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    Grading and Reporting

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    Lcc-dnc Bed
    The document discusses the grading and reporting system in the Philippines' K to 12 Basic Education Program. It covers the purposes and types of grading, how grades are determined by assessing student performance in knowledge, skills, understanding, and application. It provides guidelines for developing, assigning, and explaining the grading system to ensure it effectively communicates student achievement and supports learning. The grading system uses descriptive assessment levels rather than numbers or letters to evaluate student proficiency in meeting educational standards.

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    Grading and Reporting

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    Lcc-dnc Bed
    134 views25 pages
    The document discusses the grading and reporting system in the Philippines' K to 12 Basic Education Program. It covers the purposes and types of grading, how grades are determined by assessing student performance in knowledge, skills, understanding, and application. It provides guidelines for developing, assigning, and explaining the grading system to ensure it effectively communicates student achievement and supports learning. The grading system uses descriptive assessment levels rather than numbers or letters to evaluate student proficiency in meeting educational standards.

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    The document discusses the grading and reporting system in the Philippines' K to 12 Basic Education Program. It covers the purposes and types of grading, how grades are determined by assessing student performance in knowledge, skills, understanding, and application. It provides guidelines for developing, assigning, and explaining the grading system to ensure it effectively communicates student achievement and supports learning. The grading system uses descriptive assessment levels rather than numbers or letters to evaluate student proficiency in meeting educational standards.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    134 views25 pages

    Grading and Reporting

    Uploaded by

    Lcc-dnc Bed
    The document discusses the grading and reporting system in the Philippines' K to 12 Basic Education Program. It covers the purposes and types of grading, how grades are determined by assessing student performance in knowledge, skills, understanding, and application. It provides guidelines for developing, assigning, and explaining the grading system to ensure it effectively communicates student achievement and supports learning. The grading system uses descriptive assessment levels rather than numbers or letters to evaluate student proficiency in meeting educational standards.

    Copyright:

    © All Rights Reserved
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    Download as pdf or txt
    of 25

    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
    SYSTEM
    Grading 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 content
    and performance.
    - K+12 grading system is a none 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
    acquires.
    2. Process - refers to cognitive operations that the
    student performs on facts and information for the
    purpose of constructing meanings and understandings.
    3. Understandings” 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 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/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 required to
    take summer classes.

    Honor students shall be drawn


    among those performed at the
    Advanced Level.

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