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The document outlines the functions, types, and development of grading and reporting systems in education, emphasizing their importance in enhancing student learning and communication with parents. It details various grading methods, guidelines for effective grading, and strategies for conducting productive parent-teacher conferences. The overall goal is to create a grading system that is clear, fair, and supportive of student progress.

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Ryza Ronase
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3 views

Group-7-handouts

The document outlines the functions, types, and development of grading and reporting systems in education, emphasizing their importance in enhancing student learning and communication with parents. It details various grading methods, guidelines for effective grading, and strategies for conducting productive parent-teacher conferences. The overall goal is to create a grading system that is clear, fair, and supportive of student progress.

Uploaded by

Ryza Ronase
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 8

GRADING AND REPORTING

Presenter: Ryza Ronase, Lieca Mae Retoriano,

Edrealyn Terrano & Angel Mae Rapista

CONTENT

8.1 Functions of Grading and Reporting System

8.2 Types of Grading and Reporting System

8.3 Development of a Grading and Reporting System

18.4 Assigning Letters Grades and Computing Grades

8.5 Norm or Criterion-Reference Grading

8.6 Distribution of Grades and Guidelines for Effective Grading

8.7 Conducting for Effective Grading

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.

8.1 FUNCTIONS OF GRADING AND REPORTING SYSTEM

Grading and reporting system have some very important functions in the
educative process. Some of these important functions are enumerated
below:

1. Enhancing student’s learning


✓ Clarifying instructional objectives for them showing students strengths and
weaknesses

✓ Providing information on personal and social develop and indicates where


teaching might be modified these can be achieved through day to day test,
feedback and integrated periodic tests.

2. Reports to parents and guardians is a way of communication


from teachers to parents on the progress of the learners.

3. Administrative and Guidance Uses

✓ Helping to decide promotion, graduation, honors, athletic eligibility.

✓ Reporting achievement to other schools or to employers.

✓ Providing input for realistic educational, vocational, and personal counting.

✓Grades and reports cards should promote and enhance learning rather than
frustrate and discourage students.

8,2 TYPES OF GRADING AND REPORTING SYSTEM

In practice, we find a number of ways in which grades are made and


reported. Normally, the type of grading used depends on the extent to which
more descriptive and informative summaries are required by school
authorities or by stakeholders in general. Thus, the major types of grading
and marking found in practice include:

A. TRADITIONAL LETTER-GRADES SYSTEM

• Student’s performances are summarized in means of letters. Thus, A


stands for excellent, C stands for average, D stands for needing
improvement and an F as a failure.

• It is easy to understand but it is of limited value when used as the sole


report.
• It is difficult to interpret and they do not indicate patterns of strengths and
weaknesses.

B. PASS FAIL

• It utilizes a dichotomous grade system.

•It is popular in some courses in college.

• It does not provide much information, students tend to work to the


minimum (just to pass), and in mastery learning courses, no grades are
reflected until the “mastery” threshold to reached.

C. CHECKLIST OF OBJECTIVES

• The objectives of the course are enumerated.

• It is very detailed reporting system and tends to be more informative for


the parents and pupils at the same time.

• The student’s levels of achievement is indicated: Outstanding, Very good,


Good, Fair, Poor.

D. LETTER’S TO PARENTS/GUARDIANS

• Letter’s to parents and guardians can be helpful in addition to grades, but


they shouldn’t be the only form of reporting because they are time-
consuming, weaknesses may be misunderstood, and they lack of
systematicand cumulative approach.

E. PORTFOLIOS

• Is a set of purposefully works, with commentary by students and teachers


it also shows the weaknesses and strengths and the progress of the learner.

F. PARENT-TEACHER CONFERENCE

• Parent-Teacher conferences are used in elementary schools for discussing a


student’s progress with parents. Portfolios are useful basis for discussions.
While conferences allow for two-way communication and increased
cooperation, they have limited value as a report due to low attendance of the
parents.

8.3 Development of Grading and Reporting System

Grading and reporting system should be developed cooperatively (parents,


students, school personnel) in order to ensure the development of a more
adequate system, and a system that is understandable to all.

Guidelines in developing a grading and reporting system as follows:

• BASED ON A CLEAR STATEMENT OF LEARNING OBJECTIVES

The grading and reporting system needs to be based on the same set of
learning objectives that the parents, teachers and students agreed at the
beginning.

• CONSISTENT WITH HONOR STANDARDS

The system must support the schools standards rather than oppose the
school standards already set.

• BASED ON ADEQUATE ASSESSMENT

The grading and reporting should be easily verifiable through adequate


system of testing measurement and assessment methods.

• BASED ON THE RIGHT LEVEL OF DETAIL

The system must be detailed enough to be diagnostic but compact enough


to be practical, not too time consuming to prepare and use, understandable
to users and easily summarized for school records.
8.4 ASSIGNING LETTER GRADES AND COMPUTING GRADES
Grades reflected on report cards are numbers numerical quantities arrived at
several data on the student’s performance are combined thus the guidelines
below must be consider in combining such data:

• Properly weight each composite.

• Put all components on same scale to weight properly:

a.) Equate ranges of score


b.) Or, convert all to T-scores or other standard Scores.

8.5 NORM OR CRITERION-REFERENCED GRADING

Finally, grades may also reflect learning ability or improvement


performance i.e. score compared to learning “potential” or past
performances. In such system:
a.) Grades are inconsistent with a standard-based system because now,
each child is his/her own standard.
b.) Reliably estimating learning ability (separate from achievement) is
very difficult..
c.) One cannot reliably measure change with classroom measures.
d.) Therefore, should only be used as a supplement.

8.6 DISTRIBUTION OF GRADES AND GUIDELINES FOR


EFFECTIVE GRADING

The norm-referenced or relative (have ranked the students) distribution is a


big issue because of the following, Considerations:

a.) Normal curve is defensible only when we have a larged unselected


groups.
b.) When “grading on the curve”, school staff should set fair ranges of
grades for different groups and courses.
c.) When “grading on the curve” any pass-fail decisions should be based
on an absolute standard (i.e., failed the minimum essentials).
d.) Standards and ranges should be understood and followed by all
teachers

The criterion-referenced or absolute (have assessed absolute levels of


knowledge) grading system is not an issue because:

a.) It seldom use letters grades alone,


b.) It often includes checklist of what has been mastered.
c.) The distribution of grades is not predetermined.

BIG CONCEPT
A teacher does not give grades, the grade is earned and reflect the
amount of dedication and effort a student gives to the course.

GUIDELINES FOR EFFECTIVE GRADING

1. Describe grading procedures to students at beginning of


instruction
2. Clarify that course grade will be based on achievement only.
3. Explain how others factors (effort, work habbits, etc.) will be
reported
4. Relate grading procedures to intended learning outcomes.
5. Obtain valid evidence (test, etc.) for assigning grades
6. Try to prevent cheating
7. Return and review all the test results as soon as possible
8. Properly weight the various types of achievement included in the
grade
9. Do not lower an achievement grade for tardiness, weak effort, or
misbehavior
10. Be fair. Avoid bias. When in doubt, review the evidence. If
still doubt, give higher grade.

8.7 CONDUCTING PARENT-TEACHER CONFERENCES

Parent-teacher conferences become productive when they are carefully


planned and the teacher is skilled in handling such conference. Skills in
conducting parent-teacher conferences can be developed.

GUIDELINES FOR A GOOD CONFERENCE

1. Make plans

• Review your goals

• Organize the information to present

• Make list of points to cover and questions to ask


• If brings portfolios, select and review carefully

2. Start positive-and maintain a positive factors

• Present student’s strong points first

• Be helpful to have example of work to show strengths and needs

• Compare early vs. later work to show improvement

3. Encourage parents to participate and share information

• Be willing to listen

• Be willing to answer questions

4. Plans actions cooperatively

• What steps you can each take

• Summarize at the end

5. End with positive comment

• Should not be a vague generality

• Should be true

6. Use good human relation skills

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