GRADING SYSTEM
and the
GRADING SYSTEM
of the
DEPARTMENT OF
EDUCATION
(Chapter 8)
LEARNING OUTCOMES
- Distinguish between norm-referenced and
LEARNING OUTCOMES
criterion-referenced grading; cumulative and
averaging
- Distinguish grading system.
between norm-referenced and criterion-
referenced grading; cumulative and averaging grading system
- Compute grades
- Compute grades of students
of students in levels
in various grade various grade
observing
levels observing DepEd guidelines.
DepEd guidelines
Grading is the process by which
teacher assesses student’s learning and
performance through classroom tests and
assignments, lab works, physical activities and
more.
This can include letter grades, percentages
and even a simple pass or fail.
Norm-Referenced Grading System
Norm-Referenced Grading System refers
to a grading system wherein a student's
performance is evaluated relatively to the
performance of the other student. Using the
norm-reference grading system, a student
performance is evaluated relatively to the
performance of other student within the group.
Example: Consider the following two sets of scores in an English 1
class for two sections of ten students each:
A=(30, 40, 50, 55, 60, 65, 70, 75, 80, 85)
B={60, 65, 70, 75,80, 85, 90, 90, 95, 100}
Student in "A" class: Raw score of 75 would get a grade of 80%. MN
75(10) =7.5 or 8 observation "A"
Student in "B" class: Raw score of 90 would get a grade of 80%. MN
100 90(10) 100 8.5 observation "B“
This problem is called the problem of equivalency.
Example: A teacher may establish a grading policy whereby
the top 15% of students will receive a mark of excellent or
outstanding.
1.0 (Excellent) - Top 15% of class
1.50 (Good) - Next 15% of class
2.0 (Average, Fair) - Next 45% of class
3.0 (Poor, Pass) - Next 15% of class
5.0 (Failure) - Bottom 10% of class
The objective for this is to find out the best performers in
the group.
Criterion-Referenced Grading System
Criterion-Referenced Grading Systems
are based on a fixed criterion measure. There is a
fixed target and the students must achieve that
target to obtain a passing grade in a course
regardless of how the other students in the class
perform. The scale does not change regardless of
the quality, or lack thereof, of the students.
Example: In a class of 100 students using the table
below, no one get a grade of excellent if no one scores 98
above or 85 above depending on the criterion used. There is
no fixed percentage of students who are expected to get the
various grades in the criterion-referenced grading system.
1.0 (Excellent) - 98-100 or 85-100
1.5 (Good) - 88-97 or 80-84
2.0 (Fair)- 75-87 or 70-79
3.0 (Poor/Pass) - 65-74 or 60-69
5.0 (Failure) - Below 65 or below 60
Criterion-referenced grading systems
are often used in situations where the
teachers are agreed on the meaning of
a "standard of performance" in a
subject but the quality of the students
is unknown or uneven; where the work
involves student collaboration or
teamwork.
IDENTIFY ME!
1. The score of Angelica is compared to the
mean score of all the test takers.
2. Ellen passed the competency test in
Mathematics.
3. Andrew was given an NCII in driving courses.
4. The percentile rank of MOT-1 in the exam is
89.
5. Jaime’s grade in PE is 1.75.
Four Questions in Grading System
- Marinila D. Svinicki (2007) of the Center for Teaching
Effectiveness of the University of Texas at Austin poses four
intriguing questions relative to grading.
1. Should grades reflect absolute achievements level or achievement
relative to others in the same class?
2. Should grades reflect achievements only or nonacademic
components such as attitude, speed and diligence?
3. Should grades report status achieved or amount of growth?
4. How can several grades on diverse skills combine to give a single
mark?
What Should Go Into a Student's Grade?
-The grading system an instructor selects reflects
his or her educational philosophy. There are no right
or wrong systems, only systems which accomplish
different objectives. The following are questions
which an instructor may want to answer when
choosing what will go into a student's grade.
1. Should grades reflect absolute achievements level or
achievement relative to others in the same class?
This is often referred to us the controversy between norm-
referenced versus criterion-referenced grading. Both grading system
had its advantage and disadvantages. Above all else, a positive aspect
of this foreknowledge is that much of the uncertainty which often
accompanies grading for students is eliminated. Since they can plot
their own progress toward the desired grade, the students have little
uncertainty about where they stand.
With competency-based teaching-learning or outcome-based
teaching-learning observed in the Philippines school the criterion-
referenced system is what is used in the country.
2. Should grades reflect achievements only or nonacademic
components such as attitude, speed and diligence?
It is a very common practice to incorporate such things
as turning in assignments on time into the overall grade in a
course, primarily because the motivate to motivate students
to get their work done is a real problem for instructors.
The primary problem with such inclusion is that it makes
grades even more ambiguous than they already are.
Instructors must use real caution when incorporating such
value of judgements into the final grade assignment.
Two steps instructors should take are:
1. To make students aware of this possibility well in
advance of graded assignment.
2. To make clear what behavior is included in such
qualities as prompt completion of work and neatness
or completeness.
In short, non-academic component such as attitude,
speed, and diligence may be reflected in the student’s
grades provided they are informed in advance and that
these qualities should be well understood.
3. Should grades report status achieved or amount of
growth?
This dilemma results from the same problem as the previous question,
that is, the feeling that we should be rewarding or punishing effort or
attitude as well as knowledge gained.
A positive aspect of this foreknowledge is that much of the uncertainty
which often accompanies grading for students is eliminated. Since they
can plot their own progress toward the desired grade, the students
have little uncertainty about where they stand.
Hard work, and effort to acknowledge the existence of different abilities
are highly encouraged. Unfortunately, there is no easy answer to this
question. Each instructor must review his or her own philosophy and
content to determine if such factors are valid components of the grade.
4. How can several grades on diverse skills combine to
give a single mark?
The basic answers is that they can't really. The results of
instruction are so varied that the single mark is really a
"Rube Goldberg", as far as indicating what a students has
achieved. It would complicate an already complicated task.
The "halo" effect of good performance in one area could
spill over into others. And finally, most outsider are looking
for only one overall classification of each person so that
they can choose the "best".
Standardized Test Scoring
Test standardization is a process by which
teacher or researcher-made tests are validated and
item analyzed. After a thorough process of
validation, the test characteristics are established.
These characteristics include: test validity, test
reliability, test difficulty level and other
characteristics as previously discussed.
Cumulative and Averaging System of Grading
Averaging System is the grade of student on a particular grading
period equals the average of the grades obtained in the prior grading
periods and the current grading period.
Example: Student’s grades are:
80 – Prelim
90 – Midterm
85 – Final
= 85 is the final grade for the trimester.
The DepEd makes use of the averaging grading system.
Cumulative Grading System is the grade of a student in a
grading period equals his current grading period grade which is
assumed to have the cumulative effects of the previous grading periods.
Example: 80 – Prelim
90 – Midterm
80 – Tentative Final
Final Grade = of Midterm grade + of Tentative Final Grade
= (90) + (80)
= 30 + 53.33
=83.33 or 83
Policy Guidelines on
Classroom Assessment for the
K to 12 Basic Education,
DepEd Order No. 8, s. 2015
Starting in the 2012-2013 school year, the educational system of the
Philippines was enhanced from the ten years of basic education to a 12-
year program called the K-12 Education Program.
The K-12 Basic Education Curriculum Program encorporates
curriculum enhancement, early childhood education, and specialized
upper secondary education.
In the school year 2015-2016, the Department of Education followed
a new competency based grading system For K-12. Compared to the
former knowledge, process, understanding, and performances, the
latest will use fewer grading system components and a new
transmutation table.
According to TeacherPh, “the K-12 Program uses a standards and
competency-based grading system. All grades will be based on the
weighted raw scores of the learners’ summative assessments.
Written works- assess learners’ understanding of
concepts and applications of skills.
Performance Tasks- involved students in the
learning process.
Quarterly Assessments- synthesize all the learning
skills, concepts, and values learned in an entire quarter.
STEPS IN GRADE COMPUTATION
(Based on the same DepEd Order 8, s. 2015)
1. Get the total score for each component.
Learner’ Highest Learner’s Highest
s Raw Possible Raw Score Possible
Score Score Score
Written Work 1 18 20 Performance Task 1 12 15
Written Work 2 22 25 Performance Task 2 13 15
Written Work 3 20 20 Performance Task 3 19 25
Performance Task 4 15 20
Written Work 4 17 20
Performance Task 5 16 20
Written Work 5 23 25
Performance Task 6 25 25
Written Work 6 26 30 Total 100 120
Written Work 7 19 20
Learner’s Raw Highest Possible
Total 145 160 Score Score
Quarterly 40 50
Assessment
2. Divide the highest total raw score by the highest possible score
then multiply the quotient by 100%.
3. Convert Percentage Scores to weighted scores. Multiply the
Percentage Score by the weight of the component in table 4 and
5.
Written Work for English Grade 4 is 30 %
Weighted Score = 90.63 x 0.30
The weighted score of written work ins 27.19
Performance Tasks for English Grade 4 is 50%
Weighted Score = 83.33 x 0.50
The Weighted Score of Performance Task is 41.67
Quarterly Assessment for English Grade 4 is 20%
Weighted Score = 80.00 x 0.20
The weighted score of quarterly assessment is 16
4. Add the Weighted Scores of each component. The result will be
the initial grade.
Component Weighted Score
Written Work = 27.19
Performance Task = 41. 67
Quarterly Assessment = 16.00
TOTAL = 84.86
The initial Grade is 84.86
5. Transmute the Initial Grade using the Transmutation Table
in Appendix B.
Initial Grade is 84.86
The Transmuted Grade is 90.
The Quarterly Grade in English for the first quarter is
90.
This is reflected in the Report Card.
For MAPEH, individual grades are given to each areas, namely,
Music, Arts, Physical Education, and Health. The quarterly grade
for MAPEH is the average of the quarterly grades in four areas.
Grade Computation
FOR KINDERGARTEN
There are no numerical grades in Kindergarten.
Descriptions of the learners’ progress in the various learning
areas are represented using checklists and student portfolios.
These are presented to the parents at the end of each quarter
for discussion. Additional guidelines on the Kindergarten
program will be issued.
For Grades 1-10
The average of the Quarterly Grades produces the Final Grade.
Final Grade by Learning Area =
The General Average is computed by dividing the sum of all final grades
by the total number of learning areas. Each learning area has equal
weight.
General Average =
The Final Grade in each learning areas and the General Average
are reported as whole numbers.
For Grades 11 and 12
The two quarters determines the Final Grade in a semester.
How is the learner’s progress reported?
The summary of learner progress is shown quarterly to parents and
guardians through a parent-teacher conference, in which the report card is
discussed. The grading scale, with its corresponding descriptors is show
below. Remarks are given at the end of the grade level.
When a learner’s raw scores are consistently below
expectations in Written Work and Performance Tasks, the
learner’s parents or guardians must be informed not later
than the fifth week of the quarter. This will enable them to
help and guide their child to improve and prepare for the
Quarterly Assessment. A learner who receives a grade
below 75 in any subject a quarter must be given
interventions through remediation and extra lessons from
the teacher/s of that subject.
Promotion and Retention
at the End of the School Year
These are what DepEd
Order 8, s. 2015 say.
The Final Grade of 75 or
higher in all learning areas
allows the student to be
promoted to the next grade
level. The table beside
specifies the guidelines to
be followed for learner
promotion and retention.
Alternative Grading System
Pass-Fail System. Other colleges and
universities, faculties, schools, and institutions use
pass-fail grading system in the Philippines, especially
when student’s work to be evaluated is highly
subjective (as in the fine arts and music), there are
no generally accepted standard graduations (as with
independent studies), or the critical requirement is
meeting a single satisfactory standard (as in some
professional examinations and practicum).
Non-Graded Evaluation. While not yet practiced in
Philippine schools, and institutions, non-graded evaluations
do not assign numeric or letter grades as a matter of policy.
This practice is usually based on a belief that grades
introduce an inappropriate and distracting element of
competition into the learning process, or that they are not as
meaningful as measures of intellectual growth and
development as are carefully crafted faculty evaluations.
Many faculty, schools, and institutions that follow a no-grade
policy will, if requested, produce grades or convert their
student evaluations into formulae acceptable to authorities
who require traditional measures of performance.
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