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Lesson 8 - Grading and Reporting

This document discusses grading and reporting systems in education. It outlines several types of grading systems like traditional letter grades, pass-fail systems, and checklists of objectives. It provides guidelines for developing and implementing grading systems, including basing them on clear learning objectives and obtaining valid evidence of student achievement. The document also describes conducting effective parent-teacher conferences and the K+12 grading system used in the Philippines, which uses descriptive proficiency levels rather than numbers or letters.

Uploaded by

Mila Gamido
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© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
3K views

Lesson 8 - Grading and Reporting

This document discusses grading and reporting systems in education. It outlines several types of grading systems like traditional letter grades, pass-fail systems, and checklists of objectives. It provides guidelines for developing and implementing grading systems, including basing them on clear learning objectives and obtaining valid evidence of student achievement. The document also describes conducting effective parent-teacher conferences and the K+12 grading system used in the Philippines, which uses descriptive proficiency levels rather than numbers or letters.

Uploaded by

Mila Gamido
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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OVERVIEW

Grading and reporting are the two


terminal stages in the educational
evaluation.

Assessment and measurement are the


first two steps in the process;
measurements are numerical aids
which guide our decisions in the
evaluative process.
Functions of Grading and
Reporting
1. Enhancing students’ learning
- This can be done through clear
objectives, showing of their strengths
and weaknesses, enhancing students
motivation.
2. Reports to parents/guardians
3. Administrative and guidance use
- For grade level promotion, graduation,
honors, athletic eligibility.
- For providing input for educational
counseling.
Types of Grading and
Reporting System
1. Traditional Letter Grade System
- Students’ performances are
summarized by means of letters such
as: A (Excellent); B (Very Satisfactory);
C (Average); D (Needs Improvement.

Letter Grade Percentage GPA/Numerical Equivalent


A 90-100 4.0
B 80-89 3.0
C 70-79 2.0
D 60-69 1.0
F 0-59 0.0
Types of Grading and
Reporting System
2. Pass-Fail
- A dichotomous grading system where
student either has Passed or Failed
mark.
- It should be kept to a minimum because
it does not provide much information
since students tend to work to a
minimum.
- No grade is reflected until mastery
threshold of learning competencies is
reached.
Types of Grading and
Reporting System
3. Checklist of Objectives
- Objectives of the course are
enumerated.
- After each objective, the students’ level
of achievement is indicated:
Outstanding, Very Good, Good, Fair, or
Poor.
- It is a very detailed reporting system
and tends to be more informative.
However, it is a very time consuming to
prepare.
Types of Grading and
Reporting System
4. Letters to Parents/Guardians

- These are useful to supplement grades.

- However, they are time consuming to


prepare and the accounts of
weaknesses are often misinterpreted by
parents or guardians and they are
characterized neither systematic nor
cumulative.
Types of Grading and
Reporting System
5. Portfolios (refer to previous
discussion)

6. Parent-Teacher Conference
- This requires that parents of
pupils/students come for a conference
with the teacher to discuss
pupils’/students’ progress.
- Portfolios can be useful basis for
discussion where parents and teachers
can have two-way flow of getting
information and cooperation.
Norm-Referenced and
Criterion-Referenced Grading
System
(to be discussed as a
separate topic)
Development of a Grading
and Reporting System
Grading systems are developed
cooperatively by parents, students, school
personnel in order to ensure development of
a more adequate system that is
understandable to all.
Specifically, it should be:
1. based on clear statement of learning
objectives
- The grading and reporting system needs to be
based on the same set of learning objectives
that the parents, students, and teachers
agreed at the beginning.
Development of a Grading
and Reporting System
2. consistent with school standards
- It should not oppose the school standards
already set.
3. based on adequate assessment
- It should be easily verifiable through adequate
system of measurement and testing methods.
4. based on right level of detail
- It should be detailed to be diagnostic but
compact to be practical; not too time
consuming to prepare and use;
understandable to users; and easily
summarized for school record purposes.
5. provide for parent-teacher conferences
as need
Guidelines for Effective
Grading
1. Describe grading procedures to students at the beginning
of instruction.
2. Clarify that course grade will be based on achievement
only. It does not cover “effort” and “potential” of students.
3. Explain how other factors (efforts, work habits, etc.) will be
reported.
4. Obtain valid evidences (exams, quizzes, assignments,
etc.)
5. Prevent cheating.
6. Return and review all test results ASAP.
7. Properly weight the various types of achievements
included in the grade.
8. Do not lower an achievement grade for tardiness, weak
effort, or misbehavior.
9. Be fair. Avoid bias. When in doubt, review the evidence.
If still in doubt, give the higher grade.
Guidelines for Conducting
Conferences
1. Make plans (agenda).

2. Start and maintain a positive focus by presenting students’


strong points first. Improvements of students’ work could
be emphasized.

3. Encourage parents to participate and share information.


Here teachers should be willing to listen and to answer
questions.

4. Plan actions cooperatively.

5. End with a positive comment.

6. Use good human relations skills.


Grading System
(K+12)
-Containing in DepEd Order no. 31, s. 2013
- students attainment of standards in terms of content
and performance.
- K+12 grading system is a non-numeric equivalent
value.
Assessment and
Rating of Learning
Outcomes
-Is a holistic process, with emphasis on the formative or
developmental purpose of quality assuring student
learning.
- It is also standards-based as it seeks to ensure that
teachers will teach to the standards and students will
aim to meet or even to exceed the standards.
Level of Assessment Percentage Weight
Knowledge 15%
Process or Skills 25%
Understanding(s) 30%
Products/Performances 30%
Total 100%
The levels are defined as follows:

1. Knowledge - refers to the substantive content of the


curriculum, the facts and information that the students
acquire.
2. Process - refers to cognitive operations that the
student performs on facts and information for the
purpose of constructing meanings and understandings.
3. Understanding - refers to enduring big ideas,
principles and generalizations inherent to the
discipline, which may be assessed using facets of
understanding.
4. Products/Performances - refers to real-life
application of understanding as evidenced by the
student’s performance of authentic tasks.
Levels of Proficiency

The level of proficiency at which the student is performing


shall be based on a numerical value which is arrived at after
summing up the results of the student’s performance on the
various levels of assessment. The numerical values are as
follows.

Level of Proficiency Equivalent Numerical


Value
Beginning 74% and below
Developing 75 – 79%
Approaching Proficiency 80 – 84%
Proficient 85 – 89%
Advanced 90% and above
Beginning – The student at this level struggles with his/her
understanding; prerequisite and fundamental knowledge and or
skills have not been acquired or developed adequately to aid
understanding.

Developing – The student at this level possesses the


minimum knowledge and skills and core understandings, but
needs help throughout the performance of authentic tasks.

Approaching Proficiency – The student at this level has


developed the fundamental knowledge and skills and core
understandings and with little guidance from the teacher and/or
with some assistance from peers, can transfer these
understandings through authentic performance tasks.
Proficient – The student at this level has developed the
fundamental knowledge and skills and core understandings, and can
transfer them independently through authentic performance tasks.

Advanced – The student at this level exceeds the core


requirements in terms of knowledge, skills and understandings, and
can transfer them automatically and flexibly through authentic
performance tasks.
Example

Subjects RBEC curriculum K+12 program


English 88 P
Science 87 P
Mathematics 89 P
Filipino 84 AP
Aralin Panlipunan/ 91 A
MAkabayan
total 87.9 P
Average 88 P
Students whose proficiency level is
Beginning (B) at the end of the quarter or grading
period shall be required to undergo remediation
after class hours so that they can immediately
catch up as they move to the next grading period. If
by the end of the school year, the students are still
at the Beginning level, then they shall be required
to take summer classes.

Honor students shall be drawn


among those performed at the
Advanced Level.

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