The document discusses guidelines for grading tests and performance tasks. It covers topics such as the purposes of grading, different scoring methods like number right scoring and negative marking, types of test scores like raw scores and percentile ranks, and guidelines for grading essays. The key points are: - Grades communicate learner achievement and provide feedback. Scoring should be clear, consistent, and aligned to learning outcomes. - Common scoring methods include counting correct answers, subtracting points for wrong answers, and partial credit systems. - Test scores take forms like raw scores, percentages, criterion-referenced scores based on standards, and norm-referenced scores comparing performance to peers. - Essay grading guidelines include identifying criteria

1. Lesson 9
Grading and Reporting of Test Results

2. Grading and Reporting
Grading and reporting are fundamental elements in the teaching-learning process.
Assignment of grades represents the teacher’s assessment of the learner’s performance on
the tests and on the desired learning outcomes as a whole. It is important that the bases and
criteria for grading and reporting test results are clearly established and articulated from the
very start of the course. Grades are symbolic representations that summarize the quality of
learner’s work and level of achievement.

3. What are the purposes of grading and reporting learner’s test performance?
Grades are alphabetical or numerical symbols/marks that indicate the degree to which
learners are able to achieve the intended learning outcomes. Grades are part of the
instructional process and serves as a feedback loop between the teacher and learners. They
are one of the ways to communicate the level of learning of the learners. They give feedback
on what specific topic/s learners have mastered and what they need to focus. Grades serves as
a motivator for learners to study and do better in the next tests to maintain or improve their
final grade.

4. What are the different methods in scoring tests or performance tasks?
Traditionally, the two most commonly-used scoring method are number right scoring
(NR) and negative marking (NM).
Number Right Scoring (NR) entails assigning positive values only to correct answers
while giving a score of zero to incorrect answers. The test score is the sum of the scores for
correct responses.
Example: Solve for 3(x+8)-(x-12)=-28
a. x= 32
b. x= 8
c. x= -8
d. x= -32

5. Negative Marking (NM) entails assigning positive values to correct answers while
punishing the learners for incorrect responses. In this model, a fraction of the number of wrong
answers is subtracted from the number of correct answers.
Item # Score
1 1
2 0
3 -0.25
4 1
5 1
6 0
7 -0.25
8 1
9 1
10 1
Total 6+(-0.50)= 5.5

6. Partial Credit Scoring Methods attempt to determine a learner’s degree of level of
knowledge with respect to each response option given. This method of scoring takes into
account partial knowledge mastery of learners. It acknowledges that, while learners cannot
always recognize the correct response, they can discern that some response options are clearly
incorrect. There are three formats of partial credit scoring method.
Liberal Multiple-Choice Test – It allows learners to select more than one answer to a
question if they feel uncertain which option or alternative is correct.
Elimination Testing (ET) – It instructs learners to cross out all alternatives they
consider to be correct.
Confidence Weighting (CW) – It asks learners to indicate what they believe is the
correct answer and how confident they are about their choice.

7. For this type of scoring, an item be assigned different scores, depending on the learners’ response. This can
be illustrated by one item below:
e.g., Linda obtained a score of 55% in her Reading Test. What does her score mean? Justify your
answer.
a. Linda got 55% of the test items correct.
b. Linda was able to answer correctly more than half of the items.
c. Linda obtained a raw score lower than those obtained by 55% of his peers.
d. If the test has 60 items, Linda would probably have 33 correct answers.
Options Points Rationale
a 3 Since the score was presented in percent, this is the correct interpretation.
b 1 While the interpretation may be correct, it does not give a more specific meaning to
the score. Besides, the same interpretation can also be applicable to scores higher
than 51%
c 0 This interpretation is wrong as this interpretation is applicable to a score of 55th
percentile rank.
d 2 This interpretation gives an example how the score was computed.

8. Multiple Answers Scoring Method allows learners to have multiple answers for each
item. In this method, learners are instructed that each item has at least one correct answer or
how many answers are correct.
Linda obtained a score of 55% in her Reading Test. What does her score mean? Justify your
answer.
a. Linda got 55% of the test items correct.
b. Linda was able to answer correctly more than half of the items.
c. Linda obtained a raw score lower than those obtained by 55% of his peers.
d. If the test has 60 items, Linda would probably have 33 correct answers.

9. Retrospective Correcting for Guessing considers omitted or no-answer items as
incorrect, forcing learners to give an answer for every item even if they do not know the correct
answer. The correction for guessing is implemented later or retroactively.
Standard-Setting entails using standards when scoring multiple-choice items,
particularly standards set through norm-referenced or criterion-referenced assessment.

10. Marketing or scoring constructed type of tests, such as essay and performance tests,
require standardized scoring schemes so that scores are reliable and have the same valid
meaning for all learners. There are four types of rating scales for the assessment of writing, which
can also be applied to other authentic or performance-type assessment. These four types of
scoring are (1) Holistic, (2) Analytic, (3) Primary Trait, and (4) Multiple Trait Scoring.
Holistic Scoring involves giving a single, overall assessment score for an essay writing
composition, or other performance-type of assessment as a whole. Although the scoring rubric
for holistic scoring lays out specific criteria for evaluating a task, raters do not assign a score for
each criterion. Instead, as they read a writing task or observe a performance task, they balance
strengths and weaknesses among the various criteria to arrive at an overall assessment.

11. The following is an example of a rubric for an oral performance:
Rating/Grade Characteristics
A
(Exemplary)
• Is very organized.
• Has a clear opening statement that catches audience’s interest.
• Content of report is comprehensive and demonstrates substance and depth.
• Delivery is very clear and understandable.
• Uses slides/multimedia equipment effortlessly to enhance presentation.
B
(Satisfactory)
• Is mostly organized.
• Has opening statement relevant to topic.
• Covers important topics.
• Has appropriate pace and without distracting mannerisms.
• Looks at slides to keep on track.
C
(Emerging)
• Has opening statement relevant to topic and but does not give outline of speech; is
somewhat disorganized.
• Lacks content and depth in the discussion of the topic.
• Delivery is fast and bot clear; some items not covered well.
• Relies heavily on slides, notes and makes little eye contact.
D
(Unacceptable)
• Has no opening statement regarding the focus of the presentation.
• Does not give adequate coverage of topic.
• Is often hard to understand, with voice that is too soft or too loud and pace that is
too quick or too slow.
• Just reads slides; slides too much text.

12. Analytic Scoring involves assessing each aspect of a performance task (essay writing,
oral presentation, class debate, and research paper) and assigning a score for each criterion. One
advantage of analytic scoring is its reliability.
Primary Trait Scoring focuses on only one aspect or criterion of a task, and a learner's
performance is evaluated on only one trait. This scoring system defines a primary trait in the task
that will then be scored.
Multiple-Trait Scoring requires that an essay test or performance task is scored on
more than one aspect, with scoring criteria in place so that they are consistent with the prompt.
Multiple-trait scoring is task-specific and the features to be scored vary from task to task; thus,
requiring separate scores for different criteria.

13. What are the different types of test scores?
In grading, teachers covert different types of descriptive information and various
measures of learners’ performance into grades or marks that will provide feedback to learners,
parents, and other stakeholders about learners achievement. Test scores can take the form of any
of the following:
1. Raw Score
2. Percentage Score
3. Derived Score (Criterion-Referenced System and Norm-Referenced System.

14. 1. Raw Score is simply the number of items answered correctly on a test. A raw score provides
an indication of the variability in the performance of students in the class. A raw score has no
meaning unless you know what the test is measuring and how many items it contains.
2. Percentage Score is the percent of items answered correctly in a test. The number of items
answered correctly is typically converted to percent based on the total possible score. The
percentage score is interpreted as the percent of content, skills, or knowledge that the
learner has a solid grasp of.
3. Criterion-Referenced Grading System is a grading system wherein learners test scores or
achievement level are based on their performance in specified learning goals and outcomes
and performance standards. Criterion-referenced grades provide a measure of how well the
learners have achieved the present standards.

15. The types of criterion-referenced scores or grades:
3.1 Pass or Fail Grade this type of score is most appropriate if the test or assessment is primarily
or entirely to make a pass or fail decision.
3.2 Letter Grade this is one of the most commonly used grading systems.
Letter Grades Interpretation
A Excellent
B Good
C Satisfactory
D Poor
E Unacceptable

16. 3.3 Plus (+) and Minus (-) Letter Grades this grading provides a more detailed descriptions of
the level of learners’ achievement or task/test performance by dividing each category into three
levels.
(+)/(-) Letter Grades Interpretation
A- Excellent
A Superior
A+ Very Good
B- Good
B Very Satisfactory
B+ High Average
C- Average
C Fair
C+ Pass
D Conditional
E/F Failed

17. 3.4 Categorial Grades this system of grading is generally more descriptive than letter grades,
especially if occupied with several labels.
Exceeding
Standards
Meeting
Standards
Approaching
Standards
Emerging
Standards
Not
Exceeding
Standards
Advanced Intermediate Basic Novice Below Basic
Exemplary Accomplished Developing Beginning Inadequate
Expert Proficient Competent Apprentice Novice
Master Distinguished Proficient Intermediate Novice

18. 4. Norm-Referenced Grading System in this method of grading learners’ test scores are
compared with those of their peers. Norm-referenced grading involves rank ordering learners
and expressing a learners’ score in relation to the achievement of the rest of the group.
Norm-referenced grading allows teachers to:
(1) compare learners’ test performance with that of other learners;
(2) compare learners’ performance in one test (subtest) with another test (subtest); and
(3) compare learners’ performance in one form of the test with another form of the test
administered at an earlier date.

19. Different types of norm-referenced scores:
4.1 Developmental Score is the score that has been transformed from raw scores and reflect
the average performance at age and grade levels.
Two kinds of Developmental Scores
4.1.1 Grade-Equivalent Score is described as both a growth score and status score. The
grade equivalent of a given raw score on any test indicates the grade level at which the typical
learner earns this raw score.
4.1.2 Age-Equivalent Score indicates the age level that is typical to a learner to obtain
such raw score. It reflects a learner’s performance in terms of the chronological age as compared
to those in the norm group.

20. 4.2 Percentile Rank indicates the percentage of scores that fall at or below a given score.
Percentile ranks range from 1 to 99.
4.3 Stanine Score this system expresses test results in nine equal steps, which range from one
(lowest) to nine (highest).
Description Stanine Percentile Rank
Very High 9 96 and above
Above Average
8 90-95
7 77-89
Average
6 60-76
5 40-59
4 23-39
Below Average
3 11-22
2 4-10
Very Low 1 3 and below

21. 4.4 Standard Scores are raw scores that are converted into a common scale of measurement
that provides meaningful description of the individual scores within the distribution.’
Two most-commonly used standard scores:
4.4.1 Z-score is one type of a standard score. It is computed using the following
formula:
𝒁𝟏 =
𝑿𝟏−𝑿
𝒔
or 𝒁𝟏 =
𝑿𝟏−µ
σ
Class A Class B
Standard Deviation 1 5
Mean Score 85 90
Score of Student 1 90 (Luis) 95 (Michael)
4.4.2 T-score is another type of standard score, where in the mean is equal to 50, and
the standard deviation is equal to 10. It is computed from a z-score with the following formula:
T=50+10Z

22. What are the general guidelines in grading tests or performance tasks?
Utmost care should be observed to ensure that grading practices are equitable, fair,
and meaningful to learners and other stakeholders. The following are the general guidelines
in grading tests or performance tasks:
1. Stick to the purpose of the assessment. Before coming up with an assessment, it is first
important to determine the purpose of the test.
2. Be guided by the desired learning outcomes. The learners should be informed early on
what are expected of them insofar as learning outcomes are concerned, as well as how
they will be assessed and graded in the test.
3. Develop grading criteria. Grading criteria to be used in traditional tests, and
performance tasks should be made clear to the students.
4. Inform learners what scoring methods are to be used. Learners should be made aware
before the start of testing, whether their test responses are to be scored based on the
number right, negative marking, or through non-conventional scoring methods.
5. Decide on what type of test score to use. Performance in a particular test can be
measured and reported through raw scores, percentage scores, criterion-referenced
scores, or norm-referenced scores.

23. What are general guidelines in grading essay tests?
Grading essay tests can be influenced by extraneous factors, such as learner’s
handwriting legibility, and raters biases. Scoring essay responses can be made more rigorous
by developing a scoring scheme. The following are the general guidelines in scoring essay
tests:
1. Identify the criteria for rating the essay. The criteria or standards for evaluating the
essay should be predetermined. The criteria that can be used include content,
organization/format, grammar proficiency, development and support, focus and details.
2. Determine the type of rubric to use. There are two types of rubric: holistic and analytic
scoring system. Holistic rubrics require evaluating the essay and taking into consideration
all the criteria. Analytic scoring system requires that the essay is evaluated based on each
of the criteria.

24. 3. Prepare the rubric. In developing rubric, the skills and competencies related to essay writing
should first be identified. Performance marks can be numerical categories, but the most
frequently used are descriptors with corresponding rating scale.
Point
Values
Sample Performance Benchmarks
1
Needs
Improvement
Beginning Novice Inadequate
2 Satisfactory Developing Apprentice Developing
3 Good Accomplished Proficient Proficient
4 Exemplary Exceptional Distinguished Skilled
4. Evaluate essay anonymously. Checking essay should be done anonymously.
5. Score one essay question at a time. This is to ensure that the same thinking and standards
are applied for all learners in the class.

25. 6. Be conscious of own biases when evaluating a paper. The rate should not be affected by
learners’ handwriting, writing style, length of responses, and other factors.
7. Review initial scores and comments before giving the final rating.
8. Get two or more raters for essays that are high-sake, such as those used for admission,
placement, or scholarship screening purposes.
9. Write comments next to the learner’s responses to provide feedback on how well one has
performed in the essay test.

26. Grades will be based on the weighted raw score of the learners’ summative assessment
based on three components: Written Work, Performance Task, and Quarterly Assessment.
What is the new grading system of the Philippine K-12 Program?
Steps Examples
Get total score for each
component
WW= WW1 + WW2 + WW3 + … = WWT (e.g., 145 out of 160)
PT= PT1 + PT2 + PT3 + … = PTT (e.g., 100 out of 120)
QA= 40 out of 50
Convert to % WW= 145/160 = 90.63
PT= 100/120 = 83.33
QA= 40/50 = 80.00
Convert % to Weighted
Score (WS)*
WS for WW English = 90.63 x 0.30 = 27.19
WS for PT English = 83.33 x 0.50 = 41.67
WS for QA English = 80.00 x 0.20 = 16
Add weighted scores for the
Initial Grade
Initial Grade for English = 27.19 + 41.67 + 16.00 = 84.86
Transmute Initial Grade to
Quarter Grade (QG)
(Use Transmutation Table from DepEd Order 8, s2015)
For 84.86, transmuted grade is 90, which is QG.

27. Weights for the Three (3) Components for Grades 1-10 and Senior High School
Component
Grades 1-10
Lang AP EsP Science Math MAPEH EPP/TLE
Written Work 30% 40% 20%
Performance
Tasks
50% 40% 60%
Quarterly
Assessment
20& 20% 20%
Weights for the Three (3) Components for Senior High School
Component
Senior High School
Academic Track
Tech-Voc and Livelihood/Sports/Arts
& Design Track
Core
Subjects
Immersion/Research/Bus
iness Simulation/Exhibit/
Performance
All other Subjects
Immersion/
Research/Exhibit/
Performance
Written Work 30% 40% 20%
Performance Tasks 50% 40% 60%
Quarterly
Assessment
20% 20% 20%

28. For MAPEH, individual grades are given to each area.
QG for MAPEH
The Final Grade for each subject is then computed by getting the average of the four quarterly
grades.
Final Grade for each Learning Area
The General Grade, on the other hand is computed by getting the average of the Final Grades for
all subject areas.
General Average

29. All grades reflected in the report card are reported as whole number. Sea example of a report
card.
Subject Area Quarter
Final
Grade
1 2 3 4
Filipino 86 88 85 90 87
English 83 82 83 85 83
Mathematics 87 92 93 95 92
Science 82 84 88 86 85
Araling Panlipunan 90 92 92 93 92
Edukasyon sa Pagpapakatao 80 83 85 88 84
Edukasyong Pantahanan at
Pangkabuhayan
86 82 85 83 84
MAPEH 90 92 93 94 92
General Average 87

30. Grades are then communicated to parents and guardians every quarter during the
parent-teacher conference by showing and discussing with them the report card.
Descriptor Grading System Remarks
Outstanding 90-100 Passed
Very Satisfactory 85-89 Passed
Satisfactory 80-84 Passed
Fairly Satisfactory 75-79 Passed
Did not Meet Expectations Below 75 Failed

31. How should test results be communicated to different stakeholders?
1. The rationale or purpose of testing and the nature of the tests administered to the
learners should be clearly explained.
2. The meaning of test scores should be explained.
3. Learners and parents should be made to understand the meaning of interpretation of
their test scores.

32. Thank You!