should promote and enhance learning rather than
frustrate and discourage student.
GRADING AND REPORTING Given to student and parents are asked to signs
this.
called for parents - teachers conferences such that
Reporter: report cards will effectively function to as
Christin Suson motivation for future learning.
Elizabeth Q. Villamor
Rhosalie Mahilum TYPES of GRADING & REPORTING SYSTEM
1. TRADITIONAL LETTER GRADE SYSTEM
Objectives students performance as summarized by means
At the end of the discussion, the participants will be able of letter
to: easy to understand but is of limited values when
Describe the various types of grading and used as the sole report
reporting systems. they end up being a combination of achievement,
Utilize the grading and reporting systems effort, work habits behavior
effectively using the guidelines difficult to interpret
AIM OF GRADING AND REPORTING SYSTEM do not indicate patterns of strengths and
To provide results in brief understandable form for weaknesses
various users. 2. PASS - FAIL SYSTEM
What should I count utilizes a dichotomous grade system
--just achievement or effort too: popular is some courses in college; not very much
How do I interpret a student's score? practiced in basic education
Do I compare it too: does not provide much information
--other students scores (norm referenced) students tend to work to the minimum ( just to
--a standard of what they can d (criterion-referenced) pass)
--some estimate of what they are able to do clearing in mastery learning courses, no grades are
potential (or self- referenced) reflected until "mastery there should is reached
What should my distribution of grades be and now 3. CHECKLIST OF OBJECTIVES
do I determine it? objectives of the courses are enumerated
How do I display student progress or strengths after each objective the students level of
and weaknesses to achievement is indicated
Students and their parents? very detailed reporting system
EDUCATIONAL EVALUATION
more informative for parents and students
Measurement and assessment of learning first
time- consuming to prepare
steps.
POTENTIAL PROBLEM: keeping list manageable
Grading and reporting - terminal stages in process.
and understandable
FUNCTIONS OF GRADING AND REPORTING
4. LETTERS TO PARENTS/ GUARDIANS
SYSTEM
useful supplement to grades
1. ENCHANSING STUDENTS LEARNING
limited value as sole report:
Clarify instructional objectives for them.
--Time- consuming to prepare
showing students strength and weaknesses
--accounts of weaknesses are often misinterpreted by
providing information on personal social parents and guardians
development -- Not systematic nor cumulative
Enchanting students motivation (e. g, Short term
goals) 5. PORTFOLIOS
Indicating where teaching might be modified this a set purposefully selected work, with
can be achieved through day- to- day test commentary by student and teacher
feedback, integrated periodic test. useful for:
2. REPORT TO PARENTS, / GUARDIANS --showing students strength and weaknesses
Inform parents /guardians on the progress of their --illustrating range of students work
child. --showing progress over time or stages of a project
Communicate objectives to parents so they can --teaching students About Objective/ standards they are
help promote learning. too meet
Communicate how well objective are met parents 6. PARENT- TEACHERS CONFERENCES
can plan better. mainly used in elementary school
3. ADMINISTRATIVE AND GUIDANCE USES requires parents of pupils to come for a
Help to decide promotion, graduation, honor conference with the teacher to discuss the pupils
athletic eligibity. progress
Report achievement to other school or to useful for a two - way flow of information and
employers. getting more information from parents
Provide input realistic educational vocational, limited value as a report because most parents
personal counseling. do not come for such
Development of a Grading and reposting system
4. GRADE AND REPORT CARD GRADING AND REPORTING
based on clear statement of learning objectives NORM- REFERENCED OR RELATIVE
consistent with school standard as PERFORMANCE
Based Normal curves is defensible only when
on the right When "grading on the curves"
of detailer When " grading on the curves; Amy pass- Gail
decisions should be based on an absolute
on adequate assessment standard ( tailed the minimum teacher
providing For parent- Standard and rangers should be understand
conferences as needed and followed by all teachers
ASSIGNING LETTER GRADES AND COMPUTING GRADES CRITERION-REFERENCED OR ABSOLUTE GRADING SYSTEM
GRADES Seldom used letter- grade alone
musts include only achievement Often includes checklist of what has been
avoid the temptation to include effort For lesson mastered
bale students The distribution of grade is not predetermined
--it is difficult to assess effort/ potential GUIDELINES FOR EFFECTIVE GRADING
--it is 1. Describe grading procedure to students at the beginning
of instruction.
to distinguish ability from achievement 2. Clarify that course grade will be based on achievement
if achievement and effort are combined in some only.
way, GRADES would mean 3. Explainer how other factors (effort work habits etc.) Will
Different things for different individuals. be reported.
grades reflected on report cards are number or 4. Relate grading procedure to intended learning
numeral quantities arrived at performances are outcomes.
combined 5. Obtain valid evidences test for assigning grades.
GUIDELINES 6. Try to prevent cheating.
properly weight each component to create a 7. Return and review all test result as soon as possible.
composite 8. Properly weight the various types of achievements
normally agreed upon by school officials includes in the grade.
principal components analysis- More scientific 9. Do not flower an achievement grade for tardiness, weak
approach ; hardly practiced in school because of effort, misbehavior.
difficulty 10. Be fair.
put all components of on Same scale to weight Avoid bias.
properly: When in doubt, review the evidence. If still in doubt,
--equate rangers of score give the higher grade.
--Convert all to T- scores or other standard scores CONDUCTING PARENT- TEACHER CONFERENCES
NORM OR CRITERION- REFERENCED GRADING SYSTEM Parent- TEACHER conference
grades may reflect relatively performance * productive:
--Score compared to other students (rank) -- when carefully planned
grade deepens on what group you are in not --when the teacher is skilled in handling such
Justin your own performance conferences.
typical grade may he shifted up or down, de * the teacher skilled Can be developer
pending on group's ability GUIDLINES FOR A GOOD CONFERENCE
widely used: moat classroom testing is norm- 1. Make plans.
referenced Review your goals
CRITERION- REFERENCED GRADING SYSTEM Organize the information to presenters
grades does not depend on what group you are in, Make a list of point to flower and questions to ask.
but only on your own performance compared If using portfolios, select and review carefully
2.start positive and maintain a positive focus
grading is a complex task
Present students strong points firsts.
grades musts:
Be helpful to have example of works to show
--clearly define the domain
needs.
--clearly define and justify the performance standards
Compared early vs. Late work to show learning
progressing.
Be based on criterion- referenced assessment
3. Encouragements parent- to participate and share their
conditions are hard to meet excepts in complete
ideals.
master learning settings
Be willing to listen
SCORE COMPARED TO LEARNING POTENTIAL
Be willing to answer questions
Grades are in consistent with a standard based
4. Plan factions cooperatively.
performance
What steps you can each take!
--each child has his/her own standard
Summarized at the end
Reliably estimating learning ability is very difficult
5. End with a positive comment.
One cannot Reliably measurements chance with
Should not be a vague generality
classroom measures
Should be true
Should only be used as supplement distribution of
6. Use good human relation skulls.
grades and guideline for effective grading
