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Chapter 8

The document discusses different aspects of grading systems used by the Department of Education. It covers norm-referenced grading which evaluates students relative to each other, and criterion-referenced grading which uses fixed criteria. It also discusses incorporating components like attitude and diligence into grades, combining grades on diverse skills into a single mark, standardized test scoring, cumulative grading systems, and the steps involved in computing grades from kindergarten to senior high school.

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Cjhane Catipon
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193 views52 pages

Chapter 8

The document discusses different aspects of grading systems used by the Department of Education. It covers norm-referenced grading which evaluates students relative to each other, and criterion-referenced grading which uses fixed criteria. It also discusses incorporating components like attitude and diligence into grades, combining grades on diverse skills into a single mark, standardized test scoring, cumulative grading systems, and the steps involved in computing grades from kindergarten to senior high school.

Uploaded by

Cjhane Catipon
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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Chapter 8

GRADING SYSTEM AND


GRADING SYSTEM OF THE
DEPARTMENT OF
EDUCATION
8.1 Norm - Referenced
Grading
most commonly used grading system
students are evaluated in relationship
to one another.
in this system, a grade of 80 means
that the student performed better
than or same as 80% of the class (or
group).
EXAMPLE CONSIDER THE
FOLLOWING TWO SET OF SCORE

A= {30,40,50,55,60,65,70,75,80,85}
B= {60,65,70,75,80,85,90,95,100}
In the first class, the student who got a raw score
of 75 would get a grade of 80% while in the
second class, the same grade of 80% would
correspond to a raw score of 90. Indeed, if the
test used for the two classes are the same, it
would be a rather "unfair" system of grading. A
wise student would opt to enroll in class A since
it is easier to get higher grades in that class than
in the other class (class B).
This problem is similar to the
problem of trying to compare a
Valedictorian from some remote rural
high school with a Valedictorian from
some very popular University in the
urban area.
Norm-referenced grading systems are based on
a pre-established formula regarding the
percentage or ratio of students within a whole
class who will be assigned each grade or mark.
It is therefore known in advance what percent
of the students would pass or fail a given
course.
Norm-referenced grading promotes competition
rather than cooperation.
For example, a teacher may establish a
grading policy whereby the top 15
percent of students will receive a mark
of excellent or outstanding, which in a
class of 100 enrolled students will be
15 persons. Such a grading policy is
illustrated below:
1.0 = top 15% of class
1.50 = Next 15% of class
2.0 = Next 45% of class
3.0 = Next 15% of class
5.0 = Botton 10 of class
Norm-referenced systems are most
often used for screening selected
student populations in conditions
where it is known that not all students
can advance due to limitations such as
available places, jobs, or other
controlling factors.
Example: In a class of 100 students, the
mean score in a test is 70 with a standard
deviation of 5. Construct a norm-
referenced grading table that would have
seven-grade scales and such that
students scoring between plus or minus
one standard deviation from the mean
receives an average grade.
Solution: The following intervals of raw scores
to grade equivalents are computed:
8.2 Criterion -
Referenced Grading
based on a fixed criterion measure.
There is a fixed target, and the
students must achieve that target
in order to obtain a passing grade
in a course regardless of how the
other students in the class
perform.
For example, in a class of 100 students
using the table below, no one might get a
grade of excellent if no one scores 98
above or 85 above depending on the
criterion used. There is no fixed
percentage of students who are expected
to get the various grades in the criterion-
referenced grading system.
1.0 (Excellent) = 98-100 or 85-100
1.5 (Good) = 88-97 or 80 -84
2.0 (Fair) = 75-87 or 70-79
3.0 (poor/pass) = 65-74 or 60-69
5.0 (failure) = below 65 or below 60
Often used in situations where the teachers
are agreed on the meaning of a "standard of
performance" in a subject but the quality of
the students is unknown or uneven; where
the work involves student collaboration or
teamwork; and where there is no external
driving factor such as needing to
systematically reduce a pool of eligible
students.
In criterion-referenced grading
system, students can help
fellow student in a group
without necessarily worrying
about lowering his grade.
8.3 Four Questions in
Grading
Marinila D. Svinicki (2007) of the Center
for Teaching Effectiveness of the
University of Texas at Austin poses four
intriguing questions relative to grading.
We reflect these questions here in this
section and the corresponding opinion
of Ms. Svinicki for your own reflection:
1. Should grades reflect absolute achievement
level or achievement relative to others in the
same class?
2. Should grades reflect achievement only or
nonacademic components such as attitude,
speed and diligence?
3. Should grades report status achieved or amount
of growth?
4. How can several grades on diverse skills
combine to give a single mark?
8.4 What Should Go Into
a Student's Grade
Grading System of an
Instructor
Reflects on his/her
educational philosophy. It is a
system which accomplish
different objectives.
1. Should grades reflects absolute
achievement level or achievementrelative
to others in the same class?

Criteria for various grades are known


from the beginning . This allows
student to take some responsibility for
the level at which he or she is going to
perform .
2. Should grades reflect achievement only or
non academic components such as attitude ,
speed and diligence?

Avery common practice to incorporate such


things as turning in assignments on time into
the overall grade in a course, primarily
because the need to motivate the students to
get their work done is a real problem for
instructors.
Two steps instructors should take:

1. To make students aware of this


possibilty well in advance of grade
assignment.
2. To make clear what behavior is included
in such qualities as prompt completion
of work and neatness or completeness.
4. How can several grades on diverse
skills combine to give a single mark?
The results of instruction varied to the
single mark because it is really a“Rube
Goldberge” as far as indicating what a
student has achieved. It would be most
desirable to be able to give multiple marks,
one for each of the variety of skills which
are learned.
2. Should grades reflect achievement only or
non academic components such as attitude ,
speed and diligence ?

Avery common practice to incorporate such


things as turning in assignments on time into
the overall grade in a course, primarily
because the need to motivate the students to
get their work done is a real problem for
instructors.
8.5 Standardized
Test Scoring
Test Standardization
A process by which teacher or researcher-
made test are validated and item
analyzed.
Characteristics:
Test validity
Test reliability
Test difficulty level
Test Standardization
Each standardized test uses its own
mathematical scoring system derived
by the publisher and administrators,
and these do not bear any relationship
to academic grading systems.
8.6 Cumulative and
Averaging Systems of
Grading
Cumulative Grading System
The grade of a student in a
gradingperiodequalshiscurrent
grading period grade which is
assumed to have the cumulative
effects of the previousgradingperiods.
8.7 Policy Guidelines on
Classroom Assessment for
the K-12 Basic Education
DepEd Order No. 8, s. 2015
Weights of the
Components for the
Different Grade Levels
and Subjects
The student's grade is a
function of three components:
1) written work,
2) performance tasks and
3) quarterly assessment.
Table 5 presents the weights of the
components for the Senior High School
subjects.
Performance tasks have the
highest percentage contribution
to the grade. This means that
DepEd's grading system
consistently puts most emphasis
on application of learned
concepts and skills.
8.8 Steps in Grade
Computation
For MAPEH, individual grades are given to
each area, Music, Arts, Physical Education,
and Health. The quarterly grade for MAPEH
is the average of the quarterly grades in the
four areas.
8.9 Grade
Computation
For Kindergarten
There are no numerical grades in Kindergarten.
Descriptions of the learners’ progress in the
various learning areas are represented using
checklists and student portfolios. These are
presented to the parents at the end of each
quarter for discussion. Additional guidelines on
the Kindergarten program will be issued.
For Grades 1-10
The average of the Quarterly Grades (QG) produces the Final
Grade.

The General Average is computed by dividing the sum of all final


grades by the total number of learning areas. Each learning area
has equal weight.
For Grades 11 and
12
The two quarters
determine the Final
Grade in a
semester. Table 9
shows an example
in Grade 11, second
semester for the
Accounting,
Business, and
Management (ABM)
strand.
Do things at your own pace
Life's not a race
THANK YOU
Maraming Salamat

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