Supervised by: Prof. Dr/Eman Taha.Prepared by:.

Marwa Mohamed Safia Said

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GRADING & REPORTING SYSTEM

Introduction

Definition  History

 Function of grading & reporting

Types of grading & reporting system Assigning letter grade 

Guidelines of effective grading 

grading

and

reporting

systems

Teachers, parents, students, administrators, and community members all agree that we need better grading and reporting systems.

Grading and reporting student

progress is frustrating and

anxiety producing for both

students and teachers.

Cont.The main aim of grading and

reporting system is provide results in brief, understandable from for varied users.

Besides the traditional teacher

record book, new computer

software offers.

Cont.

Guskey and Bailey offer four pillars of successful grading and reporting systems:

Communication is the primary goal

of grading and reporting

Grading and reporting are integral

parts of the instructional process

Creating change in grading and reporting requires creating a multi-faceted reporting system.

Cont. Good reporting is based on good evidence

There are a number of

grading that may options

be adopted

letter grades, pass-fail, checklists of

objectives, letters to parents or

guardians, portfolios of student

work, and parent-teacher

conferences.

These include:-

History of

Grading system

In the 1800’s students were taught in one

room classrooms.

Teachers reported student's progress

orally to parents.

Students remained on their grade level

until they mastered the curriculum.

Secondary schools began

using percentages for

academic assessment

cont.

In 1912, two researchers Starch &

Elliot experimented on the

subjectivity of teacher assessment.

cont.

This subjectivity resulted in

the scaling of numeric grades

into letter grades to reduce

variation

cont.

What is Grading System?

is the process of applying standardized measurements of varying levels of achievement in a course.

Grading System

To prepare or present.

To return or present (as a

matter referred to a

committee).

Reporting System

Function of grading&

reporting system

Instructional

uses

Administrative

and guidance

uses 

Reports to parents

/guardians

Instructional uses

Clarifying

instructional

objectives for

them.

Showing

students’

strengths &

weaknesses.

Enhancing

students’

motivation (e.g.,

short-term goals).

Indicating where

teaching might be

modified.

Best achieved by: day-to-day tests and feedback, plus periodic integrated summaries.

Reports to parents

Inform parents about success, failure of their children enables them to give emotional support and encouragement.

Communicate objectives to parents, so they can cooperate with the school to meet it.

Inform parents/

guardians on the

progress of their

child.

Administrative and guidance uses

Help decide promotion, graduation, athletic eligibility.

Report achievement to other schools or to employers.

Provide input for realistic educational, vocational, and personal counseling.

General principles regarding grading and

reporting systems

principles of grading and reporting systems

Consistent

Accurate

Supportive of Learning

Meaningful

Types of grading & reporting

system

The traditional use of the letter-grade system is to assign a single letter grade (e.g., A, B, C, D, and F) for each subject.

They end up being a combinatio

n of achieveme

nt, effort.

Teachers differ in

how many high (or

low) grades

they give.

They do not

indicate patterns of strength

and weakness in learning.

limitations when used as the sole report because:

A two category system (e.g.,

satisfactory- unsatisfactory,

pass- fail) has been

Used to allow exploration in high

school/college

Removing the fear of a lower

grade

This system easy to use.

used in

Its value for describing present

performance or predicting

future achievements is lost

limitations as:

Some schools have replaced or

supplemented the traditional

grading system with a list of

objectives to be checked or

rated.

oEach item in the checklist can be

rated: Outstanding, Satisfactory,

and Unsatisfactory; A, B, C, etc.

o .

oIt provides a detailed analysis of the students' strengths and weaknesses oProblem is to keep the list manageable and understandable by all users.

Multiple grading systems

A typical multiple grading systems

will use the traditional

letter/number grade system, and

then incorporate the checklist

method.

Guidelines for developing a multiple grading & reporting system

1.The development of the grading and reporting system should be guided by the functions to be served

2.Developed cooperatively (parents, students, school personnel)

3.Based on clear statement of learning objectives.4.Consistent with school standards5.Based on adequate assessment (evidences & objectively).

Cont.

6.Based on the right level of detail detailed enough to be diagnostic, but compact enough to be practical 7.Providing for parent-teacher conferences as needed

Cont.

Types of reporting system

Useful supplement to grades. Provide greater flexibility. Report on strengths, weakness

of each students.

1- Letters to parents/guardians

Very time consuming.

Accounts of weaknesses often

misinterpreted.

Not systematic or cumulative.

Limited value as sole report, because:

Useful for:a.showing student’s strengths and weaknesses

b.illustrating range of student work

Portfolios

Useful for:

c. showing progress over time or stages of a projectd. teaching students about objectives/standards they are to meet

2-Portfolios

To overcome the limitation information provided by the traditional report card and to establish better cooperation teachers and parents.

3-Parent-teacher conferences

oUsed mostly in elementary school

oPortfolio (when used ) are useful

basis for discuss

Parent-teacher conferences

a.Provide two way communications between home, schools.

b.getting more information and cooperation from parents

c.Overcome any misunderstanding.

Useful for discussion.

a.time consumingb.provides no systematic record of progress

c.some parents won’t come

Limited in value as the major report, because

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 bring portfolios, select and review carefully

2.Start positive—and maintain a positive focus

3.Present student’s strong points first·        Helpful to have example of work to show strengths and needs·        Compare early vs. later work to show improvement

4.Encourage parents to participate and share information

5. Summarize at the end

6.End with positive comment

7.Use good human relations skills

      Be friendly and informal      Be positive in approach       Be willing to explain in understandable terms       Be willing to listen      Be willing to accept parents’ feelings      Be careful about giving advice 

DO

 

 Argue, get angryAsk embarrassing questionsTalk about other students, parents and teachers

Bluff if you don’t knowReject parents’ suggestionsBe a know-it-all with pat answers

DON’T

What should be included?

How should data be combined in assigning letter grades?

How should the distribution of letter grades be determined?

What frame of reference should be used?

Assigning letter grades

What to include?

1.Must include only achievement

2.Avoid temptation to include

effort for less able students.

What to include?

3.There are some drawbacks as:

a.It is difficult for teacher to

assess effort/potential

What to include?

b. It is difficult to distinguish ability

between achievement and aptitude.

c. Using different bases of grading for

different students may be unfair.

How to combine data?

Properly weight each component to create a composite

Normally agreed upon by school officials: (30%)Quiz (25%) Project/Assignment (15%) Class Participation (30%) Periodic test.

1. Norm-Referenced Grading System (Relative grading system)

2. Criterion-Referenced Grading System (Absolute grading system)

3. Score compared to learning potential.

What frame of reference?

 

1.Grades may reflect relative

performance

2.Score compared to other students

(rank)

3.Grade depends on what group you

are in, not just your own performance

Norm-Referenced Grading System (Relative grading system)

 

5.Widely used in classroom

testing .

Norm-Referenced Grading System (Relative grading system)

1.Grades may reflect absolute performance

Score compared to specified performance standards (what you can do)

2.Criterion-Referenced Grading System

2. Grade does not depend on what

group you are in, but only on your own

performance compared to a set of

performance standards

2.Criterion-Referenced Grading System

3.Grades must:

Clearly define the domain

Clearly define and justify the

performance standards

Be based on criterion-

referenced assessment

Cont.

Widely used in elementary schools

Inconsistent with a standards-based

system (each child is their own

standard)

3. Score compared to learning “potential” or past performance

Reliably estimating learning

ability (separate from

achievement) is very difficult

3. Score compared to learning “potential” or past performance

Norm-Referenced or Relative grading system (have ranked the students).

Distribution is a big issue

a. Ranking the students in order to achievement.

b. Assign grades on the basis of normal curve.

What distribution of grades?

Normal curve defensible only when have

large, unselected group

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 (i.e., failed the

minimum essentials)

What distribution of grades?

a. System seldom uses letter grades alone

b. Often includes checklists of what has been masteredc. Distribution of grades is not predetermined

2. Criterion-Referenced Or Absolute grading system

Guidelines for effective grading

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.

cont.

4. Relate grading procedures to intended learning outcomes5. Obtain valid evidence (tests, etc.) for assigning grades.6. Try to prevent cheating.

Cont.

7. Return and review all test results as

soon as possible.

8. Properly weight the various types of

achievements included in the grade.

Cont.

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

Cont.

Record Keeping

and grading software

Record Keeping and grading software

Grade books have been a familiar part of teaching for many decades. In the 21th century, the form of the grade book has been change to electronic grade book.

Record Keeping and grading software

The software may have templates

to aid in data entry and simple

procedures for specifying rules for

combining grades from several

sources.

Test Administration

Outlines1- Introduction.

2- Recording test items.

3-Reviewing test items and assessment

tasks.

4-Arranging Items in the test.

5- Preparing Directions for

the test or Assessment.

6- Reproducing the test .

7- Test administration.

• The only way we can ensure that a

classroom test will serve its intended

purpose is to identify the learning

outcomes.

• then construct test items and assessments

tasks.

• We must also assemble the items and tasks, prepare

directions, administer the instrument, score the students

responses, interpret and appraise the results.

Our goal throughout the preparation and use of classroom tests and assessments is to obtain valid evidence of student learning

N.B

1 -Recording test items

The item record should contain information

concerning the instructional objective, the

specific learning outcome and the content

measured by the item

Cont,…

• The flexibility of this recording

system also makes it easy to add

the items to a computer item

bank.

2 -Reviewing test items and assessment tasks

We focus so closely on some

aspects of item or task construction

that we overlook others .

Cont,…

• This results in an accumulation

of unwanted errors that may

distort the function of the item

or task.

Such technical defects can be

most easily detected by-:

Cont,…

(a ) Reviewing the items and tasks after they have been set

aside for a few days .( b ) Asking a fellow teacher to

review and criticize them.

The following questions will

help you analyze the quality of

each item or task.

1 -Is the format appropriate for

the learning outcome being

measured?

Cont,…

2- Does the knowledge, understanding,

or thinking item or task match the

specific learning outcome and subject-

matter content being measured?

Cont,…3- Is the point of the item or task clear?

4- Is the item or task free from excessive verbiage?

Cont,…

5- Does the item have an answer

that would be agreed on by

experts?

Cont,…

6- Is the item or task free from

technical errors and irrelevant

clues?

Cont,…

7- Is the item or task free from

ethnic and gender bias?

•Most of the time, we find ways of dealing with such problems in living by talking to family,

friends, neighbors, priests or our family doctor

3 -Arranging Items in the test

The item can be arranged by a

systematic consideration of

(a) the types of item used

•Most of the time, we find ways of dealing with such problems in living by talking to family,

friends, neighbors, priests or our family doctor

(b) the learning outcomes

measured

(c) the difficulty of the item .

(d) the subject matter measured .

Cont,…

• keeping the simpler item types

together and placing the more

complex ones in the test as

follows :

Cont,…

• True-false or alternative- response

items

• Matching items

• Short-answer items

Cont,…• Multiple –choice items

• Interpretive exercises

• Restricted – response essay questions

• Restricted-response performance

tasks.

4 -Preparing Directions for the test or Assessment

Many teachers include no written directions with

their test, assuming either that the items are self-

explanatory or that students are conditioned to

answering the types of item used in the test .

Cont,…

some teachers also use oral

Whether written, oral, or both, the

directions should include at least

the following points .

Cont,…

• Purpose of the test or assessment

• Time allowed for completing the test

or performing the task

• Directions for responding

Cont,…• How to record the answers

• What to do about guessing for

selection-type test items

• The basis for scoring open-ended or

extended responses.

• All test items should have generous

borders. Multiple-choice items should

have the alternatives listed in a

vertical column beneath the stem of

the item rather than across the page

5 -Reproducing the test

 

Items should not be split ,

with parts of the item on

two different pages .

 

• Test items should be

numbered consecutively

throughout the test.

  6-Test administration

• Administering the written test is

perhaps the most important aspect of

the examining process performance.

• The atmosphere the test administrator creates in the test room and the attitude the test administrator displays in performing his/her duties is extremely important.

A teacher's test administration

procedures can have great

impact on students test

performance.

Steps in the administration of

test-:

General Principles of Client-Centered Counseling

• Client-centered counseling: the focus is on the client's concerns and interests.

• Context: The impact of counseling will be enhanced when counselors are able to explore and assess the physical and

emotional circumstances under which clients' lives.

1-Before the test

2-After distributing test papers

3-During the test

4- After the test

5- Collect the test materials promptly

.

Before

test Environmental

condition

Motivate the students to do their

best.

After distributing test papers

Distributing material

Keep time accurately

During the test

Answering questions during

test

Preventing cheating

After the test

Record any significant

events that might

influence test scores

Collecting test material