Module 7 Assessment Overview
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marvin pazModule 7 Assessment Overview
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marvin paz- Functions of Grading and Reporting
- Comparison of Grading Methods
- Guidelines for Reporting and Grading
- Perspectives on Grading
Common questions
Powered by AIThere is a debate about grading effort, motivation, and participation because these are subjective measures that do not always reflect a student's actual learning or performance. Some argue that these factors should be recorded separately from academic grades or that multiple grades should be given. This debate continues partly because grading product and performance is seen as more objective and aligned with achievement .
Criterion-referenced grading evaluates students based on a predetermined criterion, focusing on whether they have achieved specific learning objectives without comparing them to other students. In contrast, norm-referenced grading ranks students in relation to their peers, using a pre-determined formula to assign each grade proportionally. Both systems impact students' grades but differ fundamentally in their evaluative focus .
The primary functions of grading and reporting are to provide feedback to students to help them take charge of their learning and improve their performance. These systems serve to keep parents and guardians informed about their children's progress, determine promotion and graduation honors, aid in vocational and personal counseling, and identify students who need additional support through home visits or remedial lessons. Moreover, they clearly indicate which abilities students have mastered and which areas require further instruction .
The statement critiques the grading and reporting practices in schools, suggesting that receiving 'F' grades across the board reflects a systemic failure to support student progress and development. It implies that a progress report should indicate growth or improvement, yet a report full of failing grades suggests stagnation or even regression, calling into question the efficacy of the school's educational approaches .
Teachers may be seen as 'stingy' or 'overgenerous' in their grading practices due to personal biases, differing teaching philosophies, or misunderstandings of the grading criteria. To mitigate this, schools could standardize grading criteria, provide professional development on objective assessment methods, and ensure transparency in grading policies to promote fairness and consistency .
To compute grades according to the current DepEd policy, first, sum each component's total score. Next, divide the total raw score by the highest possible score and multiply by 100 percent to get the Percentage Score. Convert this to the Weighted Score by multiplying by the component's weight. Add these Weighted Scores to obtain the Initial Grade, and use the Transmutation Table for final conversion. For example, in a Grade 6 subject, if a student gets a total raw score of 45 out of 50, the Percentage Score is 90%. If participation is weighted at 20%, the Weighted Score for participation would be 18. Summing up all components gives the Initial Grade, which is then transmuted .
Agreeing with this statement acknowledges the student's role and responsibility in their educational outcomes. While teachers facilitate learning, students are ultimately responsible for their engagement and performance. However, it's also important to consider external influences like teaching quality, learning environment, and support systems, which play significant roles in educational success .
Student B's statement likely reflects a focus on intrinsic motivation and personal growth over external validation through grades. By emphasizing learning, the student values the process of acquiring knowledge and skills over the pursuit of grades, which they may view as secondary or unrelated to genuine educational achievement .
When reporting students' progress to parents, it is recommended to start with positive comments about the child, share student reflections, and clearly communicate expectations and examples of school communication. End the meeting on a positive note and emphasize the collaborative nature of the effort. Avoid being unprepared, discussing other students, and portraying yourself as omniscient .
Achieving high grades does not necessarily mean a student has learned a lot, as grades often reflect various factors including effort, quality of instruction, and parental support rather than sheer intelligence. Grades are a measure of how much a student has learned about a subject, but they do not fully capture a student's intellectual abilities or potential .