic).
e. Regrade questions or test papers where the possible points or the expected answers have been adjusted.
4. Add the points earned by each student and record that number in the grade book.
5. Determine the total possible number of points attainable on the exam.
6. Make a bar graph showing the number of students who earned points within each point range (e.g., for small exams 0-1, 2-3, 4-5, etc.) (e.g., for large exams 0-4, 5-9, 10-14, etc.) Computers can do this Graph-1.htm(Graph 1), but I just use a piece of graph paper and fill in one box per student.
7. Determine the minimum number of points required to achieve each letter grade. These values can be anything you choose based on what the letter grades mean. For example, on a 91 point test, they may be A=75, B=65, C=55, D=46. To do this, consider all circumstances for the particular exam plus your concept of what each letter grade represents. (Table 2) For me, grade meanings are described well in my institution’s catalog. (Table 3)
8. Create an EXCEL grade conversion table. Title the first two columns of each set "Grade" and the third column "Points". (Table 4 and "Instructions for creating a grade conversion table")
(Conversion Table Template)
9. Before returning the graded papers to the students, show the students the bar graph and conversion table, and explain the meaning of the grade cut-offs (e.g., 75 points = "90" = "A-", 65 points = "80" = "B-", etc.). Point values between the cut-offs equal grades between the cut-offs. (e.g., 69 points @ "84" @ "B"; 61 points @ "76" @ "C"; etc.) Also, post the bar graph and conversion table where students can refer to it.
Second exam Challenges and Problems
1. Make up the second exam. Use the same steps as for the first exam. This exam does not have to be the same length as the first exam; it can be any length and have any point value. (e.g., 82 maximum points possible for a test covering less material than the previous 91 point test)
2. Give the exam, noting any peculiarities (e.g., fire drill, power outage).
3. Grade the second exam
4. Use the same steps as for the first exam. (e.g., bar graph with 68 points = "90" = "A-"; 59 points @ "80" @ "B-"; 50 points = "76" "C-"; 42 points = "60" = "D-"). (Graph 2)
5. Create a grade conversion table. Title the first two columns of each set "Grade" and the third column "Points". (Table 5 and "Instructions for creating a grade conversion table")
(Conversion Table Template)
6. Before returning the graded papers to the students, show the students the bar graph and conversion table, and explain the meaning of the grade cut-offs. Explain that for a student to determine an exact exam average, add the student’s scores on the two exams to get the point total. Find that total in the "Points" column. The corresponding average and letter grades are in the adjacent "Grade" columns. Of course, point totals between those in the table correspond to grades between those in the table (e.g., 92 points = "62.5" = "D-").
Third exam, etc. Challenges and Problems
1. Make up and give the third and subsequent exams. For each exam, use the same steps as for the first exam.
2. Grade the third and subsequent exams. For each one, use the same steps as for the second exam. Update the grade conversion table to include all exams given. (Table 6)
To create and grade make-up exams - Challenges and Problems
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1. Create and give a make-up exam
» Use the same steps as for the second exam.
» Determine the maximum possible points on the make-up exam (e.g., 103 possible points on the make-up for the first exam.)
2. Grade a make-up exam
» If the make-up exam is considered to be equivalent to the original exam -
» » Determine the percent of the total points possible on the make-up exam that the student actually earned on the make-up exam (e.g., 89 points on a 103-point make-up exam = 86.4%).
» » Use that percent to calculate the equivalent number of points on the original exam (e.g., equivalent points on original exam = 91 x 0.874 = 78.6 @ 79 points).
3. Record the equivalent points as the points earned for the exam that was being made up.
» If the make-up exam is not considered to be equivalent to the original exam –
» » Use your judgment to determine the student’s equivalent points for the original exam.
» » Record the equivalent points as the points earned for the exam that was being made up.
To change the effect or weight of any exam on exam averages after the exam has been given and graded (e.g., to decrease the effect of class-wide poor performance on the first exam because there is class-wide improvement in performance on subsequent exams, to increase the effect of an exam because subsequent exams covered less material due to canceled classes.) Challenges and Problems
1. Decide how much adjustment should be made (e.g., lower the weight of an exam so its maximum possible points are only 75 points = 82.4 percent (i.e., 0.824) of its original weight, increase the weight of an exam so it has 115 points = 127.8 percent (i.e., 1.278) of its original weight). This final weight is "value (4)".
2. Multiply the point value for each grade cut-off and multiply each student points on the test by value (4). Using this table eliminates the need for doing the individual calculation for every student. (Changing maximum possible points on Test 1) I explain this table to the students and then post it where students can use it.
3. Create a revised grade conversion table using these new adjusted point values for the grade cut-offs and grade 100. (Table 7)
4. Use value (4) to determine each student’s points on that exam. Record and use each student’s new point value for that test. I set up my EXCEL grade book to do this for all students.
5. Calculate student exam averages using the adjusted conversion table and adjusted student points.
To calculate an exam average grade at any point in the semester –
1. Add points earned on exams.
2. Use the conversion table to find the grade corresponding to points earned. (e.g., Table 5)
To determine what will be needed on future exams to achieve a certain numerical average for all exams –
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1. Calculate the student’s point total.
2. Estimate the final maximum possible points for all exams.
3. Estimate the total number of points needed to achieve the desired exam average on all exams. (Since my courses are similar from semester to semester, I use previous bar graphs and conversion tables to do this.)
The difference between the student’s point total and the points needed to achieve the desired exam average is the total points the student must earn on remaining exams.
4. Estimate for each upcoming exam how many points, what percentage of total points possible, or what grade range the student must earn to end up with the total number of points needed. (e.g., after three exams, a student is eight points below the grade B cut-off. If there are two exams remaining and the student wants to end up with a B, the student must earn an average of four points above the grade B cut-offs on each of the two remaining exams.)
To calculate final grades - Calculate the final numerical "average" for exams.
1. For each student, add up the points earned by that student on all exams.
2. Use the grade conversion table to determine each numerical grade on a standard 100/90/80/70/60 scale. For point totals that are between whole grade numbers, estimate to the nearest tenth of a grade number (e.g., 285 points = 72.5 = C-). Note you also get the letter grade for exams on a A/B/C/D/F basis. (Table 6)
Use the numerical "average" for exams with any other graded component in the course to determine the final numerical course grade and final course letter grade. (e.g., final grade = 90% from tests + 10% for attendance). I set up my EXCEL grade book to do these calculations once I enter the students' grades for each course component.
Challenges and Problems
For additional strategies using EXCEL Spreadsheets (e.g., drop lowest grades, find letter grade for each numerical grade), see the following.
Using Spreadsheets
to Keep Track of Students' Grades
Richard Zach
© Copyright 2020: Augustine G. DiGiovanna, Ph.D., Salisbury,
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