 Itasan wrote: |
| In schools, we often hear 'relative evaluation' and 'absolute evaluation'.In the case of 'relative evaluation', you might get 'B' in your report card even if your test result is 90%, if the class average is high. In the case of 'absolute evaluation', many students might get 'A's in one class, but only a few in another class. What is the situation in your country? And what are the terms (words) for those? |
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Very interesting question and a quite peculiar method to rate pupils!
In Germany, I only know the method of "absolute evaluation", but we do not have any specific term for it, because it is the natural way to do it (as far as we feel!). Certainly, there are rare cases that give rise to discussions, i.e. when not a single student has the best mark or when the average of all marks is so bad that parents have more doubt about the teachers' capabilities than about the students'. Usually teachers are expected to produce class tests that will give a typical mark distribution, otherwise they have failed (either in teaching or in setting a suitable test). Of course, there are cases of many excellent marks or many bad marks in single tests, but in most cases, the distribution will be OK.
I remember from my own highschool time that once (!) a test resulted in one of the several exercises of a long test not being solved by a single student (not even the very best) and the teacher just canceled that single exercise from the overall mark and started explaining it in much more detail! That was a fair solution, I feel. Much better than "relatively" increasing the average in an artificial manner, I guess.
Kajjo