k to 12 Grading System And Old Grading System

1. LEO SEVA DOMONDON
Social Studies IV

3. One of the more frustrating aspects of teaching.

4. FUNCTIONS OF GRADING AND
REPORTING
1. Enhancing student’s learning
-- clarifying instructional objectives for them, showing student’s strengths and
weaknesses, providing information on personal-social development, enhancing
student’s motivation and indicating where teaching might be modified.
2. Reports to parents/guardians
-- inform parents/guardians of students on the progress of their wars.
3. Administrative and guidance uses
-- helps to decide promotion, graduation, honors, athletic eligibility, reporting
achievements to other schools or to employers, providing input for realistic
educational, vocational, and personal counseling.

5. TYPES OF GRADING SYSTEM
1. Traditional letter-grade system
-- student’s performance are summarized by means of letter. Thus, A stands for excellent,
C stands for average, D stands for needing improvement and an F as a failure.
2. Pass-fail
-- utilizes a dichotomous grade system. Either a
students has complied and reached certain standards, in
which case he passes or he failed to do so and he gets a
failing mark.
3. Checklists of objectives
-- the objectives of the course are enumerated. After
each objective, the students’ level of achievement is
indicated: Outstanding, Very Good, Good, Fair or Poor.

6. 4. Letters to parents/guardians
-- Letters to parents/guardians are useful supplement to grades. However, they
have limited value as sole report.
5. Portfolios
-- Portfolio is a set of purposefully selected work, with commentary by student and
teacher. It is useful for showing students’ work, showing progress over time or stages of
a project, teaching students about objectives/standards they are meet.
6. Parent-teacher conferences
-- mainly used in elementary schools. This requires that parents of pupils come for
a conference with the teacher to discuss the pupils’ progress.

7. Properly weight each component to create a composite. The weights used are
normally agreed upon by the school officials, how many percent goes for
quizzes, unit test, periodical tests etc.
Put all the components on same scale to weight properly:
-- equate ranges of scores
-- or, convert all to T-scores or other standard scores.

8. DEVELOPMENT OF GRADING AND REPORTING
SYSTEM
Grading and reporting system should be developed cooperatively (Parents, Students,
School personnel ) in order to ensure development of a more adequate system,
and a system that is understandable. They should thus be:
 Based on clear statement of learning objectives.
 Consistent with schools standards
 Based on Adequate assessment
 Based on the right level of detailed
 Providing for parent-teacher conferences as needed

9. ASSIGNING LETTER GRADES AND COMPUTING
GRADES
Grades assigned to students must include only achievement.
It is very important to avoid the temptation to include effort for less able students because
it is difficult to assess effort or potential and it is difficult to distinguish ability from
achievement.
Grades reflected on report cards are numbers or numerical quantities arrived at after
several data on the students’ performance are combined.

10. NORM OR CRITERION-REFERENCED GRADING
Grades may reflect relative performance i.e. score compared other students( where you
rank ). It is more commonly called a norm-referenced grading system. In such a
system:
a. grade (like a class rank) depends on what group you are in, not just your own
performance.
b. typical grade may be shifted up or down, depending on group’s ability.
c. widely used because much classroom testing is norm-referenced.

11. Grades may also reflect absolute performance i.e. score compared to specified
performance standards ( what you can do). This is commonly called a criterion-
referenced grading. In such a system:
a. grade does NOT depend on what group you are, but only on your own performance
compared to a set of performance standard.
b. grading is complex task, because grades must:
i. clearly define the domain
ii. clearly define and justify the performance standards.
iii. be based on criterion-reference assessment

12. c. Conditions are hard to meet except in complete mastery learning settings.
Finally, grades may also reflect learning ability or improvement performance i.e. score compared
to learning “potential” or past performance. In such a system:
a. grades are inconsistent with a standards-based system because now, each child is his/her
own standard.
b. reliability estimating learning ability (separate from the achievement) is very difficult.
c. One cannot reliably measure change with classroom measures,
d. therefore, should only be used as a supplement.

14. GUIDELINES FOR EFFECTIVE GRADING
Describe grading procedures to students at beginning of instruction.
Clarify that course grade will be based on achievement only.
Explain how other factors (efforts, work habits) will be reported.
Relate grading procedures to intended learning outcomes
Obtain valid evidences (tests, etc.) for assigning grades
Try to prevent cheating.

15. Return and review all test results as soon as possible.
Properly weight the various types of achievements included in grade.
Do not lower an achievement grade for tardiness, weak, effort or misbehavior.
Be fair. Avoid bias. When in doubt, review the evidence. If still in doubt, give the
higher grade.

16. CONDUCTING PARENT-TEACHER
CONFERENCES
GUIDELINES FOR A GOOD CONFERENCE
1. Make plans
2. Start positive—and maintain a positive focus
3. Encourage parents to participate and share information
4. Plan actions cooperatively
5. End with positive comment.
6. Use good human relations skills.

17. Grading System
(K+12)

18. -Containing in DepEd Order no. 31, s. 2013
- students attainment of standards in terms of content
and performance.
- K+12 grading system is a none numeric equivalent
value.
-Is a holistic process, with emphasis on the formative or
developmental purpose of quality assuring student
learning.
- It is also standards-based as it seeks to ensure that
teachers will teach to the standards and students will
aim to meet or even to exceed the standards.
Assessment and Rating
of Learning Outcomes

19. Level of Assessment Percentage Weight
Knowledge 15%
Process or Skills 25%
Understanding(s) 30%
Products/Performances 30%
Total 100%

20. The levels are defined as follows:
1. Knowledge - refers to the substantive content of the
curriculum, the facts and information that the students
acquires.
2. Process - refers to cognitive operations that the
student performs on facts and information for the
purpose of constructing meanings and understandings.
3. Understandings” refers to enduring big ideas,
principles and generalizations inherent to the
discipline, which may be assessed using facets of
understanding.
4. Products/Performances” refers to real-life
application of understanding as evidenced by the
student’s performance of authentic tasks.

21. Levels of Proficiency
The level of proficiency at which the student if performing
shall be based on a numerical value which is arrived at after
summing up the results of the student’s performance on the
various levels of assessment. The numerical values are as
follows.
Level of Proficiency Equivalent Numerical
Value
Beginning 74% and below
Developing 75 – 79%
Approaching Proficiency 80 – 84%
Proficient 85 – 89%
Advanced 90% and above

22. Beginning – The student at this level struggles with his/her
understanding; prerequisite and fundamental knowledge and or
skills have not been acquired or developed adequately to aid
understanding.
Developing – The student at this level possesses the
minimum knowledge and skills and core understandings, but
needs help throughout the performance of authentic tasks.
Approaching Proficiency – The student at this level has
developed the fundamental knowledge and skills and core
understandings and with little guidance from the teacher and/or
with some assistance from peers, can transfer these
understandings through authentic performance tasks.

23. Proficient – The student at this level has developed the
fundamental knowledge and skills and core understandings, and can
transfer them independently through authentic performance tasks.
Advanced – The student at this level exceeds the core
requirements in terms of knowledge, skills and understandings, and
can transfer them automatically and flexibly through authentic
performance tasks.

24. Subjects RBEC curriculum K+12 program
English 88 P
Science 87 P
Mathematics 89 P
Filipino 84 AP
Aralin Panlipunan/
MAkabayan
91 A
total 87.9 P
Average 88 P
Example

25. Students whose proficiency level is
Beginning (B) at the end of the quarter or grading
period shall be required to undergo remediation
after class hours so that they can immediately
catch up as they move to the next grading period. If
by the end of the school year, the students are still
at the Beginning level, then they shall required to
take summer classes.
Honor students shall be drawn
among those performed at the
Advanced Level.