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Grading and Reporting

The document discusses grading and reporting systems in schools. It defines grading and reporting, and describes the major purposes of both which include communicating student achievement, providing self-evaluation information, and selecting students for programs. It also outlines the functions and types of grading systems, which include letter grades, pass-fail, checklists, percentages, and standards-based grading. Guidelines for developing effective grading systems are presented, and the K-12 grading approach in the Philippines is summarized, including the levels and weights of assessment. [END SUMMARY]

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12K views35 pages

Grading and Reporting

The document discusses grading and reporting systems in schools. It defines grading and reporting, and describes the major purposes of both which include communicating student achievement, providing self-evaluation information, and selecting students for programs. It also outlines the functions and types of grading systems, which include letter grades, pass-fail, checklists, percentages, and standards-based grading. Guidelines for developing effective grading systems are presented, and the K-12 grading approach in the Philippines is summarized, including the levels and weights of assessment. [END SUMMARY]

Uploaded by

Jean Laurel
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
You are on page 1/ 35

Grading and

Reporting
GRADING
Grading System: The system that a school
has developed to guide how teachers
assess and grade student work.
The purpose of grading system is to give
feedback to students so they can take
charge of their learning and to provide
information to all who support these
students– teachers, special educators,
parents and others.
REPORTING
Reporting System: The system that a school has
developed for the organization of assignment scores
in grade books (either online or paper), and the
determination of final grades for report cards and
transcript s.
Reporting is the process used to communicate
knowledge gained from assessing student learning.
The purpose of reporting is to provide relevant
information about a student’s progress to students,
parents, support staff and other teachers.
MAJOR PURPOSES OF
GRADING AND REPORTING
The following are the major purposes of grading and
reporting:
• To communicate the achievement status of students
to parents and others
• To provide information that students can use for self-
evaluation
• To select, identify or group students for certain
educational paths or programs
• To provide evidence of students’ lack of effort or
inappropriate responsibility
FUNCTIONS OF GRADING
AND REPORTING SYSTEM

• Enhancing student’s learning


• Reports to parents/guardian
• Administrative and guidance
uses
TYPES OF GRADING AND
REPORTING SYSTEMS
1. LETTER GRADES
• The most common and best known of all grading
methods
• Mostly composed of five-level grading scale

A • EXCELLENT
B • GOOD
C • AVERAGE
D • NEEDS IMPROVEMENT
E • FAILURE
2. PASS- FAIL SYSTEM
Simplest alternative grading method
available to educators reduces the number of
grade categories to just two: Pass or Fail. In
the late 1800s Pass/Fail grading was originally
introduced in college-level courses in the
college in order for students to give more
importance to learning and less to grades they
attained. By lessening the emphasis on
grades, many educators believed that students
would be encouraged to take more challenging
subjects.
3. CHECKLIST OF OBJECTIVES
Objectives of the courses are enumerated,
after each objective– the students’ level of
achievement is indicated.

Objective 1 • Fair

Objective 2 • Outstanding

Objective 3 • Very Good

Objective 4 • Poor

Objective 5 • Good
4. PERCENTAGE GRADES
• Are the ultimate multi-category grading
method
• Can range from 0 to 100
• Generally more popular among high
school teachers than elementary
teachers
5. STANDARDS-BASED GRADING
In an effort to bring greater clarity and specificity to the
grading process, many schools initiated standards-based
grading procedures and reporting forms. Guskey and Bailey
(2001) identify four steps in developing standards-based
grading. These steps are:
• Identify the major learning goals or standards that students
will be expected to achieve at each grade level or in each
course of study.
• Establish performance indicators for the learning goals.
• Determine graduated level of quality (benchmarks) for
assessing each goal or standard.
• Develop reporting tools that communicate teachers’
judgments of students’ learning progress and culminating
achievement in relation to the learning goals and standards.
6. LETTERS TO
PARENTS/GUARDIANS
Useful supplement to grades but is not
systematic nor cumulative
7. PORTFOLIOS
A set of purposefully selected work,
with commentary by student and
teaching. It shows students’ strength and
weaknesses and showing progress over
time.
8. PARENT- TEACHING
CONFERENCES
Mainly used in Elementary School, it
requires parents and pupils to come for a
conference with the teacher to discuss
the pupil’s progress. Useful for a two-way
flow of information and getting more
information from parents.
GUIDELINES FOR
EFFECTIVE GRADING
The following guidelines for effective grading
and reporting are recommended for use in
Philippine schools:
a) Describe grading procedures to students at
beginning of instruction
b) Clarify that course grade will be based on
achievement only.
c) Explain how other factors (effort, habits,
etc.) will be reported.
d) Relate grading procedures to intended
learning outcomes.
e) Obtain valid evidence (tests, etc.) for
assigning grades.
f) Prevent cheating
g) Return and review all test results as
soon as possible
h) Properly weight the various types of
achievements included in the grade
i) Do not lower an achievement grade
for tardiness, weak effort, or
misbehavior.
j) Be fair. Avoid bias. When in doubt,
review the evidence. If still in doubt,
give the higher grade.
DEVELOPMENT OF A GRADING
AND REPORTING SYSTEM

Ideally, 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
• Consistent with school standards
• Based on adequate assessment
• Based on the right level of detail
• Provide for parent-teacher conferences
as needed
K TO 12 GRADING OF
LEARNING OUTCOMES
The K to 12 assessment is learner-centered
and carefully considers its learning
environment system. Formative assessment
(assessment FOR learning) is given
importance to ensure learning. Learners are
encouraged to take part in the process of self-
assessment (assessment AS learning).
Summative forms of assessment (assessment
of learning) are also part of the curriculum
assessment under the K to 12.
The K to 12 curriculum prescribes that the
assessment process should utilize the wide
variety of traditional and authentic assessment
tools and techniques for a valid, reliable, and
realistic assessment of learning.
In K to 12 curriculums, assessment will be
standards-based to ensure that there is
standardization in teaching and learning.
Department of Education (DepEd) issued an
order (DepEd Order No. 31, s. 2012) stating
that assessment will be done in four levels and
will be weighted accordingly.
These levels are the following:
Knowledge refers to the essential content of the
curriculum, the facts and information that the student
acquires.
Process refers to cognitive acts that the student
does on facts and information to come up with
meanings and understandings.
Understanding refers to lasting big ideas, principles,
and generalizations that are fundamental to the
discipline which may be assessed using the facets of
understanding.
Products/Performances refers to real-life
application of understanding as shown by the
student’s performance of authentic tasks.
The assigned weight per level of assessment
are shown in the following table:

Level of Assessment Percentage weight

Knowledge 15%

Process of Skills 25%

Understanding 30%

Products/Performance 30%

TOTAL 100%

Source: DepEd Order 31, s,2012


At the end of the quarter, the student’s
performance will be described based on the
prescribed level of proficiency which has
equivalent numerical values. Proficiency level
is computed from the sum of all the
performances of students in various levels of
assessment. Each level is described as
follows:
• Beginning. The student at this level
struggles with his/her understanding of
prerequisite and fundamental knowledge
skills that have not been acquired or
developed adequately. 
Developing. The student at this level
possesses the minimum knowledge and skills
and core understanding 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 core understandings, and can
transfer them automatically and flexibly
through authentic performance tasks.
Translating these proficiency level into its
numerical value is described in the following
table.
Level of Proficiency Equivalent Numerical Value

Beginning 74% and below

Developing 75-79%

Approaching Proficiency 80-84%

Proficient 85-89%

Advance 90% and above

Source: DepEd Order 31, s, 2012


INTERIM GUIDELINES FOR
ASSESSMENT AND GRADING
IN LIGHT OF THE BASIC
EDUCATION LEARNING
CONTINUITY PLAN
DO No. 31, s.2020
October 20, 2020
References:

http://www.ruelpositive.com/grading-reporting-system
http://blackwoodps.sa.edu.au/assessment-and-reporting.html
https://www.greatschoolspartnership.org/proficiency-based-
learning/grading-reporting/
https://www.deped.gov.ph/covid-19/covid19-memoranda/
THANK
YOU FOR
LISTENING
!
Reporters:
Andamo, Sharmine
Devilles, Ma. Yvette
Obien, Jackielyn
Precioso, Lyka Marie

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