GRADING
AND
REPORTING
One of the more frustrating aspects of
teaching is that of grading and reporting
student progress since there are so many
factors to consider, and so many decisions
to made. This concept attempts to simplify
this task and minimize some of the
complexities by describing the various
types of grading and reporting systems and
providing guidelines for their effective use.
The main aim of grading and reporting
system is to provide results in brief,
understandable form for varied users which
FUNCTIONS OF
GRADING AND
REPORTING SYSTEMS
1.
Enhancing
students
learning
through: clarifying instructional objectives
for them, showing students strengths and
weaknesses, providing information on
personal- social development, enhancing
students motivation and indicating where
teaching might be modified. These can be
achieved through day-to-day tests and
feedback and integrated periodic tests.
2.
Reports
to
parents/guardians.
Grading and reporting systems also
inform parents and guardians of students
on the progress of their wards. Likewise,
grades
and
reports
communicate
objectives to parents, so they can help
promote learning and likewise, and
communicate how well objectives were
met, so parents can better plan.
3. Administrative and guidance
uses.
The
administrative
and
guidance
purpose of grading and
reporting consist in: helping to decide
promotion,graduation,honors, athletic,
eligibility, reporting achievement to
other schools or to employers,
providing
input
for
realistic
educational, vocational, and personal
counseling.
TYPES OF GRADING
AND REPORTING
SYSTEMS
a. Traditional letter-grade system. In the
traditional letter grade system, students
performance are summarized by means
of letters.
b. Pass-fail. The pass or fail system utilizes
a dichotomous grade system. Either a
student has complied and reached certain
standards, in which case he passes or he
failed to do so and he gets a failing mark.
c. Checklist of objectives. In this system,
the
objectives
of
the
course
are
enumerated. After each objective, the
students level of achievement is indicated:
Outstanding, Very Good, Good, Fair or Poor.
d. Letters to parents/guardians. Letters to
parents or guardians are useful supplement
to grades. However, they have limited
value as sole report because they are very
time consuming to prepare accounts of
weaknesses are often misinterpreted by
parents or guardians, and they are not
characterized
as
systematic
nor
cumulative.
e. Portfolios. As already explained, a
portfolio is a set of purposefully
selected work, with commentary by
student and teacher.
f. Parent-teacher
conferences.
Parent teacher conferences are
mainly used in elementary schools.
This requires that parents of pupils
come for a conference with the
teacher to discuss the pupils
Development of a
grading and reporting
system
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
Based on clear statement of learning
objectives. The grading and reporting
system needs to be based on the same
set of learning objectives that the
parents, teachers and students agreed
at the beginning.
Consistent with school standards. The
system must support the school
standards rather than oppose the school
standards a ready set.
Based on adequate assessment. The grading and
reporting system should be easily verifiable
through adequate system of testing, measurement
and assessment methods.
Based on the right level of detail. The system must
be detailed enough to be diagnostic but compact
enough to be practical: not too time consuming to
prepare and use understandable to users and
easily summarized for school records purposes.
Providing
needed.
for
parent-teacher
conferences
as
GUIDELINES FOR EFFECTIVE
GRADING
1. Describe grading procedures to students at
beginning of instruction.
2. Clarify that course grade will be based on
achievement only.
3. Explain how other factors (effort, work habits, etc.)
will be reported.
4. Relate grading procedures to intended learning
outcomes.
5. Obtain valid evidence( tests, etc.) for assigning
grades.
6. Try to prevent cheating.
7. Return and review all test results as soon as
possible.
8. Properly weight the various types of achievements
included in the grade.
9. Do not lower an achievement grade for tardiness,
weak effort, or misbehavior.
10. Be fair. Avoid bias. When in doubt, review the
evidences. If still in doubt, give the higher grade.
Conducting ParentTeacher Conferences
Parent-teacher
conferences
become
productive when they are carefully planned
and the teacher is skilled in handling such
conferences. Skills in conducting parentteacher conferences can be developed.
Here are some hints on conducting good
conferences.
Guidelines for good conference
1. Make plans
Review your goals.
Organize the information to present.
Make list of points to cover and questions
to ask.
If bring portfolios, select and review
carefully.
2. Start positive- and maintain a
positive focus.
Present students strong points first.
Be helpful to have example of work to
show strengths and needs.
Compare early vs. Later work to show
improvement.
3. Encourage parents to participate
and share information.
Be willing to listen.
Be willing to answer questions.
4. Plan actions cooperatively.
What steps you can each take?
Summarize at the end.
5.End with positive comment.
Should not be a vague generality.
Should be true.
6. Use good human relation skills.
Assigning Letter Grades and
Computing Grades
Grades assigned to students must include
only achievement. It is very important to
avoid the temptation to include effort or
potential and it is difficult to distinguish ability
from
achievement.
Furthermore,
if
achievement and effort are combined in some
way, grades would mean different things for
different individuals.
Grades reflected on report cards are
numbers or numeral quantities arrived at after
several data on the students performance are
combined. The following guidelines may be
considered in combining such data:
Properly weight each component to create a
composite. The weights used are normally
agreed upon by the school officials.
The more scientific approach is to use a
principal components analysis which is hardly
practiced in schools because of the difficulty
involved.
Put all components on same scale to weight
properly:
a. equate ranges of scores
b. or, convert all to T-scores or other standard
scores
Norm or Criterion-Referenced
Grading
Grades may reflect relative performance.
This is more commonly called a normreferenced grading system. In such a
system:
a. grade (like a class rank) depends on what
group you are in, not just your own
performance.
b. grading is a complex task, because grades
must:
I. clearly define the domain.
II. clearly define and justify the performance
standards.
III. Be based on criterion-referenced
assessment.
c. Conditions are hard to meet except in
complete mastery learning settings.
d. Finally, grades may also reflect learning
ability or improvement performance .In such a
system:
1. grades are inconsistent with a standardsbased system because now, each child is
his/her own standard.
2. reliably estimating learning ability (separate
from achievement) is very difficult.
3.
one cannot reliably measure change
with classroom
measures,
4.
therefore, should only be used as a
supplement.
Distribution of Grades and
Guidelines for Effective Grading
The
norm-referenced
and
criterion
referenced distribution of grades have been in
practice for several years now. The normreferenced or relative distribution is a big
issue because of the following considerations:
a. Normal curve is defensible only when we
have large, unselected group
b. when grading on the curve, school staff
should set
fair ranges of grades for different groups
and courses
c. when grading on the curve, any pass-fail
decision should be based on an absolute
standard
d. standards and ranges should be understood
and followed by all teachers
On the other hand, the criterion-referenced
or absolute grading system is not an issue
because:
a. it seldom uses letter grades alone
b. it often includes checklists of what has been
mastered
c. the distribution of grades is not
predetermined
The K to 12 GRADING
SYSTEM: REPRODUCED from
DepEd Order No. 31. s. 2012
ASSESSMENT OF LEARNING OUTCOMES
IN THE K to 12 PROGRAM ( Per DepEd
Order No. 31, s. 2012 )
CHARACTERISTICS of K to 12 ASSESSMENT
PROCEDURE
The assessment process is holistic, with the
emphasis on the formative or developmental
purpose of quality assurance in the student
learning.
It is also standards-based as it seeks to
ensure that teachers will teach according
to the standards and that students will aim
to meet or even exceed to the standards.
The assessment shall be done at four levels
which are an adaptation of the cognitive
levels for learning. Weights are assigned to
the levels.
LEVEL OF
PERFORMANCE/ASSESSMEN
T
PERCENTAGE WEIGHT
KNOWLEDGE
15%
PROCESS or SKILLS
25%
UNDERSTANDING(S)
30%
PRODUCT/PERFORMANCES
30%
100%
DEFINITION OF LEVELS
1. Knowledge refers to the substantive content
of the curriculum, the facts and information that
the student acquires.
2. Process refers to cognitive operations that
the student performs on facts and information
for the purpose of constructing meanings and
understandings. This level is assessed through
activities or tests of analytical ability.
3. Understandings refer to enduring big ideas,
principles and generalizations inherent to the
discipline, which may be assessed using the
facets of understanding. Assessment at this
level, should require ability to synthesize,
generalize and judge accordingly.
4. Products/Performances refer to real-life
application of understanding as evidenced by the
students performance of authentic tasks. At this
level students are expected to be able to apply
what has been learned in contrived or real
situations.
Levels of Assessment
Levels
Suggested Assessment Tools
Knowledge (15%)
1. Selected-response Item
a. multiple choice b. True or False c.
Matching Type
2. Constructed response type of test
a. Essay b. Fill in the blanks c. Performing
tasks
Process or Skills
(25%)
Outlining, organizing, analyzing, interpreting,
translating.
Drawing analogies
Constructing the graphs, flowcharts
Doing role plays, drawing
Understanding
(30%)
Oral Discourse/Recitation
Portfolio
Open-ended tests
Products/
Performance
(30%)
Participation
Projects
Homework
Experiments
Portfolio
Other Outputs
LEVELS OF PROFECIENCY
At the end of the quarter, the performance of
students shall be described in the report card,
based on the following levels of proficiency:
Beginning-The students at this level struggles
with his/her understanding; prerequisite and
fundamental knowledge and or skills have not
been acquired adequately to aid understanding.
Developing- the student at this level possesses
the minimum knowledge and skills and core
understanding, but needs help throughout the
performance of authentic task.
Approaching Proficiency- the student at this
level has developed the fundamental knowledge
and skills and core understandings, and with
the little guidance from the teacher and/or with
some assistance from peers, can transfer these
understandings through authentic task.
Proficient the student at this level has
developed the fundamental knowledge and
skills and core understandings, and can
transfer
them
independently
through
authentic performance task.
Advanced- the student at this level exceeds
the core requirements in terms of knowledge,
and skills and understandings, and can
transfer them automatically and flexibly.
Level of Proficiency
Equivalent
Numerical Value
Beginning
74%
and below
75-79%
80-84%
Developing
Approaching
Proficiency
Proficient
Advanced
85-89%
90%
and above
LEVELS OF PROFICIENCY
B D AP P A -
for Beginning;
for Developing;
for Approaching Proficiency
for Proficient
for Advanced
Comparison of Levels of Proficiency
Approaching
Proficiency
Proficient
Advanced
Minimum
Fundament
al
Fundament
al
Exceeding
Needs help
With little
guidance
from the
teacher or
some
assistance
from peers
Independent
Automatic
and flexible
Indicators
Beginning
Developin
g
Acquisition
of
Knowledge,
Skills and
Understandi
ng
Struggling
or have not
acquired
Transfer of
knowledge/
Application
of
Knowledge
At the end of the four quarters, the Final Grade for each
learning area shall be reported as the average of the four
quarterly ratings, expressed in terms of the levels of
proficiency. The general average shall be the final grades of
the different learning areas, also expressed in terms of
levels of proficiency, with the numerical equivalent in
parenthesis.
Promotion and Retention of students shall be by subject.
Students whose proficiency level is Beginning (B) at the end
of the quarter shall be required to undergo remediation
after class hours. If by the end of the school year, the
students are still at the Beginning Level, they can shall be
required to take summer.
As a matter of policy every learning
deficiency should be bridged even
for whose level of proficiency is
above the Beginning Level. The
guidelines for bridging gaps in
learning are in separate DepEd Order.
CULMINATING RESOURCES
ACTIVITIES/PERFORMANCES
At the end of every quarter, schools are
encouraged to put up exhibits of
student product across subjects as
culminating activity. Students may also
do an exhibition of their performance
in different subjects as evidence of
their learning of performance
standards.
8.7.4. Sample Report Cards for Grades 1-6
Periodic Rating
Learning Areas
FINAL
RATING
AP
AP
Filipino
English
AP
AP
AP
AP
MAPEH
Music
Art
Physical Education
Health
Mother Tongue
Mathematics
Araling Panlipunan
Edukasyon
Pagpapakatao
General Average
sa
No.
of
Scho
ol
Days
JUN
JUL
19
Attendance Record
AUG
SEPT
OCT
NOV
DEC
JAN
FEB
21
22
19
21
MAR
APR
Tota
l
21
21
20
14
21
21
18
198
22
21
21
20
14
21
21
18
198
No.
of
scho
ol
Days
Prese
nt
No.
of
Time
s
Tardy
Character
Building
Activities
Traits
1
2
1. Courtesy
2. Honesty
3. Helpfulness and Cooperation
4. Resourcefulness and Creativity
5. Consideration for others
6. Sportsmanship
7. Obedience
8. Self-reliance
9. Industry
10. Cleanliness and Orderliness
Guidelines for Rating
A Very Good
B Good
C Fair
D Poor
Ulat tungkol sa Pag-uunlad
Sample Report Card for
ng Marka
Grades 7-10
Larangan ng Pagaaral
MARKAHAN
Hulin
g
Mark
a
Pasya
Filipino
Passed
English
AP
AP
AP
AP
AP
Passed
Mathematics
AP
AP
AP
AP
Passed
Science
AP
AP
AP
Passed
AP
AP
AP
AP
AP
Passed
Technology and Livelihood
Education (TLE)
Passed
MAPEH
Passed
Music
Passed
Arts
Passed
Physical Education
Passed
Health
Passed
Passed
Araling Panlipunan (AP)
Edukasyon sa Pagpapakatao
Example: 70 item exam
70=95% ; 0=65% 50% passing grade
35=75% ; 34=74%
70 95 1
-35 -75
21 36
35 20 21
+1 +1 15 2=30
36 21
6 1= 6
36
15 steps interval is 2
6 steps interval is 1
RAW SCORE
GRADES
70-69
95%
68-67
94%
66-65
93%
64-63
92%
62-61
91%
60-59
90%
58-57
89%
56-55
88%
54-53
87%
52-51
86%
50-49
85%
48-47
84%
46-45
83%
44-43
82%
42-41
81%
40
80%
39
79%
38
78%
37
77%
36
76%
35
75%
