GRADING AND REPORTING

GRADINGAND REPORTING One of the more frustrating aspects of teaching is that of grading and reporting student progress since there are so many factors to consider, and so many decisions to made. This concept attempts to simplify this task and minimize some of the complexities by describing the various types of grading and reporting systems and providing guidelines for their effective use. The main aim of grading and reporting system is to provide results in brief, understandable form for varied users which lead to several big questions. FUNCTIONS OF GRADING AND REPORTING SYSTEMS1. Enhancing students learning through: clarifying instructional objectives for them, showing students strengths and weaknesses, providing information on personal- social development, enhancing students motivation and indicating where teaching might be modified. These can be achieved through day-to-day tests and feedback and integrated periodic tests. 2. Reports to parents/guardians. Grading and reporting systems also inform parents and guardians of students on the progress of their wards. Likewise, grades and reports communicate objectives to parents, so they can help promote learning and likewise, and communicate how well objectives were met, so parents can better plan.

3. Administrative and guidance uses. The administrative and guidance purpose of grading and reporting consist in: helping to decide promotion,graduation,honors, athletic, eligibility, reporting achievement to other schools or to employers, providing input for realistic educational, vocational, and personal counseling. TYPES OF GRADING AND REPORTING SYSTEMSa. Traditional letter-grade system. In the traditional letter grade system, students performance are summarized by means of letters.b. Pass-fail. The pass or fail system utilizes a dichotomous grade system. Either a student has complied and reached certain standards, in which case he passes or he failed to do so and he gets a failing mark.c. Checklist of objectives. In this system, the objectives of the course are enumerated. After each objective, the students level of achievement is indicated: Outstanding, Very Good, Good, Fair or Poor.d.Letters to parents/guardians. Letters to parents or guardians are useful supplement to grades. However, they have limited value as sole report because they are very time consuming to prepare accounts of weaknesses are often misinterpreted by parents or guardians, and they are not characterized as systematic nor cumulative.e.Portfolios. As already explained, a portfolio is a set of purposefully selected work, with commentary by student and teacher.

f.Parent-teacher conferences. Parent teacher conferences are mainly used in elementary schools. This requires that parents of pupils come for a conference with the teacher to discuss the pupils progress.Development of a grading and reporting system

Grading and reporting systems should be developed cooperatively (parents, students, school personnel) in order to ensure development of a more adequate system and a system that is understandable to all. They should thus be: 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, teachers and students agreed at the beginning.

Consistent with school standards. The system must support the school standards rather than oppose the school standards a ready set.

Based on adequate assessment. The grading and reporting system 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 purposes.

Providing for parent-teacher conferences as needed.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 other factors (effort, work habits, etc.) will be reported.4. Relate grading procedures to intended learning outcomes.

5. Obtain valid evidence( tests, etc.) for assigning grades.6. Try to prevent cheating.7. Return and review all test results as soon as possible.8. Properly weight the various types of achievements 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 evidences. If still in doubt, give the higher grade.

Conducting Parent-Teacher ConferencesParent-teacher conferences become productive when they are carefully planned and the teacher is skilled in handling such conferences. Skills in conducting parent-teacher conferences can be developed. Here are some hints on conducting good conferences.

Guidelines for good conference1. Make plansReview your goals.Organize the information to present.Make list of points to cover and questions to ask.If bring portfolios, select and review carefully.

2. Start positive- and maintain a positive focus.Present students 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. Plan 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.

Assigning Letter Grades and Computing GradesGrades assigned to students must include only achievement. It is very important to avoid the temptation to include effort or potential and it is difficult to distinguish ability from achievement. Furthermore, if achievement and effort are combined in some way, grades would mean different things for different individuals.

Grades reflected on report cards are numbers or numeral quantities arrived at after several data on the students performance are combined. The following guidelines may be considered in combining such data:

Properly weight each component to create a composite. The weights used are normally agreed upon by the school officials. The more scientific approach is to use a principal components analysis which is hardly practiced in schools because of the difficulty involved.Put all components on same scale to weight properly:

equate ranges of scoresor, convert all to T-scores or other standard scores

Norm or Criterion-Referenced GradingGrades may reflect relative performance. This 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. grading is a complex task, because grades must:clearly define the domain. clearly define and justify the performance standards.Be based on criterion-referenced assessment.

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

d.Finally, grades may also reflect learning ability or improvement performance .In such a system:

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

2.reliably estimating learning ability (separate from achievement) is very difficult.3. one cannot reliably measure change with classroom measures,

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

Distribution of Grades and Guidelines for Effective GradingThe norm-referenced and criterion referenced distribution of grades have been in practice for several years now. The norm-referenced or relative distribution is a big issue because of the following considerations:a.Normal curve is defensible only when we have large, unselected group

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 decision should be based on an absolute standard

d. standards and ranges should be understood and followed by all teachersOn the other hand, the criterion-referenced or absolute grading system is not an issue because:

it seldom uses letter grades aloneit often includes checklists of what has been masteredthe distribution of grades is not predetermined The K to 12 GRADING SYSTEM: REPRODUCED from DepEd Order No. 31. s. 2012 ASSESSMENT OF LEARNING OUTCOMES IN THE K to 12 PROGRAM ( Per DepEd Order No. 31, s. 2012 )

CHARACTERISTICS of K to 12 ASSESSMENT PROCEDURE

The assessment process is holistic, with the emphasis on the formative or developmental purpose of quality assurance in the student learning.It is also standards-based as it seeks to ensure that teachers will teach according to the standards and that students will aim to meet or even exceed to the standards.

The assessment shall be done at four levels which are an adaptation of the cognitive levels for learning. Weights are assigned to the levels.

LEVEL OF PERFORMANCE/ASSESSMENTPERCENTAGE WEIGHTKNOWLEDGE15%PROCESS or SKILLS25%UNDERSTANDING(S)30%PRODUCT/PERFORMANCES30%100%DEFINITION OF LEVELS1.Knowledge refers to the substantive content of the curriculum, the facts and information that the student acquires.

2.Process refers to cognitive operations that the student performs on facts and information for the purpose of constructing meanings and understandings. This level is assessed through activities or tests of analytical ability.

3.Understandings refer to enduring big ideas, principles and generalizations inherent to the discipline, which may be assessed using the facets of understanding. Assessment at this level, should require ability to synthesize, generalize and judge accordingly.

4.Products/Performances refer to real-life application of understanding as evidenced by the students performance of authentic tasks. At this level students are expected to be able to apply what has been learned in contrived or real situations.

Levels of AssessmentLevelsSuggested Assessment ToolsKnowledge (15%)Selected-response Item a. multiple choice b. True or False c. Matching Type 2. Constructed response type of test a. Essay b. Fill in the blanks c. Performing tasksProcess or Skills (25%)Outlining, organizing, analyzing, interpreting, translating.Drawing analogiesConstructing the graphs, flowchartsDoing role plays, drawingUnderstanding (30%)Oral Discourse/RecitationPortfolioOpen-ended testsProducts/ Performance (30%)Participation ExperimentsProjects PortfolioHomework Other OutputsLEVELS OF PROFECIENCY At the end of the quarter, the performance of students shall be described in the report card, based on the following levels of proficiency:

Beginning-The students at this level struggles with his/her understanding; prerequisite and fundamental knowledge and or skills have not been acquired adequately to aid understanding.

Developing- the student at this level possesses the minimum knowledge and skills and core understanding, but needs help throughout the performance of authentic task.

Approaching Proficiency- the student at this level has developed the fundamental knowledge and skills and core understandings, and with the little guidance from the teacher and/or with some assistance from peers, can transfer these understandings through authentic task.

Proficient the student at this level has developed the fundamental knowledge and skills and core understandings, and can transfer them independently through authentic performance task.

Advanced- the student at this level exceeds the core requirements in terms of knowledge, and skills and understandings, and can transfer them automatically and flexibly.

Level of Proficiency Equivalent Numerical Value Beginning 74% and below Developing 75-79% Approaching Proficiency80-84% Proficient 85-89%Advanced90% and aboveLEVELS OF PROFICIENCYB - for Beginning;D - for Developing;AP - for Approaching ProficiencyP - for ProficientA - for Advanced

Comparison of Levels of ProficiencyIndicatorsBeginningDevelopingApproaching ProficiencyProficientAdvancedAcquisition of Knowledge, Skills and UnderstandingStruggling or have not acquiredMinimumFundamentalFundamentalExceedingTransfer of knowledge/ Application of KnowledgeNeeds helpWith little guidance from the teacher or some assistance from peersIndependentAutomatic and flexible At the end of the four quarters, the Final Grade for each learning area shall be reported as the average of the four quarterly ratings, expressed in terms of the levels of proficiency. The general average shall be the final grades of the different learning areas, also expressed in terms of levels of proficiency, with the numerical equivalent in parenthesis.

Promotion and Retention of students shall be by subject. Students whose proficiency level is Beginning (B) at the end of the quarter shall be required to undergo remediation after class hours. If by the end of the school year, the students are still at the Beginning Level, they can shall be required to take summer.

As a matter of policy every learning deficiency should be bridged even for whose level of proficiency is above the Beginning Level. The guidelines for bridging gaps in learning are in separate DepEd Order.

CULMINATING RESOURCES ACTIVITIES/PERFORMANCES

At the end of every quarter, schools are encouraged to put up exhibits of student product across subjects as culminating activity. Students may also do an exhibition of their performance in different subjects as evidence of their learning of performance standards.

8.7.4. Sample Report Cards for Grades 1-6Periodic Rating

Learning Areas

1234FINAL RATINGMother TongueAPAPPPPFilipinoPPPAPEnglishAPAPPPPMathematicsPPPPPAraling PanlipunanAPAPPPPMAPEHAAAAAMusicPPPPPArtAAAAAPhysical EducationAAAAAHealthAAAAAEdukasyon sa PagpapakataoPPAAAGeneral AveragePAttendance Record

JUNJULAUGSEPTOCTNOVDECJANFEBMARAPRTotalNo. of School Days19212221212014212118198No. of school Days Present19212221212014212118198No. of Times Tardy000000000000Character Building Activities

Traits12341. CourtesyBBBB2. HonestyCCBB3. Helpfulness and CooperationBBAA4. Resourcefulness and CreativityCBBB5. Consideration for othersCCBB6. SportsmanshipBBBB7. ObedienceBBAA8. Self-relianceCCCB9. IndustryBBBB10. Cleanliness and OrderlinessBBBBGuidelines for RatingAVery GoodBGoodCFairDPoor52Ulat tungkol sa Pag-uunlad ng Marka

Larangan ng Pag-aaralMARKAHANHuling MarkaPasya1234FilipinoPPAAAPassedEnglishAPAPAPAPAPPassedMathematicsDAPAPAPAPPassedScienceDDAPAPAPPassedAraling Panlipunan (AP)APAPAPAPAPPassedTechnology and Livelihood Education (TLE)AAAAAPassedMAPEHBBBBBPassed MusicDBBBBPassed ArtsDDDDDPassed Physical EducationBBDDBPassed HealthBBDDBPassedEdukasyon sa PagpapakataoPPPPPPassedSample Report Card for Grades 7-10Example: 70 item exam70=95%; 0=65%50% passing grade35=75%; 34=74%

70 95 1-35-75 2136 35 2021 +1+115 2=30 36 21 6 1= 6 3615 steps interval is 2 6 steps interval is 1RAW SCOREGRADES70-6995%68-6794%66-6593%64-6392%62-6191%60-5990%58-5789%56-5588%54-5387%52-5186%50-4985%48-4784%46-4583%44-4382%42-4181%4080%3979%3878%3777%3676%3575%