Learning

FIELD STUDY 2 Episode

Grading and

FS 2 18
Reporting

To have a meaningful and successful accomplishment in this FS episode, be sure to

read through the whole episode before participating and assisting in your FS 2 Resource
Teacher’s class. Note all the information you will information you will need and tasks you
will need to do before working on this episode.

Target Your Intended Learning Outcomes

At the end of this Learning Episode, I must be able to:
 Interpret scores correctly
 Compute grades based on DepEd’s grading policy
 Report grades to parents meaningfully.

Introduction
It is said that should not study for scores nor grades. Students should study most of all
for learning. It is possible for students to obtain high scores and good grades but did not really
learn that much. What is ideal is for students to get high scores and good grades because they
really learned a lot.
Our world of employment, scholarship grants, etc. still looks at grades as criteria for hiring
and screening for scholarships. So grades have pragmatic value. Therefore, it is best that students
work for good grades that genuinely reflect level of mastery.
Clarify Your Task
In this episode, you will interpret score correctly, compute grades based on the depEd
grading system and report grades to parents/guardians during Parents- Teachers Conference.

Revisit the Infographic/s

Norm and criterion- referenced assessment
Criterion-referenced assessment. In criterion-referenced assessment we compare a
student’s performance against a criterion of success which is the predetermined standard. In
criterion-referenced assessment, each student’s performance is compared directly to the
predetermined standard, without considering how other students performed in the assessment.
Criterion –referenced assessment often use “ cut scores” to place students into categories
such as “ basic” “ proficient” and “ advanced”. Here is an example: The teacher’s intended
learning outcome is “ to solve at least eight out of ten problems on fractions correctly “. Student
A is able to solve ten [10] out of ten correctly, Student b, eight [8] problems and students C, five
words [5]. It is obvious that only student A and B were able to realize the predetermined standard
as stated in the intended learning outcome,” solve at least 8 out of 10 words correctly.” The
performance [ score] of each student is compared against a standard of success set by the teacher.
It is not compared against the performance of the other students.
 Norm- referenced assessment. In norm-referenced assessment we compare a student’s
performance with the performance of the students, the norm group, not against a predetermined
standard. The composition of the norm group depends on the assessment . An example is
comparing the performance of grade 6 pupils in Reading in a particular school system to the
performance of nation- wide group of grade six pupils in Reading. The meaning of norm-
referenced score is derived from a comparison of student’s scores against other student’s scores [
as stated in the scores of the norm group] while meaning of a criterion-referenced score is
derived from comparing student’s scores with established criterion of success. The norm –
referenced score will not tell you whether a student met, exceeded, or fell short of the standard of
proficiency. It is the criterion- referenced score that will tell you whether or not a student met the
established standard of success or proficiency
The DepEd Grading System
Review the Policy guidelines on Classroom Assessment for the K to 12 Basic Education
Program in DO 8 s. 2015 and the Interim Guidelines for Assessment and Grading in Light of the
Basic Education Learning Continuity Plan in DepEd Order 31 s. 2020. The grading system of the
DepEd is contained in the said DepEd Orders.
Reporting Student’s Progress and Grades to Parents
Students progress and grades are reported to parents through Report Card, Parents- Teachers
conference and written conferences. They are explained below.
 Report Card. The Report Card is a standard method of reporting student’s progress and
grades to parents. See sample report card for junior and senior high school from the department
of Education .

https://www.teacher.com/progress-report-card-elementary-jhs/
For a more meaning reporting of student’s progress, the meaning of grades is given. The
DepEd gives the following grade interpretation.

Report can convey letter grades like A,B,C,D and sometimes with + or – a student may get an
A+ or A-, B+ or B-, etc. Some report cards convey numerical grades such AS 85 IN Math, 93 in
English and 88 in Biology. Still other report cards simply have pass or fail. The DepED student
Report Card include affective characteristics such as Makadiyos, Makatao, Maka-bansa and
Maka- kalikasan.
Written Progress Reports. These can be weekly, bi-weekly or monthly reports of the
student’s performance on tests and quizzes, project, oral reports… They also can include
information about the student’s motivation, cooperation and behaviors, as well as suggestions
for how parents can help the student improve his/her performance.
See figure 13 for a sample written progress report.

Figure 13. Kindergarten Written Progress Report

Parents – Teacher Conferences. Durham [2006] asserts that “ parents- teacher” conferences
are both a responsibility and an opportunity.” The education of the learner is the primary
responsibility of parents. In this task od educating children, parents are assisted by the school.
For the benefit of children then it is for best teachers and parents to come together to discuss
their children’s progress. Parent – Teacher Conferences are a perfect avenue for this purpose.
Here are some reminders for schools/teachers to get the most from parent- teacher conferences:
1. Announce the data reminders for card-giving in advance. Or better still the school calendar
which should be given at the beginning of the school year must already include the dates for
card-giving and parent- teacher conference/s. Parents are busy and can’t just be there at the
school’s beck and call.
2. Be positive in approach. Start the conference with something positive and maintain the
positive atmosphere. There is always something good in every student. Even if a student has
performed poorly, try to find at least some areas in which the student has performed well.
3. Be objective . While you should be positive, be truthful and honest. Give an accurate picture
of a student’s performance in order not to give false hopes to parents.
4.Have a listening ear. Act with empathy. Parents are parents. They will tend to favor their
children
5. Don’t project an “ omniscient “ image. You don’t know all the answers to questions. Refer
the parents to the right person. Examples, the Physics teacher if the problem is the child’s
performance in physics.
6. Practice good communication skills. Communicate criteria for grading. Have a dialogue not a
monologue where the only one talking is you or only the parent].
7. Don’t talk about other students. The focus of the parent-teacher conference should only be the
parent’s child. Never compare the child with other students.
8. End with an encouraging note in the same that you began with a positive note. It is not the end
of the world.

Reporting
Schools schedules Card Getting Day and parents- Teachers Conference [ PTC] which are an
opportunity for parents and teachers to discuss about students’ performance and grades to make
sense of scores and grades . Unfortunately, based on observation, not all parents can attend PTC
and most often it is the parents of students with problematic performance that can’t come for
PTC.
Participate and Assist
Note to Student Teacher: As you participate and assist your FS Resource Teacher in
scoring assessment tasks, computing grades and reporting grades to parents and
guardians, please take note of what you are expected to give more attention to as asked in
the next step of this Learning Episode (NOTICE).
 1. Confer with your Resource Teacher about scoring students’ assessment tasks, grade
computation and reporting. This may also be done face-to-face or online.
2. Ask your Resource Teacher what you can do to assist him/her in the scoring of students’
assessment tasks, grade computation and preparation for reporting in the Parents-
Teachers Conference
Notice
1. Take note of:
 The individual student’s scores in relation to established criterion of success or
cut-off score;
 Parents’/guardians’ participation and comments during Card-Giving Day /
Parents’-Teachers’ Conference
 Your own feelings and thoughts as you assisted your CT:
- Score tests and compute grades
- Prepare for PTC
- Respond to queries and other concerns raised in the PTC

Analyze
1. What are the teaching implications of the students’ test scores and grades?
2. In what subjects did students perform best? Poorest?
3. How was the PTC attendance of parents and guardians? What does this imply?
4. What parents/guardians’/comments were most common during Card-Giving Day?

Reflect
What personal message do I get from these students’ scores, grades and
parents’/guardians’ PTC attendance and comments?
Write Action Research Prompts
OBSERVE
1. One good thing that I observe in scoring/grading/Parents-Teachers Conference was
________________________________________________________________________
________________________________________________________________________
2. One thing that did not go very well in scoring/grading/Parents-Teacher Conference was
________________________________________________________________________
________________________________________________________________________
REFLECT
The scoring/grading/Parents-Teachers Conference went well because ________________
______________________________________________________________________________
______________________________________________________________________________
The scoring/grading/Parents-Teachers Conference did not go well because _________________
______________________________________________________________________________
______________________________________________________________________________
ACT
To ensure that the scoring, grading and the conduct of PTC serve their purpose, i.e. to
ensure that the students learn, I will read researches on … or view video on …
PLAN
To help improve scoring, grading practices and the conduct of PTC, I would like to
conduct an action research on _____________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Work on my Artifacts
Compile samples of scoring and grade computation that you did. The tests and
products/portfolios that you score and the Students’ Report Card must belong to the same
students to see development. Include snapshots of PTCs and list of parents’/guardians’
comments during PTC and how these comments were addressed.
Check for Mastery
Direction: Select the letter of the correct answer.
1. In a test, Teacher A set a score of atleast 48 out of 50 as the criterion of mastery or success: In
2 sections of 100 students, 30 got a score of 48 , 10 got a score of 49, 5 got a score of 50 but
all the rest scored from 10 to 47. Which conclusion can be derived?
 A. 55% met the established criterion of mastery
B. 45% met the established criterion of mastery
C. 45% got a score of 45 and above
D. 55% got a score of %% and above
2. Nachielle, a Grade 5 pupil, got the following scores in Filipino for the first grading period: 1)
Written work – 40/50; 2) Performance task - 60/80 and 3) Quarterly assessment – 40/50. What is
her non transmuted grade?
A. 85 C. 77.5
B. 77 D. 85.5
3. Johann, a Junior high school student, got the following scores in Math for the second grading
period: 1) Written wok – 30/50; 2) Performance task – 50/80 and 3) Quarterly assessment –
30/50. What is his non transmuted grade?
A. 65.5 C. 66.5
B. 66 D. 65
4. Kenn, a Senior high school student in STEM, got the following scores in Work Immersion,
first grading period: 1)Written work – 20/30: 2) Performance task – 60/80 and 3) Quarterly
assessment – 15/30. What is his transmuted grade?
A. 78 C. 77
B. 76 D. 79
5. Which should you avoid in a Parents’-Teachers’ Conference in a Card Giving Day?
I. Blame the student for failure.
II. Compare a student’s grade with one who performed better and one who performed worse.
III. Show students’ performance and assure the parent of child’s passing.
A. I
B. II
C. III
D. I, II and III