i de, be sure t To have a meaningful and successful accomplishment in ho) ar ea nae read through the whole episode before participating and si ed in Your FS 2 Rous Teacher's class. Note all the information you will need and tasks yo\ working on this episode. Ciena rae Intended Learning Outeories tthe end of this Learning Episode, I must be able to: + _ interpret scores ‘correctly : + “compute grades based on DepE4’s grading policy. + report grades to parents meaningfully. Introduction It is said that students should not study only . Studenis should study mos of ll fr Ieaming. Iti possible for stents to obiain high seoree ned cond srades but did not realy leam that much. What is ideal is for siudents to get high scores and good grades because if Our world of . sill Look hiring snd screening for scholarships. So grades have "ha students work for good grades that genuinely refit level of mc ides as criteria for Therefore, it is best ry. ah € S, Clty You Task In this Episode, you will interpret scores correctly, ‘Brading system and ‘Feport grades to parents /guardians duri : grades based on Bd oa Pees wsed on the Depl 's-Teachers’ Conference. Feld Sty PARTCPATION AN TEACANG ASSISTANTSMPssessment In criterion-referenced assessment we compare a mm of success which is the predetermined standard. In eteroneterencedasseament, eel suent perfrmance i eampareddsily (0 the prsosmined sa, it nsdn how ost peel nthe aS Criterion referenced assessment offen use “ut BEORS" to place sudents info categories such a5 “ona” “print nd “advanced.” Here is an example: The teacher's intended learning outcome is “to solve at least cight out of ten problems on fractions correctly”. Student ‘Ais able to olve ton (10) out of ten conc, Student By cig (8) pcblons and Stent Cy tbl to rel the predtarmined five words (5). It is obvious that only Students A and B wer standard as stated in the intended learning outcome, “solve at least & out of 10 words correctly.” ‘The performance (score) of each student is compared against a standard of success set by the teacher. Norm-Reference vs Criterion- Referenced Tests susan tytn orn, ae comparing the performance of Grade 6 pupils in Reading in a particular school. system to the performance of nation-wide group of Grade six pupils in Reading, Soo n:onigsiy | 1882t¢ {0 Solve ten (10) out of ten correctly, Student B, eight (8) problems and ards (5). It is obvious that only Students A and B were able to realize the pre ‘das stated in the intended learning outcome, “solve at least 8 out of 10 words xrformance (score) of each student is compared against a standard of success + It is not compared against the performance of the other students. Norm-Reference vs Criterion- Referenced Tests referenced assessment we compare @ students, the norm group, not against group’ depends on the assessments 4 erformance of Grade 6 pupils in Reading in parti ide group of Grade six pupils in Readin: eine Jorm-referenced assessment, In nor tmance with the.performance of other ird. The composition of the norm the pi a ‘mance of nation-wiarison of Students” seg : -gerived from a comparison The meaning of a norm-referenced score is den aac cm group) white the Meaning of, against other students’ scores (as stated in the scores of the 1g with established criterg criterion-referenced score is derived from eomparin of success. core that wil tell YOU Wheth, Its the ‘critron-oferencel So fr nota student met the established standard of success oF PONS Jines on Classroom Assessment for the K to 12 Basic Educatin, ste The grading system of the DepEd Orders. Reporting Students’ Progress and Grades to Parents Students” progress and grades are reported to parents through Report Card, Parents-Teachers conference and written conferences. They are explained below. Report Card. The Report Card is a standard method of teporting students’ progress and grades to parents. See sample report card for junior and senior high schoo! from the Department ‘of Education. ‘Tearonans Pons Aeron a80 YOR EEMENTARY AND metttiastiarentarimceuraary sree ——— 5 eve =| er nce /itps:/[email protected]/progress-report-card-ele Ske PenormennoTecHneseenirige heif reporting of students” progress, the meaning of grades is given. The DepEd Bives the following grade ntepreaton gee Outsaing saeieo| Paso ‘Very Saisictony oo Fase Suisfcary ox Fase Fairy usta 78 aed Di Not Mees Expecaon Below 75 Failed Report cards convey letter grades like A, B, C, D and F sometimes with + or - so a student may get an A+ or A-, B+ or B-, etc. Some report cards convey numerical grades such as 85 in Math, 93 in English and 88 in Biology. Still other report cards simply have Pass or Fail. The DepEd Student Report Card include affective characteristics such as Maka-Diyos, Maka-tao, ‘Maka-bansa and Make-kalikasan. Written Progress Reports. These can be weekly, bi-weekly or monthly reports of the student’s progress and achievement (McMillan, 2007). These written reports may include the student's performance on tests and quizzes, projects, oral reports... They also can include information about the student's motivation, cooperation and behavior, as well as suggestions for how parents can help the student improve his/her performance. ‘See Figure 13 for a sample written progress report Figure 73: indergaten writen Progress Report EPISODE 18 Grading ond RepertingParent-Teacher Conferences. Durham 72006) asserts that “paren teacher, comfrey are both a responsibilty and an opportniy” The education oF the ee School Fe responsibility of parents. In this task of educating children, parents are a Taethet:to discuss’ thes the benefit of children then it is best for teachers and parenis 19 cof ieee arden x children’s progress. Parent-Teacher Conferences are a perfect avenue for this purpo: es Tc has been a practice of Schools to set aside a day for Report Card disibution which i fa the same time the opportunity for parents and teachers to confer regarding ila’s performance. Here are some reminders for schools/teachers to get the most from parent-teacher conferences: : 1, Announce the date for card-giving in advance. Or better still the school calendar which should be given at the beginning of the school year must already include the dates for card-giving and parent-teacher conference/s. Parents are busy. and can’t just be there at the school’s beck and call 2. Be positive in approach. Start the conference with something positive and maintain the positive atmosphere. There is always something good in every student. Even if a student hhas performed poorly, try to find at least some areas in which the student has performed well 3. Be objective. While you should be positive, be truthful: and honest. picture of a student's performance in order not to ive an accurate false hopes to parents 4. Have a listening ear. Act with empathy. Parents are parents. They will tend to favor theit children, 5. Don’t project an “omniscient “image. You don't know all the answer the parents to the right person. Example, the Physics teacher if the performance in Physics. Sto questions. Refer Problem is the child’s Practice good communication skils. Communicate extra for grading. Have a dialogue not a monologue where the only one talking is you (or only the parent) 7. Don’t talk about other students, The focus of the parent-teacher conte ren bbe the parent’s child. Never compare the child with other students, Sead col 8. End with an encouraging note in the same way that you began 5 4 not the end of the world. Ban With a positive note. It isReporting Schools schedule Card Getting Day and Parents'- Teachers’ Conference (PTC) which are 4m opportunity for parents and teachers to discuss about students" performance and grades to make sense of scores and grades. Unfortunately, based on observation, not all parents ean attend FAG tad most often it isthe parents of students with problematic performance that can't come for PTC. z = = = = = a 5we Participate and Assist. yr FS Resource Teacher jy (Note to Student Teacher: As you participate and assist you! Se cas Scoring assessment fasks, computing grades and reporting grades (0 ea ae a please take note of what you are expected to give more attention (0 ep of this Learning Episode (NOTICE). 1. Confer with your Resource Teacher about scoring students’ assessment asks, Brae ‘computation and reporting. This may also be done face-o-face or online, 2. Ask your Resource Teacher what you can do to assist hinvher in the scoring of students assessment tasks, grade computation and preparation for reporting in the Parens. Teachers Conference. 1. Take notice of: + the individual student's scores in relation to established eriterion of success or cut-off score; parents’/guardians’ participation and comments during Card-Giving Day / Parents’-Teachers' Conference + your own feelings and thoughts as you assisted your CT: = score tests and compute grades = prepare for PTC = respond to queries and other concerns raised in the PTC. RQ Analyze 1. What are the teaching implications of the students test scores and grades? '2. In what subjects did students perform best? poorest? 3. How was the PIC attendance of parents and guardians? What g loes this imply? 4 What parentsgniianpmments Were most common dung Cand ng Day? 170 | Field Study PARTICIPATION NO TEACHING ASSISTANTENCites What personal message do I get from these students’ scores, grades and parents guardians’ PTC attendance and comments? a Se Noata ses Sot etn asad Ppt 1. One good thing that I observe in scoring / grading / Parents-Teachers Conference was 2. One thing that did not go very well in scoring / grading / Parents-Teachers Conference was i “The scoring / grading / Parents-Teachers Conference went well because ‘The scoring / grading / Parents-Teachers Conference did not go well because To ensure that the scoring, grading and the conduct of PTC serve their purpose, i.e. 10 censure that students learn, I will read researches on .... or view video on .. s— To help improve scoring, gradinjg practices and the conduct of PTC, I would like to conduct an action research on op) EPISODE 18: Geadeg and Reporting \ am472 = Work on my Artifacts. Compile samples of scoring and grade computation that you did. The fests and rodicy Portfolios that you score and Students’ Report Card must belong to the sa S 10 sep development. Include snapshots of PTCs and list of parents’/guardians’ comments during Pic and how these comments were addressed. Field Study & _PARTICPATIONANO TEACHING ASSISTANTSHIP.