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Grading System Insights for Educators

The document discusses various topics related to grading and reporting student progress including: 1. The functions of grading which include enhancing student learning, reporting to parents, and administrative uses. 2. The differences between criterion-referenced grading which compares a student's score to a standard, and norm-referenced grading which compares a student to other students. 3. An example of how to compute grades for a Grade 6 subject according to current DepEd policy, using percentages for different assessment types. 4. A list of "do's and don'ts" for reporting student progress to students and parents, including providing ongoing updates and not waiting until problems arise to communicate.

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Nizelle Amaranto Arevalo
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96 views3 pages

Grading System Insights for Educators

The document discusses various topics related to grading and reporting student progress including: 1. The functions of grading which include enhancing student learning, reporting to parents, and administrative uses. 2. The differences between criterion-referenced grading which compares a student's score to a standard, and norm-referenced grading which compares a student to other students. 3. An example of how to compute grades for a Grade 6 subject according to current DepEd policy, using percentages for different assessment types. 4. A list of "do's and don'ts" for reporting student progress to students and parents, including providing ongoing updates and not waiting until problems arise to communicate.

Uploaded by

Nizelle Amaranto Arevalo
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd

Activity Chapter 10

[Link] 10

JOAN L. BATAGON III-BEED BLOCK 4

1. Explain the functions of grading and reporting;

a.) 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 [Link] can be achieved through day-to-day
tests and feedback and integrated periodic tests.

b.) Reports to parents/ guardians - Grading and reporting systems also inform parents and guardians of
students on the progress of their [Link], grades and reports communicate objectives to
parents, so they can help promote learning and likewise, communicate how well objectives were met,so
parents can better plan.

c.) Administrative and guidance uses - Grades and report cards should promote and enhance learning
rather than frustrate and discourage students.

2. Distinguish between criterion referenced and norm referenced grading.

•Norm-referenced refers to how a student's score compares to other students, while criterion-
referenced refers to how a student's score compares to a criterion, such as a predetermined standard or
goal.

3. How do you compute grades in accordance with the current DepEd policy on grading system. Give
an example for a subject in Grade 6.

Mathematics 6

Written Works 40%

Performance Tasks 40%

Quarterly Assessment 20%

4. Give a list of do's and don'ts when reporting students progress to both students and parents.

Do's Don'ts

Do offer updates. Don't think that online gradebooks replace progress


reports or spontaneous feedback on a child’s
performance.
Do provide ongoing updates. Parents need a steady diet Don't wait until the end of the grading period to offer
of their child’s incremental progress. They want to hear feedback on students.
what’s happening in the classroom regularly, not just at
the end of a grading period or when something has
gone wrong.

Do help students establish and maintain positive and Don’t believe that students and parents know exactly
healthy peer relationships within your school how to function within your unique school setting.
community and help parents understand how they can
best support their children.

Don’t wait for parents to ask for information on their


child’s current education state or their future.
Do offer parents important information when they need
it (based on their child’s chronological age and
developmental stage).

5. If you get high grades or high scores does it follows that you learned a lot? Explain your answer.

• Yes because if I didn't learn a lot im not going to get a high grades or high scores. Getting a high grades
or high scores is hard but if you studied and learn all the lessons you will going to get it.

B. Research on:

1. The averaging and cumulative grading systems. How are grades computed in each grading system?
What are the advantages and disadvantages of each grading system?

•The advantage is it allows teachers to give weight to assessments later in the year that more
accurately measure student growth toward course objectives. Disadvantages are that students can have
a difficult time tracking their progress, or knowing, for example, how well they must do on a test to keep
their grade above a certain percentage.

2. School practices on marks or grades used. Do they use letter grades? What do they mean?or 1,2,3,
etc.? or 75,78,90. What are advantages and disadvantages of each? Which is most meaningful to
parents?

• School used a letter grades. The advantages of a letter grades is historically, letter grades have served
as a tool to rate educational intelligence. By looking at the progression of a student's grades over time,
people are able to determine whether or not the students are developing skills in certain areas. The
disadvantages letter grade systems might feel good, but they do not accurately reflect a student's
performance in an exam since they tend to group students into bands. This means that a student who
has managed to scrape a 91 is put on the same level as a student who achieved a perfect score.

3. Problems met by parents and teachers during card giving?


Falling Behind Schedule - Honor each family’s appointment time by setting a schedule and sticking with
it.

Not Creating a Welcoming Atmosphere - With all the logistical preparation and mounds of papers to be
distributed, it’s easy to overlook the importance of establishing an inviting atmosphere when families
arrive.

Being Too Teacher-Centered - If you haven’t done it before, consider inviting students to their own
conferences! It’s a great way to ensure that conversations remain student-focused, and it creates shared
ownership among everyone participating.

Not Planning in Advance - I usually create a checklist of items I’d like to discuss with parents weeks
before the conference actually takes places. Behavior, homework habits, reading skills and class
participation often make their way onto my fall conference agenda.

Focusing on Problems, Not Solutions - If a student is struggling with behavior or falling behind
academically, make sure to communicate these concerns in advance of conferences. That way, your
time with families can be focused on brainstorming solutions and building rapport – a much more
challenging task without face-to-face dialogue.

Common questions

Powered by AI

Educators should provide regular updates, not rely solely on online gradebooks, show supportive classroom involvement, relate to children's developmental stages, and avoid waiting for parents to seek information. They should ensure communication is informative, regular, and supportive .

Criterion-referenced grading compares a student's performance against a set predetermined standard or criterion, while norm-referenced grading evaluates a student's performance in comparison to other students in the cohort, indicating relative standing .

While high grades generally indicate that a student has absorbed a lot of the material, they do not always equate to deep or comprehensive learning, as grades may reflect short-term memorization or factor in external influences unrelated to true understanding .

The letter grading system offers historical context for evaluating educational intelligence and easy assessment over time, but it may not accurately reflect performance as it groups students into broad categories. This banding can obscure differences, such as between a student barely achieving a 91 and another scoring perfectly .

Inviting students to their own conferences enhances the focus on the student's perspective, fosters shared ownership, encourages self-reflection, and enhances mutual understanding among educators, parents, and students, thereby strengthening communal educational support .

Schools often use letter grades due to their historical role in indicating educational intelligence. However, while they simplify understanding of academic status, they lack granularity by categorizing diverse achievements into a single band, which might not fully capture students' abilities .

Grading and reporting serve several key functions: enhancing students' learning by clarifying instructional objectives and indicating areas for improvement, informing parents about their children’s progress to aid in learning promotion, and addressing administrative and guidance needs. This can be done through providing day-to-day feedback, periodic tests, and involving parents in the educational objectives .

Common issues include falling behind schedule, creating an unwelcoming atmosphere, too much focus on the teacher rather than the student, poor prior planning, and problem-focused discussions without solutions. These issues can be mitigated through meticulous scheduling, inviting atmospheres, student inclusion, advance planning, and solution-focused dialogues .

Grading and reporting systems motivate students by providing feedback on strengths, weaknesses, and social development, while informing parents allow them to support learning at home. They also engage both parties by aligning educational objectives with measurable outcomes .

The averaging grading system offers a comprehensive view by weighing all assessments equally, reflecting consistent performance, while the cumulative system highlights growth by emphasizing later assessments. However, cumulative systems can obscure early efforts and make progress tracking difficult for students .

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