GRADING AND REPORTING

Prepared: Mr. Jay-cen T. Amanonce

Objectives

▪ Describe the various type of grading and reporting systems

▪ Utilize the grading and reporting systems effectively using

the guidelines
 Aim of Grading and Reporting System

To provide results in brief, understandable form

for various users
▪ What should I count
- just achievement or effort too?

▪ How do I interpret a student’s score?

▪ Do I compare it to:
- other student’s scores (norm referenced)
- a standard of what they can do (criterion-referenced)
- some estimate of what they are able to do (learning
potential or self-referenced)

▪ What should my distribution of grades be and how do I

determine it?

▪ How do I display student progress or strengths and

weaknesses, to students and their parents?
 Educational Evaluation

▪ Measurement and assessment of learning – first two steps

▪ Grading and reporting – two terminal stages in the process

Functions of Grading and Reporting Systems
1 Enhancing Students’ Learning
▪ Clarifying instructional objectives for them
▪ Showing students’ strengths and weaknesses
▪ Providing information on personal – social development
▪ Enhancing students’ motivation (e.g., short term goals)
▪ Indicating where teaching might be modified
This can be achieved through day-to-day tests, feedback,
integrated periodic tests.
2 Reports to Parents/Guardians
▪ Inform parents/guardians on the progress of their child
▪ Communicate objectives to parents so they can help
promote learning
▪ Communicate how well objectives are met so parents can
plan better
3 Administrative and Guidance Uses
▪ Helps to decide promotion, graduation, honors, athletic
eligibility
▪ Report achievement to other schools or to employers
▪ Provide input for realistic, educational, vocational and
personal counselling
 Purposes of Grades

▪ Certification
▪ Selection
▪ Direction
▪ Motivation
Grades and Report Cards
▪ Should promote and enhance learning rather than
frustrate and discourage students
▪ Given to students and parents are asked to sign this
▪ Call for parent-teacher conferences such that report cards
will effectively function as motivation for further learning
Types of Grading and Reporting Systems
1 Traditional Letter-Grade System
▪ Students’ performance are summarized by means of letters
▪ Easy to understand but is of limited value when used as the
sole report
▪ They end up being a combination of achievement, effort,
work habits, behavior
▪ Difficult to interpret
▪ Do not indicate patterns of strengths and weaknesses
Traditional Letter-Grade System (example)

A Excellent
B Good
C Average
D Needs Improvement
E Failure
2 Pass - Fail System
▪ Utilizes a dichotomous grade system
▪ Popular in some courses in college; not very much practiced
in basic education
▪ Does not provide much information
▪ Students tend to work to the minimum (just to pass)
▪ In mastery learning courses, no grades are reflected until
‘mastery’ threshold is reached
3 Checklist of Objectives
▪ Objectives of the courses are enumerated
▪ After each objective, the students’ level of achievement is
indicated
▪ Very detailed reporting system
▪ More informative for parents and students
▪ Time consuming to prepare
▪ Potential Problem: keeping list manageable and
understandable
Checklist of Objectives (example)
Objective 1
*Fair
Objective 2
*Outstanding
Objective 3
*Very Good
Objective 4
*Poor
4 Letter to Parents/Guardians
▪ Useful supplement to grades
▪ Limited value as sole report:
- time consuming to prepare
- accounts of weaknesses are often misinterpreted by
parents and guardians
- not systematic nor cumulative
5 Portfolios
▪ A set of purposefully selected work, with commentary by
student and teacher
▪ Useful for:
- showing students’ strengths and weaknesses
- illustrating range of students’ work
- showing progress over time or stages of a project
- teaching students about objectives/standards they are to
meet
6 Parent-Teacher Conferences
▪ Mainly used in elementary school
▪ Requires parents of pupils to come for a conference with
the teacher to discuss the pupils’ progress
▪ Useful for a two-way flow of information and getting more
information from parents
▪ Limited value as a report because most parents do not
come for such conferences
Development of a Grading and Reporting System
Grading and Reporting
▪ Based on clear statement of learning objectives
▪ Consistent with school standards
▪ Based on adequate assessment
▪ Based on the right level of detail
▪ Providing for parent-teacher conferences as needed
Assigning Letter Grades and Computing Grades
Grades
▪ Must include only achievement
▪ Avoid the temptation to include effort for less able students
- It is difficult to assess effort/potential.
- It is difficult to distinguish ability from achievement.
▪ If achievement and effort are combined in some way,
grades would mean different things for different individuals
Grades
▪ Grades reflected on report cards are number or numerical
quantities arrived at after several data on the students
performance are combined.
Guidelines
▪ Properly weight each component to create a composite
▪ Normally agreed upon by school officials
Norm and Criterion-Referenced Grading
Norm-Referenced Grading System
▪ Grades may reflect relative performance
- score compared to other students (rank)
▪ Grade depends on what group you are in, not just your
own performance
▪ Typical grade may be shifted up or down, depending on
group’s ability
Criterion-Referenced Grading System
▪ Grades may reflect absolute performance
- score compared to specified performance standards (what
you can do
▪ Grade does not depend on what group you are in, but only
on your own performance compared to a set of
performance standards
Guidelines in Grading Students

▪ Explain your grading system to the students early in the

course and remind them of the grading policies regularly.
▪ Base grades on a predetermined and reasonable set of
standards.
▪ Base your grades on as much objective evidence as possible.
▪ Base grades on the student’s attitude as well as
achievement, especially at the elementary and high school
level.
Guidelines in Grading Students

▪ Base grades on the student’s relative standing compared to

classmates
▪ Base grades on a variety of sources
▪ Become familiar with the grading policy of your school and
with your colleagues’ standards
▪ When failing a student, closely follow school procedures
▪ Guard against bias in grading
▪ Keep pupils informed of their standing in the class
Conducting Teacher-Parent Conference

1. Make plans for the conference

2. Begin the conference in a positive manner
3. Present the student’s strong points before describing the
areas needing improvement
4. Encourage parents to participate and share information
5. Plan a course of action cooperatively
6. End the conference with a positive comment
7. Use good human relation skills during the conference.
Thank You!