Grading and Reporting Handout

GRADING
AND
REPORTING
K to 12 Grading of
Learning Outcomes
The basis
The Effects of of good
Grading the Reporting
Students is Good
Evidence
Building a Grading Major
and Reporting Purposes of
Grading System Grading
Letter Grades
and and
Developing Reporting
Reportin Effective Grading Percentage
Reporting System and Grades
g
Reporting Standard-
System Tools for Methods based
Comprehensive
Reporting System Pass/Fail
Guidelines for
Better Practice
Planning and
Implementing
Parent-Teacher
Conference
Grading and
reporting are Good reporting is
integral parts of the based on good
instructional evidence.
process.
The primary
Changes in grading
goal of grading
and reporting are
and reporting is
best accomplished
communication.
through the
development of a
comprehensive
reporting system
Guiding Premises In Developing Grading And Reporting

System
1
K TO 12 The K to 12
GRADING assessment is
OF learner-
LEARNING centered
OUTCOME
S
1
K TO 12 It assess both
GRADING cognitive and
OF non-cognitive
LEARNING skills.
OUTCOME
S
1
K TO 12
It suggests to
utilize wide
GRADING variety of
OF traditional and
LEARNING authentic
OUTCOME assessment
S tools and
1
K TO 12
It gives greater
importance on
assessing
understanding
GRADING and skills
OF development
LEARNING rather than mere
OUTCOME accumulation of
content
S
1
K TO 12
4
LEVELS
KNOWLEDGE
GRADING
OF PROCESS
LEARNING UNDERSTANDI
OUTCOME NG
PRODUCTS/
S PERFORMANC
1
K TO 12
WEIGHT PER
LEVEL
KNOWLEDGE
GRADING 15%
OF PROCESS
25%
LEARNING UNDERSTANDING
OUTCOME 30%
PRODUCTS/
S 30%
1
K TO 12
BEFOR
PROFICIENCY
LEVEL Equivale
E
Level nt
of Proficiency Numerica
GRADING Beginning
l Value
74%
OF and
below
LEARNING Developing 75-79%
OUTCOME Approaching
Proficiency
80-84%
S Proficient
Advanced
85-89%
90%
1
K TO 12
Now,
learners were assess
through 3 areas
GRADING
OF
LEARNING
OUTCOME
S
1
K TO 12
In Science and Mathematics for
example
GRADING Level
Weight
of Proficiency
OF Written Work 40%
LEARNING Performance Task
Quarterly
40%
20%
OUTCOME Assessment
Total 100%
S
2
Base on the study
presented in the
previous paragraphs,
its relevance are:
1. It illustrated that
The while grades may not
be compulsory or
Effects of learning, it can be
Grading used in positive ways
on enhance students
achievement and
Students performance.
2
Base on the study
presented in the
previous paragraphs,
its relevance are:
2. It showed that
The positive effects can be
gained with relatively
Effects of little effort on the part
Grading of teachers. Stamps or
stickers with standard
on comments such as
Students these could be easily
produced for teachers
3
3.1 The Basis of
Good Reporting is
Good Evidence
Evaluation experts
stress that if one is
Building a going to make
Grading important decisions
about students that
and have broad
implications, such as
Reporting decisions involved in
System grading, the more that
3
Building a Grading
3
Qualities that
Contribute to the
Goodness of Evidence
and Reporting
System VALIDITY
RELIABILI
TY
3.2 Major Purposes of
3
Building a Grading
Grading and Reporting
The following are the major purposes
of grading and reporting:
To communicate the achievements
status of students to parents and
and Reporting others
System
To provide information that
students can use for self-evaluation
To select, identify group of
students for certain educational
paths or programs
To provide incentives for students
to learn
To evaluate the effectiveness of
3
Possible Sources of
Grading and Reporting
- Major Exams or - Class Observation
Composition - Oral Presentations
Building a Grading - Class Quizzes - Homework
and Reporting - Report or Completion
System Projects - Homework Quality
- Students - Class Participation
Portfolios - Work Habits and
- Exhibits of Neatness
Students Work - Effort
- Laboratory - Attendance
Projects - Punctuality of
- Students Assignments
Notebook or
3
Building a Grading and
Reporting System
(Grading and Reporting Methods)
Method Advantages Disadvantages

LETTER GRADE - Convenient -Broad, sometimes
- The most - Concise unclear indication
common and - Familiar of performance
best known for -Often includes a
all grading jumble of factors
methods including effort and
- Mostly improvement
composed of
five-level
grading scale
3
Reporting System

PERCENTAGE - Easy to calculate, -Broad, sometimes
GRADE record, and unclear indication
- Are the ultimate combine of performance,
multi-category - Familiar false sense of
grading method
- Can range from 0
difference between
to 100 close scores;
- Generally more -High scores not
popular among necessarily
high signifies mastery
3
Reporting System

STANDARDS- - Focus on high -May not reflect
BASED GRADE standards for all student learning in
students; many areas;
- Pre-established -Does not include
performance levels effort or
improvement
3
Reporting System

PASS/FAIL - Simple; -Little
- Consistent with discrimination in
mastery of learning performance;
-Less emphasis on
high performance
4
Developing Effective
Learning System
Critical Aspects in Determining

Communication Purposes:
a. What information or messages do we want

to communicate?
b. Who is the primary audience for the
message?
c. How would we like that information or
message to be used?
5 TOOLS FOR
COMPREHENSIVE
REPORTING SYSTEM
Report Cards Notes: Attached to Repot Card
Phone Calls to Parents Standardized Assessment
Report
School Open-houses Weekly/Monthly Progress
Reports
Newsletter to parents Personal letter to parents
Evaluated Projects Portfolio or exhibits of
students work
Homework Assignments Homework hotlines
School Web Pages Parent-Teacher Conferences
6 GUIDELINES FOR BETTER
PRACTICE
Guide on how to utilize effectively the grading and

reporting systems:
1. Begin with a clear statement of purpose.

2. Provide accurate and understandable descriptions of
learning.
3. Use grading and reporting to enhance teaching and
learning.
6
GUIDELINES FOR BETTER
PRACTICE
Dos and Donts of Effective
DO Grading DONT
Use well-thought-out Depend entirely on number
professional judgments. crunching.
Try everything you can to score Allow personal bias to affect
and grade fairly grades
Grade according to pre- Grade on the curve using the
established learning targets class as the norm group
and standards.
Rely most on current Keep grading procedures
information secret
6
PRACTICE
DO Grading DONT
Base grades primarily on Use effort improvement,
student performance attitudes and motivation for
borderline students
Mark grade and return Return assessments weeks
assessments to students as later with little or no feedback
soon as possible and with as
much feedback as possible
Review borderline cases Be inflexible with borderline
carefully, when in doubt, cases
assign the higher grades
6
PRACTICE
Grading
DO DONT
Convert scores to the same Use zero scores
scale before combining indiscriminately when
averaging grades
Weight scores before Include extra credit
combining assignments that are not
related to the learning targets.
Use a sufficient number of Rely on one of two
assessments assessments for semester
grade
Be willing to change grades Lower grades for cheating,
when warranted misbehaving, tardiness, or
7
PLANNING AND
IMPLEMENTING PARENT-
TEACHER CONFERENCE
TEACHER-CONFERENCE
It is typically a face-to-face discussion, though phone and
conferences and calls can also be used.
7
PLANNING AND
TEACHER CONFERENCE
TWO TYPES OF PARENT-TEACHER CONFERENCES
A. Group Conferences
- These are conducted in the beginning of the year to
communicate school and class policies, class content,
evaluation procedures, expectations, and procedures
for getting in touch with teachers.
B. Individual Conferences
- These are conducted to discuss the individual students
achievement, progress or difficulties.
7 PLANNING AND
CHECKLISTS FOR CONDUCTING PARENT-TEACHER
TEACHER CONFERENCE
CONFERENCES
Plan each conference in advance.
Conduct the conference in a private, quiet, and
comfortable setting.
Begin with class discussion of positive student
performances
Establish an informal, professional tone
Encourage parent participation in the conference
Be frank in reviewing student strengths and weaknesses.
Review language skills
Review learning targets with examples of student
performances that show progress
Avoid discussing other students and teachers
Avoid bluffing
7 PLANNING AND
TEACHER CONFERENCE
RECOMMENDATION FOR EFFECTIVE PARENT-TEACHER
CONFERENCE
BEFORE THE DURING THE
AFTER THE CONFERENCE
CONFERENCE CONFERENCE
-Encourage parents to -Provide child care, -Provide parents with a
review student work at refreshments, and telephone number and
home, note concerns or transportations if schedule of specific
questions, and bring necessary times so they may call
those to the conference you with concerns.
-Schedule times that are -Follow up on any

convenient for both -Show multiple samples questions or concerns
working and non- of student work and raised during the
working parents. discuss specific conference
suggestions for
7 PLANNING AND
TEACHER CONFERENCE
CONFERENCE
BEFORE THE DURING THE AFTER THE
CONFERENCE CONFERENCE CONFERENCE
-Notify parents well - Actively listen and -Plan a time to meet
ahead of scheduled avoid the use of again if necessary
conference times. educational jargon
- Communicate -Encourage parents to

-Provide staff expectations and discuss the conference
development for new describe how parents with their child
teachers on the purpose can help.
for conferences,
7
PLANNING AND
TEACHER CONFERENCE
CONFERENCE
BEFORE THE DURING THE
AFTER THE CONFERENCE
CONFERENCE CONFERENCE
-Consider alternative - Develop a system for - Ask parents for
locations, such as on-going written evaluation of
church community, communication with the conference and
centers for parents each parent that encourage them to
convenience recognizes parents as make suggestions
partners
- Debrief with
-Print conference - Provide resources colleagues to look for
schedules and materials materials that parents ways to improve
in multiple languages, if might use at home to future conferences
necessary strengthen students
Compute for the grades of the ten (10) students below. Determine who
among them rank 1st, 2nd and 3rd. Follow the grading system used by the
current curriculum in DepEd.

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GRADING

Guiding Premises In Developing Grading And Reporting

Method Advantages Disadvantages

Method Advantages Disadvantages

Method Advantages Disadvantages

Method Advantages Disadvantages

Critical Aspects in Determining

a. What information or messages do we want

Guide on how to utilize effectively the grading and

1. Begin with a clear statement of purpose.

-Schedule times that are -Follow up on any

- Communicate -Encourage parents to

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