 should promote and enhance learning rather than

frustrate and discourage student.

GRADING AND REPORTING  Given to student and parents are asked to signs
this.
 called for parents - teachers conferences such that
Reporter: report cards will effectively function to as
Christin Suson motivation for future learning.
Elizabeth Q. Villamor
Rhosalie Mahilum TYPES of GRADING & REPORTING SYSTEM
1. TRADITIONAL LETTER GRADE SYSTEM
Objectives  students performance as summarized by means
At the end of the discussion, the participants will be able of letter
to:  easy to understand but is of limited values when
 Describe the various types of grading and used as the sole report
reporting systems.  they end up being a combination of achievement,
 Utilize the grading and reporting systems effort, work habits behavior
effectively using the guidelines  difficult to interpret
AIM OF GRADING AND REPORTING SYSTEM  do not indicate patterns of strengths and
 To provide results in brief understandable form for weaknesses
various users. 2. PASS - FAIL SYSTEM
 What should I count  utilizes a dichotomous grade system
--just achievement or effort too:  popular is some courses in college; not very much
 How do I interpret a student's score? practiced in basic education
 Do I compare it too:  does not provide much information
--other students scores (norm referenced)  students tend to work to the minimum ( just to
--a standard of what they can d (criterion-referenced) pass)
--some estimate of what they are able to do clearing  in mastery learning courses, no grades are
potential (or self- referenced) reflected until "mastery there should is reached
 What should my distribution of grades be and now 3. CHECKLIST OF OBJECTIVES
do I determine it?  objectives of the courses are enumerated
 How do I display student progress or strengths  after each objective the students level of
and weaknesses to achievement is indicated
 Students and their parents?  very detailed reporting system
EDUCATIONAL EVALUATION
 more informative for parents and students
 Measurement and assessment of learning first
 time- consuming to prepare
steps.
 POTENTIAL PROBLEM: keeping list manageable
 Grading and reporting - terminal stages in process.
and understandable
FUNCTIONS OF GRADING AND REPORTING
4. LETTERS TO PARENTS/ GUARDIANS
SYSTEM
 useful supplement to grades
1. ENCHANSING STUDENTS LEARNING
 limited value as sole report:
 Clarify instructional objectives for them.
--Time- consuming to prepare
 showing students strength and weaknesses
--accounts of weaknesses are often misinterpreted by
 providing information on personal social parents and guardians
development -- Not systematic nor cumulative
 Enchanting students motivation (e. g, Short term
goals) 5. PORTFOLIOS
 Indicating where teaching might be modified this  a set purposefully selected work, with
can be achieved through day- to- day test commentary by student and teacher
feedback, integrated periodic test.  useful for:
2. REPORT TO PARENTS, / GUARDIANS --showing students strength and weaknesses
 Inform parents /guardians on the progress of their --illustrating range of students work
child. --showing progress over time or stages of a project
 Communicate objectives to parents so they can --teaching students About Objective/ standards they are
help promote learning. too meet
 Communicate how well objective are met parents 6. PARENT- TEACHERS CONFERENCES
can plan better.  mainly used in elementary school
3. ADMINISTRATIVE AND GUIDANCE USES  requires parents of pupils to come for a
 Help to decide promotion, graduation, honor conference with the teacher to discuss the pupils
athletic eligibity. progress
 Report achievement to other school or to  useful for a two - way flow of information and
employers. getting more information from parents
 Provide input realistic educational vocational,  limited value as a report because most parents
personal counseling. do not come for such
 Development of a Grading and reposting system
4. GRADE AND REPORT CARD GRADING AND REPORTING
  based on clear statement of learning objectives NORM- REFERENCED OR RELATIVE
 consistent with school standard as PERFORMANCE
 Based  Normal curves is defensible only when
 on the right  When "grading on the curves"
 of detailer  When " grading on the curves; Amy pass- Gail
 decisions should be based on an absolute
 on adequate assessment standard ( tailed the minimum teacher
 providing For parent-  Standard and rangers should be understand
 conferences as needed and followed by all teachers
ASSIGNING LETTER GRADES AND COMPUTING GRADES CRITERION-REFERENCED OR ABSOLUTE GRADING SYSTEM
GRADES  Seldom used letter- grade alone
 musts include only achievement  Often includes checklist of what has been
 avoid the temptation to include effort For lesson mastered
bale students  The distribution of grade is not predetermined
--it is difficult to assess effort/ potential GUIDELINES FOR EFFECTIVE GRADING
--it is 1. Describe grading procedure to students at the beginning
of instruction.
to distinguish ability from achievement 2. Clarify that course grade will be based on achievement
 if achievement and effort are combined in some only.
way, GRADES would mean 3. Explainer how other factors (effort work habits etc.) Will
 Different things for different individuals. be reported.
 grades reflected on report cards are number or 4. Relate grading procedure to intended learning
numeral quantities arrived at performances are outcomes.
combined 5. Obtain valid evidences test for assigning grades.
GUIDELINES 6. Try to prevent cheating.
 properly weight each component to create a 7. Return and review all test result as soon as possible.
composite 8. Properly weight the various types of achievements
 normally agreed upon by school officials includes in the grade.
 principal components analysis- More scientific 9. Do not flower an achievement grade for tardiness, weak
approach ; hardly practiced in school because of effort, misbehavior.
difficulty 10. Be fair.
 put all components of on Same scale to weight Avoid bias.
properly: When in doubt, review the evidence. If still in doubt,
--equate rangers of score give the higher grade.
--Convert all to T- scores or other standard scores CONDUCTING PARENT- TEACHER CONFERENCES
NORM OR CRITERION- REFERENCED GRADING SYSTEM Parent- TEACHER conference
 grades may reflect relatively performance * productive:
--Score compared to other students (rank) -- when carefully planned
 grade deepens on what group you are in not --when the teacher is skilled in handling such
Justin your own performance conferences.
 typical grade may he shifted up or down, de * the teacher skilled Can be developer
pending on group's ability GUIDLINES FOR A GOOD CONFERENCE
 widely used: moat classroom testing is norm- 1. Make plans.
referenced  Review your goals
CRITERION- REFERENCED GRADING SYSTEM  Organize the information to presenters
 grades does not depend on what group you are in,  Make a list of point to flower and questions to ask.
but only on your own performance compared  If using portfolios, select and review carefully
2.start positive and maintain a positive focus
 grading is a complex task
 Present students strong points firsts.
 grades musts:
 Be helpful to have example of works to show
--clearly define the domain
needs.
--clearly define and justify the performance standards
 Compared early vs. Late work to show learning
progressing.
Be based on criterion- referenced assessment
3. Encouragements parent- to participate and share their
 conditions are hard to meet excepts in complete
ideals.
master learning settings
 Be willing to listen
SCORE COMPARED TO LEARNING POTENTIAL
 Be willing to answer questions
 Grades are in consistent with a standard based
4. Plan factions cooperatively.
performance
 What steps you can each take!
--each child has his/her own standard
 Summarized at the end
 Reliably estimating learning ability is very difficult
5. End with a positive comment.
 One cannot Reliably measurements chance with
 Should not be a vague generality
classroom measures
 Should be true
 Should only be used as supplement distribution of
6. Use good human relation skulls.
grades and guideline for effective grading