Grading and

ReportingPrepared by:

Mary Jane T. Hugo

BSE III- Gen. Science

3. 3. Development of a Grading Development of a Grading and Reporting Systemand Reporting System

Grading and reporting systems are guided by the functions to be served by such in the educative process.

The system will most probably be a compromise because of the hosts of factors to be considered in the preparation of such.

we should always keep achievement reports separate from effort expended.

Ideally, grading and reporting system, should be developed cooperatively (parents, students, school personnel)

They should thus be:

a. Based on clear statement a. Based on clear statement of learning objectives.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.

b.Consistent with school standards.b.Consistent with school standards.

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

c.Based on adequate assessment.

The grading and reporting system should be easily verifiable through adequate system of testing, measurement and assessment methods.

d.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 record purposes.

e.Provide for parent-teacher e.Provide for parent-teacher conferences as needed.conferences as needed.

4. Assigning

Letter Grades

and Co

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 distinguish ability from achievement and effort are combined in some way, grades would mean different things for different individuals.

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

Properly weight each component Properly weight each component to create a composite.to create a composite.

The weights used are normally agreed upon by the school officials.

e.g. how many percent goes for quizzes, unit tests, periodic tests etc. The more scientific approach is to use a principal components analysis which is hardly practiced in schools because of the difficulty involved.

Put components on same scale to weight properly:

a. equate ranges of scores

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

4. Norm or

Criterion-

Referenced

Grading

Norm- referenced grading Norm- referenced grading systemsystem

Grades maybe relative performance i.e. score compared to other students ( where you rank).

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 maybe shifted up or down, depending on group’s ability.

         C. widely use because much classroom testing is norm-referenced. 

Criterion- referenced Criterion- referenced grading Systemgrading System

Grades may also reflect absolute performance i.e. scored compared to specify performance standards (what you can do).

In such a system:

        a. grade does NOT depend on what group you are in, but only on your own performance compared to a set performance standards.        b. grading is a complex task, because grades must:            i. clearly define the domain ii. Clearly define and justify the performance standards. iii. Be based on criterion- referenced assessment.

c. conditions are hard to meet except to complete mastery learning settings.