LEO SEVA DOMONDON

Social Studies IV

One of the more frustrating aspects of teaching.

FUNCTIONS OF GRADING AND

REPORTING

1. Enhancing student’s learning

-- clarifying instructional objectives for them, showing student’s strengths and

weaknesses, providing information on personal-social development, enhancing

student’s motivation and indicating where teaching might be modified.

2. Reports to parents/guardians

-- inform parents/guardians of students on the progress of their wars.

3. Administrative and guidance uses

-- helps to decide promotion, graduation, honors, athletic eligibility, reporting

achievements to other schools or to employers, providing input for realistic

educational, vocational, and personal counseling.

TYPES OF GRADING SYSTEM

1. Traditional letter-grade system

-- student’s performance are summarized by means of letter. Thus, A stands for excellent,

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

2. Pass-fail

-- utilizes a dichotomous grade system. Either a

students has complied and reached certain standards, in

which case he passes or he failed to do so and he gets a

failing mark.

3. Checklists of objectives

-- the objectives of the course are enumerated. After

each objective, the students’ level of achievement is

indicated: Outstanding, Very Good, Good, Fair or Poor.

4. Letters to parents/guardians

-- Letters to parents/guardians are useful supplement to grades. However, they

have limited value as sole report.

5. Portfolios

-- Portfolio is a set of purposefully selected work, with commentary by student and

teacher. It is useful for showing students’ work, showing progress over time or stages of

a project, teaching students about objectives/standards they are meet.

6. Parent-teacher conferences

-- mainly used in elementary schools. This requires that parents of pupils come for

a conference with the teacher to discuss the pupils’ progress.

Properly weight each component to create a composite. The weights used are

normally agreed upon by the school officials, how many percent goes for

quizzes, unit test, periodical tests etc.

Put all the components on same scale to weight properly:

-- equate ranges of scores

-- or, convert all to T-scores or other standard scores.

DEVELOPMENT OF GRADING AND REPORTING

SYSTEMGrading and reporting system should be developed cooperatively (Parents, Students,

School personnel ) in order to ensure development of a more adequate system, and a system that is understandable. They should thus be:

Based on clear statement of learning objectives.

Consistent with schools standards

Based on Adequate assessment

Based on the right level of detailed

Providing for parent-teacher conferences as needed

ASSIGNING LETTER GRADES AND COMPUTING

GRADES

Grades assigned to students must include only achievement.

It is very important to avoid the temptation to include effort for less able students because

it is difficult to assess effort or potential and it is difficult to distinguish ability from

achievement.

Grades reflected on report cards are numbers or numerical quantities arrived at after

several data on the students’ performance are combined.

NORM OR CRITERION-REFERENCED GRADING

Grades may reflect relative performance i.e. score compared other students( where you rank ). It is more commonly called a norm-referenced grading system. In such a system:

a. grade (like a class rank) depends on what group you are in, not just your own performance.

b. typical grade may be shifted up or down, depending on group’s ability.

c. widely used because much classroom testing is norm-referenced.

Grades may also reflect absolute performance i.e. score compared to specified

performance standards ( what you can do). This is commonly called a criterion-

referenced grading. In such a system:

a. grade does NOT depend on what group you are, but only on your own performance

compared to a set of performance standard.

b. grading is complex task, because grades must:

i. clearly define the domain

ii. clearly define and justify the performance standards.

iii. be based on criterion-reference assessment

c. Conditions are hard to meet except in complete mastery learning settings.

Finally, grades may also reflect learning ability or improvement performance i.e. score compared to learning “potential” or past performance. In such a system:

a. grades are inconsistent with a standards-based system because now, each child is his/her own standard.

b. reliability estimating learning ability (separate from the achievement) is very difficult.

c. One cannot reliably measure change with classroom measures,

d. therefore, should only be used as a supplement.

GUIDELINES FOR EFFECTIVE GRADING

Describe grading procedures to students at beginning of instruction.

Clarify that course grade will be based on achievement only.

Explain how other factors (efforts, work habits) will be reported.

Relate grading procedures to intended learning outcomes

Obtain valid evidences (tests, etc.) for assigning grades

Try to prevent cheating.

Return and review all test results as soon as possible.

Properly weight the various types of achievements included in grade.

Do not lower an achievement grade for tardiness, weak, effort or misbehavior.

Be fair. Avoid bias. When in doubt, review the evidence. If still in doubt, give the

higher grade.

CONDUCTING PARENT-TEACHER

CONFERENCES

GUIDELINES FOR A GOOD CONFERENCE

1. Make plans

2. Start positive—and maintain a positive focus

3. Encourage parents to participate and share information

4. Plan actions cooperatively

5. End with 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 contentand performance.- K+12 grading system is a none numeric equivalentvalue.

-Is a holistic process, with emphasis on the formative ordevelopmental purpose of quality assuring studentlearning.- It is also standards-based as it seeks to ensure thatteachers will teach to the standards and students willaim to meet or even to exceed the standards.

Assessment and Rating of Learning Outcomes

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 thecurriculum, the facts and information that the studentsacquires.

2. Process - refers to cognitive operations that thestudent performs on facts and information for thepurpose of constructing meanings and understandings.

3. Understandings” refers to enduring big ideas,principles and generalizations inherent to thediscipline, which may be assessed using facets ofunderstanding.

4. Products/Performances” refers to real-lifeapplication of understanding as evidenced by thestudent’s performance of authentic tasks.

Levels of Proficiency

The level of proficiency at which the student if 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/herunderstanding; prerequisite and fundamental knowledge and orskills have not been acquired or developed adequately to aidunderstanding.

Developing – The student at this level possesses theminimum knowledge and skills and core understandings, butneeds help throughout the performance of authentic tasks.

Approaching Proficiency – The student at this level hasdeveloped the fundamental knowledge and skills and coreunderstandings and with little guidance from the teacher and/orwith some assistance from peers, can transfer theseunderstandings through authentic performance tasks.

Proficient – The student at this level has developed the

fundamental knowledge and skills and core understandings, and cantransfer them independently through authentic performance tasks.

Advanced – The student at this level exceeds the core

requirements in terms of knowledge, skills and understandings, andcan transfer them automatically and flexibly through authenticperformance tasks.

Subjects RBEC curriculum K+12 program

English 88 P

Science 87 P

Mathematics 89 P

Filipino 84 AP

Aralin Panlipunan/

MAkabayan

91 A

total 87.9 P

Average 88 P

Example

Students whose proficiency level isBeginning (B) at the end of the quarter or gradingperiod shall be required to undergo remediationafter class hours so that they can immediatelycatch up as they move to the next grading period. Ifby the end of the school year, the students are stillat the Beginning level, then they shall required totake summer classes.

Honor students shall be drawn among those performed at the

Advanced Level.