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Absolute grading provides benefits within the grading process that are superior to other forms of grading. This is largely due to the major strengths of absolute grading. First, the system provides the ability to give and observe the grades of a student without needing to reference the grades of other students. Second, it emphasizes the value of effective instruction and mastery of required skills to allow all individuals to achieve a high grade. The format in which absolute grading follows a predetermined outline for scores is, therefore, a better tool for insight into the abilities of students (Jain, 2021). Essentially, students that are able to achieve top scores are able to measure their abilities according to the initial requirements or even national standards. The main issue that absolute grading encounters are the often arbitrary performance standards. However, research and the development of adequate rubrics can address this issue in an adequate manner. Another issue includes the variations in performance due to test difficulty or student ability. While this is a common issue, it can be similarly addressed by a more thoughtful approach that aims to create more universal grading measurements.
Relative grading provides a grading system by rewarding a percentage of students that have achieved high performance with the top grades. While this may be useful in ranking internal groups and allow for insight into specific abilities of selected groups, there are stark limitations to the method. For instance, setting the percentage of students that receive specified grades has no distinct justification and is often arbitrarily set. The student group often defines the ability of the group, but not their ability to perform to more universal standards. There is a potential for grades to be assigned without reference to achievement. Relative grading provides certain strengths but is largely unable to address the limitations. The inability to provide well-justified standards for the percentages per grade can result in inaccurate and ineffective rewarding of grades. Similarly, while referenced grading has benefits in a group, with the lack of context it becomes challenging to utilize. Absolute grading is able to address these issues by creating an overarching context for the standards of grades. Additionally, it provides the abilities of students to be easily comparable to the instructions and measurement tools of a test.
In order to better understand why absolute grading is more beneficial to measuring academics, it can be compared to some concepts that outline fair grading. First, students must be informed about the grading process. Because absolute grading has preemptively made criteria that are clear, it allows students to be more prepared and effective in their testing. Second, grades must be based only on achievement. While both absolute and relative grading measure achievement, the measurement of achievement compared to universal standards that can be seen in absolute grading provides more merit. Third, the grades must be based on valid assessment data, and because relative grading uses arbitrarily selected percentages for grades, it is less effective in utilizing the assessment data. Fourth, the adequate weighting of grades is integral for achieving fair grading. While both methods can achieve a good weighting, the reliance on reference can skew the interpretation of data unnecessarily and make relative grading less effective overall. Fifth, an appropriate frame for grade reference is vital. A relative grading frame is susceptible to change, often in ways that may not be justified and as such is less beneficial. Overall, absolute grading can meet the criteria of fair grading in a more meaningful way and is a better fit for academic grading.
Reference
Jain, A. (2021). The grade debate: Absolute and relative measures. Association to Advance Collegiate Schools of Business. Web.
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