Grading and
Reporting
EDCN107_ASSESSMENT IN LEARNING
What is your opinion on the following?
• Publicizing students’ rankings based from academic performance
• Homogenous grouping when it comes to sections
• Letter Grades as an alternative to the usual numeric grades
Function of Grading and
Reporting System
• Enhancing students’ learning through: clarifying
instructional objectives for them, showing students’ strengths
and weaknesses, providing information on personal-social
development, enhancing students’ motivation (e.g., short-term
goals) and indicating where teaching might be modified
• Reports to parent/guardians on the progress of their wards.
Likewise, grades and report communicate objective to parents,
so they can help promote learning and likewise, communicate
how well objectives were met, so parent can better plan.
• Administrative and guidance uses. (1) helping to decide
promotion, graduation, honors, athletic eligibility; (2) reporting
achievements to other schools or to employers; and (3)
providing input for realistic educational, vocational and personal
counseling.
Components of a Grading System
1. Standards of Comparison
• compare a student performance to other students? Performance (norm-
referenced grading
• compare student performance with a pre-determined established
standard (criterion-referenced grading)
• compare it to what a student is able to do (learning potential of self-
referenced)?
• If we go outcome-based or competency-based, we will be for
criterion-referenced grading. The pre-determined standards are the
intended learning outcomes presented and explained at the beginning of
every lesson.
Components of a Grading System
2. Aspect of Performance what aspect of performance must be
graded?
• One group of educators claim only academic performance must be
graded. This academic performance to be graded include quiz and test
results (paper-and-pencil tests), assignments, product and performance
to show processes learned. Examples are oral reports, projects,
interviews, portfolios.
• Another group of educators asserts that in addition to academic
performance, student’s motivation, effort and participation should also
be graded.
3. Weighting Different Kinds of Evidence. This refers to how much
weight is given to the different aspects or components of a student’s
grade.
DepEd Order 8, s. 2015
Group Activity 1
EDCN107 - Endterm
• Read and Study DepEd Order No. 8 s2015
• Identify the Salient Points and Highlights of the DepEd Order focusing on
Guidelines of Assessment in the K-12 Basic Education Curriculum
• Identify the Strengths/Advantages and Weaknesses/Disadvantages of our
current Assessment Guidelines.
• What suggestions/recommendations can you make to improve the system of
classroom assessment that we have in K-12?
Giving Feedback to Students and
Parents after Assessments
• A cliché, which works effectively, is to open the session with
positive feedback.
• Know the expectation of the student/parent from the feedback
session; it acts as a compass for the teacher as assessor.
• Be very specific and stick to the pre-defined parameters or
competencies to make reference.
• Cite example whenever possible to help the student/parent
understand better.
Giving Feedback to Students and
Parents after Assessments
• Involve the student/parent. Feedback has to be dialogue and
not a monologue which means that the student’s/parent’s
aspirations, motivations and experience of the assessments.
• Be patient and display great listening skills to create the
required trust and rapport with the students/parents.
• Allow the student/parent to explain the intent behind his/her
action and differing opinion whenever appropriate.
• Refrain from passing a judgmental statement; your statement
has to be suggestive rather than stated as absolute truths.
Johari Window
Reporting Students' Progress and Grades
to Parents
Report Card. The Report Card is a standard method of reporting students' progress and grades to
parents
Reporting Students' Progress and
Grades to Parents
Written Progress Reports. These can be weekly, bi-weekly or monthly reports of the student's
progress and achievement (McMillan, 2007). These written reports may include the student's
performance on tests and quizzes, projects, oral reports... They also can include information about
the student's motivation, cooperation and behavior, as well as suggestions for how parents can
help the student improve his/her performance.
Parent-Teacher Conferences. Durham (2006) asserts that
"parent-teacher conferences are both a responsibility and an
opportunity."
• Here are some reminders for schools/teachers to get the most from
parent-teacher conferences:
• 1. Announce the date for card-giving in advance.
• 2. Be positive in approach.
• 3. Be objective.
• 4. Have a listening ear.
• 5. Don't project an "omniscient "image.
• 6. Practice good communication skills.
• 7. Don't talk about other students.
• 8. End with an encouraging note in the same way that you began with a
positive
note.