Assessment of Learning - Grading and Reporting

1. CHAPTE
R 7
GRADING
AND
REPORTING

2. CONTENT
7.1 Functions of Grading and
Reporting Systems
7.2 Types of Grading and Reporting
Systems
7.3 Development of a Grading and
Reporting Systems
7.4 Assigning Letter Grades and
Computing Grades
R 7

3. Grades offer a snapshot of student
success on tasks, outcomes, and tests.
Grades symbolize the level of
accomplishment of a specific task and
communicate to you and the student
whether or not the student has met the
teaching objectives set at the start of a
reporting period. (Frisbie & Waltman,
R 7

4. The main aim of grading and reporting
system is to provide results in brief,
understandable form of varied users
which lead to several big questions…
• What should I count?
• How do I interpret student’s score?
• Do I compare it to other students scores form
referenced?
• What should my Distribution of scores be?
• How do I display student progress and
weaknesses to students and their parents?

5. 7.1 Functions of
Grading and
Reporting System

6. 7.1 Functions of Grading and
Reporting System
1. Enhancing student’s learning
 Clarifying instructional objectives for them showing students
strengths and weaknesses
 Providing information on personal and social develop and
indicates where teaching might be modified theses can be
achieved through day to day test, feedback and integrated
periodic tests.
Grading and reporting system have some very important
functions in the educative process. Some of theses important
functions are enumerated below:

7. 7.1 Functions of Grading and
Reporting System
Grading and reporting system have some very important
functions in the educative process. Some of theses important
functions are enumerated below:
2. Reports to parents and guardians is a way of communication from
teachers to parents on the progress of the learner.

8. 7.1 Functions of Grading and
Reporting System
Grading and reporting system have some very important
functions in the educative process. Some of theses important
functions are enumerated below:
3) Administrative and Guidance Uses
• Helping to decide promotion, graduation, honors, athletic
eligibility
• Reporting achievement to other schools or to employers
• Providing input for realistic educational, vocational, and
personal counting

9. 7.1 Functions of Grading and
Reporting System
• Grades and report cards should
promote and enhance learning
rather than frustrate and
discourage students.

10. 7.2 Types of Grading
and Reporting
System

11. 7.2 Types of Grading and
Reporting System
• In practice, we find a number of ways in which
grades are made and reported. Normally, the
type of grading used depends on the extent to
which more descriptive and informative
summaries are required by school authorities or
by the stakeholders in general. Thus, the major
types of grading and marking found in practice
include:

12. 7.2 Types of Grading and
Reporting System
A. TRADITIONAL LETTER-GRADES SYSTEM
• Student’s performances are summarized in means of
letters thus, A stands for excellent, C stands for average,
D stands for needing improvement and an F is failure.
• It is easy to understand but it is of limited value when
used as the sole report.
• It is difficult to interpret and they do not indicate
patterns of strengths and weaknesses.

13. 7.2 Types of Grading and
Reporting System
B. PASS FAIL
• It utilizes a dichotomous grade system.
• It is popular in some courses in college.
• It does not provide much information, students tend to
work to the minimum (just to pass), and in mastery
learning courses, no grades are reflected until the
“mastery” threshold is reached.

14. 7.2 Types of Grading and
Reporting System
C. CHECKLIST OF OBJECTIVES
• The objectives of the course are enumerated.
• It is a very detailed reporting system and tends to be
more informative for the parents and pupils at the same
time.
• The student’s levels of achievement is indicated:
Outstanding, Very good, Good, Fair, Poor.

15. 7.2 Types of Grading and
Reporting System
D. LETTERS TO PARENTS/GUARDIANS
letters to parents and guardians can be helpful in addition to
grades, but they shouldn't be the only form of reporting
because they are time-consuming, weaknesses may be
misunderstood, and they lack a systematic and cumulative
approach.
E. PORTFOLIOS
Is a set of purposefully works, with commentary by students
and teacher it also shows the weaknesses and strengths and
the progress of the learner

16. 7.2 Types of Grading and
Reporting System
F. PARENT-TEACHER CONFERENCE
Parent-Teacher conferences are used in elementary schools
for discussing a student's progress with parents. Portfolios
are useful basis for discussions. While conferences allow for
two-way communication and increased cooperation, they
have limited value as a report due to low attendance of the
parents.

17. 7.3 Development of
Grading and
Reporting System

18. 7.3 Development of Grading
and Reporting System
Grading and reporting system should be developed
cooperatively (parents, students, school personnel) in
order to ensure the development of a more adequate
system, and a system that is understandable to all.

19. 7.3 Development of Grading
and Reporting System
Guidelines in developing a grading and reporting system
as follows:
• BASED ON A CLEAR STATEMENT OF LEARNING
OBJECTIVES
The grading and reporting system needs to be based on the
same set of learning objectives that the parents, teachers
and students agreed at the beginning.
• CONSISTENT WITH SCHOOL STANDARDS
The system must support the school standards rather than
oppose the school standards already set.

20. 7.3 Development of Grading
and Reporting System
Guidelines in developing a grading and reporting system
as follows:
• BASED ON ADEQUATE ASSESSMENT
The grading and reporting system should be easily verifiable
through adequate system of testing measurement and
assessment methods.
• BASED ON THE RIGHT LEVEL OF DETAIL
The system must be detailed enough to be diagnostic but
compact enough to be practical, not too time consuming to
prepare and use, understandable to users and easily summarized
for school records.

21. 7.4 Assigning
Letter Grades and
Computing Grades

22. 7.4 Assigning Letter Grades
and Computing Grades
Grades reflected on report cards are numbers or
numerical quantities arrived at several data on the
students’ performance are combined, thus the guidelines
below must be consider in combining such data:
• Properly weight each composite.
• Put all components on same scale to weight properly:
a) Equate ranges of score
b) Or, convert all to T-scores or other standard scores.

23. 7.5 Norm or
Criterion-Referenced
Grading

24. NORM-REFERENCED GRADING SYSTEM CRITERION-REFERENCED GRADING SYSTEM
1. Reflect relative performance (score
compared to other students)
1. Reflect absolute performance (score
compared to specified performance
standards)
2. Depends on what group you are in, not
just your own performance
2. Depends only on your own performance
compared to a set of performance standards
3. Grade may be shifted up or down,
depending on the group’s ability
3. Grading is complex task because grades
must: (a) clearly define the domain; (b)
clearly define and justify the performance
standards; (c) be based on criterion-
referenced assessment.
4. Widely used because much classroom
testing is norm-referenced
4. Conditions are hard to meet except in
complete mastery learning settings

25. Finally, grades may also reflect learning ability or
improvement performance i.e. score compared to
learning “potential” or past performance. In such a
system:
7.5 Norm or Criterion-
Referenced Grading
a) Grades are inconsistent with a standard-based system
because now, each child is his/her own standard.
b) Reliably estimating learning ability (separate from
achievement) is very difficult.
c) One cannot reliably measure change with classroom
measures.
d) Therefore, should only be used as a supplement.

26. 7.6 Distribution of
Grades and
Guidelines for
Effective Grading

27. The norm-referenced or relative (have ranked the
students) distribution is a big issue because of the
following considerations:
7.6 Distribution of Grades and
Guidelines for effective
Grading
a) Normal curve is defensible only when we have large
unselected groups.
b) When “grading on the curve,” school staff should set
fair ranges of grades for different groups and courses.

28. The norm-referenced or relative (have ranked the
students) distribution is a big issue because of the
following considerations:
7.6 Distribution of Grades and
Guidelines for effective
Grading
c) When “grading on the curve” any pass-fail decisions
should be based on an absolute standard (i.e., failed
the minimum essentials)
d) Standards and ranges should be understood and
followed by all teachers.

29. The criterion-referenced or absolute (have assessed
absolute levels of knowledge) grading system is not an
issue because:
7.6 Distribution of Grades and
Guidelines for effective
Grading
a) It seldom use letter grades alone
b) It often includes checklist of what has been mastered
c) The distribution of grades is not predetermined.

30. A teacher does not give grades, the
grade is earned and reflect the amount
of dedication and effort a student gives
to the course.
BIG CONCEPT

31. 7.6 Distribution of Grades and
Guidelines for effective
Grading
1. Describe grading procedures to students at beginning
of instruction
2. Clarify that course grade will be based on achievement
only
3. Explain how other factors (effort, work habits, etc.) will
be reported
4. Relate grading procedures to intended learning
outcomes
GUIDELINES FOR EFFECTIVE GRADING

32. 7.6 Distribution of Grades and
Guidelines for effective
Grading
GUIDELINES FOR EFFECTIVE GRADING
5. Obtain valid evidence (test, etc.) for assigning grades
6. Try to prevent cheating
7. Return and review all test results as soon as possible
8. Properly weight the various types of achievement
included in the grade
9. Do not lower an achievement grade for tardiness,
weak effort, or misbehavior
10. Be fair. Avoid bias. When in doubt, review the
evidence. If still in doubt, give the higher grade

33. 7.7 Conducting
Parent-Teacher
Conferences

34. Parent-teacher conferences become productive when
they are carefully planned and the teacher is skilled in
handling such conference. Skills in conducting parent-
teacher conferences can be developed.
7.7 Conducting Parent-
Teacher Conferences

35. GUIDELINES FOR A GOOD CONFERENCE
7.7 Conducting Parent-
Teacher Conferences
1. Make plans
• Review your goals
• Organize the information to present
• Make list of points to cover and questions to ask
• If bring portfolios, select and review carefully
2. Start positive-and maintain a positive factors
• Present student’s strong points first
• Be helpful to have example of work to show
strengths and needs
• Compare early vs. later work to show improvement

36. GUIDELINES FOR A GOOD CONFERENCE
7.7 Conducting Parent-
Teacher Conferences
3. Encourage parents to participate and share information
• Be willing to listen
• Be willing to answer questions
4. Plan actions cooperatively
• What steps you can each take
• Summarize at the end
5. End with positive comment
• Should not be a vague generality
• Should be true
6. Use good human relations skills

37. Thank You!