Functions of Reporting System
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Topic: Functions of Reporting System Student Name: Aneeqa Hashmi Class: B.Ed. Hons Elementary Part (II) Project Name: “Young Teachers' Professional Development (TPD)" "Project Founder: Prof. Dr. Amjad Ali Arain Faculty of Education, University of Sindh, Pakistan
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Types of Grading and Reports
This document discusses types of grading and reporting in education. It defines grading as applying standardized measurements to student achievement using methods like percentages, letters, or descriptors. The main types of grading discussed are percentage grading, letter grading, standards-based grading, narrative grading, norm-referenced grading, mastery grading, and pass/fail grading. Reporting is defined as communicating student achievement and progress over time. The types of reporting covered are informational reporting, analytical reporting, routine reporting, special reports, formal reporting, informal reporting, and parent-teacher conference reporting.
Portfolio
Portfolios are purposeful collections of student work that demonstrate progress over time. They can be used to evaluate student learning, determine if standards have been met, and document growth. Effective portfolios have clear purposes and criteria. Students and teachers collaborate to select portfolio contents and assess student work using rubrics or checklists. Portfolios provide authentic assessments of diverse skills and motivate independent learning.
Functions of Grading and Reporting System.pptx
A grading and reporting system assesses students' educational performance based on points and evaluates their performance. It communicates results to students, parents, and others. Good reporting relies on clear evidence. The system enhances learning by clarifying objectives, showing strengths and weaknesses, and indicating where teaching could be improved. It also informs parents of student progress and helps with promotion decisions, counseling, and identifying students for programs. The major purposes are to communicate achievement, provide self-evaluation information, select students for paths or programs, incentivize learning, and evaluate instructional programs.
Norm Referenced and Criterion Referenced
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The document discusses different aspects of grading systems in education. It defines grading as a process of evaluating student performance on exams using scales with letters or numbers. There are different types of grading systems such as percentage grading from 0-100, letter grading from A-F, norm-referenced grading comparing students, and mastery grading based on attaining a specified level. Direct grading involves directly awarding letter grades without scores while indirect grading uses marks that are then converted to grades. Relative grading compares student performance within a group/class using statistical methods to determine grade ranges, while absolute grading is based on pre-specified standards for performance levels.
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This presentation discusses the characteristics of a good measuring tool, e.g., reliability, validity, practicability etc.
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The document discusses key concepts related to educational assessment including tests, measurement, evaluation, and different types of assessment. It defines tests as instruments used to measure student performance or traits, and measurement as collecting test score data. Evaluation is interpreting and analyzing measurement data to make judgments. Assessment can be formative (assessment for learning) or summative (assessment of learning) and teachers have different roles in each. Standardized tests differ from teacher-made tests, and assessment serves various instructional purposes like identifying student needs and progress.
types of test items
This document discusses different types of assessment used in education including objective, short answer, and essay questions. Objective questions have one correct answer and include multiple choice, true/false, and matching. They allow for quick scoring but allow guessing. Short answer questions require a word or few sentences response and can measure simple learning outcomes. Essay questions require longer written answers and allow freedom of expression but are more time consuming to score. The document provides examples and discusses the advantages and disadvantages of each type.
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Types of Grading and Reports
This document discusses types of grading and reporting in education. It defines grading as applying standardized measurements to student achievement using methods like percentages, letters, or descriptors. The main types of grading discussed are percentage grading, letter grading, standards-based grading, narrative grading, norm-referenced grading, mastery grading, and pass/fail grading. Reporting is defined as communicating student achievement and progress over time. The types of reporting covered are informational reporting, analytical reporting, routine reporting, special reports, formal reporting, informal reporting, and parent-teacher conference reporting.
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Portfolios are purposeful collections of student work that demonstrate progress over time. They can be used to evaluate student learning, determine if standards have been met, and document growth. Effective portfolios have clear purposes and criteria. Students and teachers collaborate to select portfolio contents and assess student work using rubrics or checklists. Portfolios provide authentic assessments of diverse skills and motivate independent learning.
Functions of Grading and Reporting System.pptx
A grading and reporting system assesses students' educational performance based on points and evaluates their performance. It communicates results to students, parents, and others. Good reporting relies on clear evidence. The system enhances learning by clarifying objectives, showing strengths and weaknesses, and indicating where teaching could be improved. It also informs parents of student progress and helps with promotion decisions, counseling, and identifying students for programs. The major purposes are to communicate achievement, provide self-evaluation information, select students for paths or programs, incentivize learning, and evaluate instructional programs.
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Student Name: Madiha Shahid
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
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The document discusses different aspects of grading systems in education. It defines grading as a process of evaluating student performance on exams using scales with letters or numbers. There are different types of grading systems such as percentage grading from 0-100, letter grading from A-F, norm-referenced grading comparing students, and mastery grading based on attaining a specified level. Direct grading involves directly awarding letter grades without scores while indirect grading uses marks that are then converted to grades. Relative grading compares student performance within a group/class using statistical methods to determine grade ranges, while absolute grading is based on pre-specified standards for performance levels.
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This presentation discusses the characteristics of a good measuring tool, e.g., reliability, validity, practicability etc.
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The document discusses key concepts related to educational assessment including tests, measurement, evaluation, and different types of assessment. It defines tests as instruments used to measure student performance or traits, and measurement as collecting test score data. Evaluation is interpreting and analyzing measurement data to make judgments. Assessment can be formative (assessment for learning) or summative (assessment of learning) and teachers have different roles in each. Standardized tests differ from teacher-made tests, and assessment serves various instructional purposes like identifying student needs and progress.
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This document discusses different types of assessment used in education including objective, short answer, and essay questions. Objective questions have one correct answer and include multiple choice, true/false, and matching. They allow for quick scoring but allow guessing. Short answer questions require a word or few sentences response and can measure simple learning outcomes. Essay questions require longer written answers and allow freedom of expression but are more time consuming to score. The document provides examples and discusses the advantages and disadvantages of each type.
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1. Standard tests are prepared by testing specialists using accepted principles, while teacher-made tests may not be as rigorous.
2. Standard tests have strict guidelines but teacher-made tests can be rushed.
3. Standard tests are given to large populations, while teacher tests are just for their class.
4. Standard tests are validated but teacher tests are not statistically analyzed.
In summary, the document outlines how standard tests are more rigorous and validated than teacher-made tests which can be less standardized.
teacher made test Vs standardized test
Standardized tests are more rigorous and scientifically developed than teacher-made tests. They require a panel of experts including content specialists, test designers, and teachers to plan the test, write items, test the items, and establish validity and reliability through field testing and statistical analysis. The process ensures the tests accurately measure what they aim to without bias. Teacher-made tests are simpler to create by individual teachers and better tied to local classroom needs, but are not as reliable or valid as standardized tests due to less rigorous development and analysis. Both have advantages for different assessment purposes.
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Grading serves to evaluate student achievement, determine competence after instruction, and become part of permanent records. Common grading systems include numerical, letter grades, and rubrics. When assigning grades, teachers determine steps like averaging scores on assignments and tests. Nonachievement factors can be measured and reported separately from grades through notes on things like effort, behavior, and work habits. The grade book efficiently records scores and calculates grades, and progress is reported to families.
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The document discusses measurement and evaluation in education. It defines measurement as quantifying individuals' attributes and skills, and evaluation as making judgements about something using criteria and standards. Evaluation involves systematically determining how well educational objectives are achieved by learners. Key points include:
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- Evaluation implies a systematic, continuous, and comprehensive process using various techniques.
- Evaluation assumes instructional objectives have been previously identified.
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Grading and reporting are integral parts of the instructional process that communicate student achievement. Effective grading guidelines include clarifying procedures, basing grades only on achievement, obtaining valid evidence, properly weighting assessments, and avoiding bias. The functions of grading systems are to enhance learning, report progress to parents and guardians, and provide information for administrative and guidance purposes such as promotion decisions, counseling, and reporting achievements.
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The content provider has been teaching in a B.Ed. College. He was searching for content on this topic on the internet. But he failed to get relevant materials. eventually, he prepares one on his own and uploads the same in slideshare for the convenience of the learners. This topic will help B.Ed. trainess to a great extent.
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This document discusses grading and reporting systems in education. It defines grading as a teacher's evaluation of student performance and reporting as how those evaluations are communicated. It describes several types of grading systems like percentage grading, letter grading, norm-referenced grading, and mastery grading. It also outlines different reporting systems such as traditional letter grades, pass/fail, checklists of objectives, portfolios, parent-teacher conferences, and letters to parents. The document concludes by stating the aims of grading/reporting systems are to provide brief and understandable results that enhance student learning and communication between teachers, students, and parents.
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Standardized tests are more rigorous and scientifically developed than teacher-made tests. They require a panel of experts including content specialists, test designers, and teachers to plan the test, write items, test the items, and establish validity and reliability through field testing and statistical analysis. The process ensures the tests accurately measure what they aim to without bias. Teacher-made tests are simpler to create by individual teachers and better tied to local classroom needs, but are not as reliable or valid as standardized tests due to less rigorous development and analysis. Both have advantages for different assessment purposes.
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Grading serves to evaluate student achievement, determine competence after instruction, and become part of permanent records. Common grading systems include numerical, letter grades, and rubrics. When assigning grades, teachers determine steps like averaging scores on assignments and tests. Nonachievement factors can be measured and reported separately from grades through notes on things like effort, behavior, and work habits. The grade book efficiently records scores and calculates grades, and progress is reported to families.
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The document discusses measurement and evaluation in education. It defines measurement as quantifying individuals' attributes and skills, and evaluation as making judgements about something using criteria and standards. Evaluation involves systematically determining how well educational objectives are achieved by learners. Key points include:
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There are three main types of evaluation: formative, summative, and diagnostic. Formative evaluation monitors student learning during instruction to provide feedback. Summative evaluation is given at the end of a course to determine if learning objectives were met and assign grades. Diagnostic evaluation is given before instruction to identify student strengths and weaknesses. Evaluations are also categorized based on whether student performance affects others' grades. Criterion-referenced tests measure individual performance against standards, while norm-referenced evaluations compare performance to peers on the same test. Placement evaluation determines student prerequisite skills and best learning approach.
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V. SURESH KUMAR provides a detailed overview of testing and evaluation in education. He discusses the purposes of tests, including measuring skills, knowledge, and predicting future success. He also outlines the characteristics of good tests, including being valid, reliable, practical, and comprehensive. Kumar then explains different types of scales used in measurement, including nominal, ordinal, interval, and ratio scales. Finally, he summarizes the key differences between formative and summative evaluation.
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This document summarizes several reports and recommendations for reforming India's examination system. It discusses existing problems like a lack of reliability, transparency, and emphasis on rote memorization. The Mudaliar Report of 1954 recommended reducing external exams, adding more objective questions, using grades instead of marks, and maintaining cumulative student records. The Kothari Commission of 1964 suggested improving written exams, developing alternative assessment tools, and introducing internal assessment and rating scales. Subsequent reports called for continuous and comprehensive evaluation, de-emphasizing memorization, implementing semester patterns, and reforming exams as part of a comprehensive package.
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Rating scales are assessment tools that evaluate performance, skills, qualities or outcomes using descriptive terms or numbers. They include (1) an interpersonal skills assessment using a scale of 1 to 5 to rate communication, contribution, and punctuality, (2) a practicum performance assessment rating attitude, punctuality, quality of work, and (3) a general discussion of characteristics, types, development and uses of rating scales including their advantages of being easy to administer and reducing bias but also potential disadvantages like ambiguity and subjectivity.
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The document outlines the role of teachers in Continuous and Comprehensive Evaluation (CCE). It lists that teachers should recognize diverse abilities in students, identify learning progress regularly, and employ remedial teaching tailored to students' needs. Teachers are also advised to avoid negative comments, encourage learning through various teaching methods, and actively involve students in the learning process using oral, project-based, and self/peer assessments.
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Grading and reporting are integral parts of the instructional process that communicate student achievement. Effective grading guidelines include clarifying procedures, basing grades only on achievement, obtaining valid evidence, properly weighting assessments, and avoiding bias. The functions of grading systems are to enhance learning, report progress to parents and guardians, and provide information for administrative and guidance purposes such as promotion decisions, counseling, and reporting achievements.
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The document discusses achievement tests, which measure what students have learned after instruction. It defines achievement tests and lists their objectives, such as identifying reasons for testing and selecting appropriate tests. The document outlines the steps to construct an achievement test, including planning, designing a blueprint, writing test items, developing scoring methods, and analyzing questions. The blueprint guides test development by detailing the placement of objectives, content, and question formats. Achievement tests are an important tool for evaluating instructional progress and informing curriculum planning.
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The content provider has been teaching in a B.Ed. College. He was searching for content on this topic on the internet. But he failed to get relevant materials. eventually, he prepares one on his own and uploads the same in slideshare for the convenience of the learners. This topic will help B.Ed. trainess to a great extent.
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This document discusses the purpose and importance of assessment in education. It states that assessment is an integral part of the educational process that is used by teachers to collect information on student learning. When done systematically and effectively, assessment can help students grow as learners. The document outlines that assessment provides useful information for improving teaching and learning, evaluating if students can apply knowledge, and facilitating instructional, administrative, and parental functions. It concludes that assessment serves to establish students' knowledge and skills, identify instructional needs, maintain quality education, and foster parent-teacher relationships.
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Faculty of Education, University of Sindh, Pakistan
Skills for Impact Paul Fletcher
The document discusses how impact measurement can support quality improvement in education providers. It finds that while deregulating curriculum was well-received, systems to measure the impact on outcomes like employment were insufficient. Most providers did not rigorously monitor changes or collect complete destination data to fully evaluate impact. The Common Inspection Framework and Ofsted definitions of outcomes are presented as tools to help providers define and measure impact explicitly through data and implicitly through soft measures. The learner journey and using learner-level data for quality improvement is discussed as a way for providers to investigate causes of issues and make improvements.
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Assessment of learning 2 grading system powerpoint presentation
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Year 07 Assessment Workshop for Parents, November 2011
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Meaning of Test, Testing and Evaluation
Topic: Test, Testing and Evaluation
Student Name: Urooj Fatima
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Daignostic Evaluation.
Topic: Daignostic Evaluation.
Student Name: Syeda Wajeeha
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Assembling The Test
Topic: Assembling The Test
Student Name: Naeema Fareed
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Objective Type Items, Recognition Type Items and Recall Items
Topic: Objective Type Items, Recognition Type Items and Recall Items
Student Name: Munazza Mohsin Samo
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Test Testing and Evaluation
Topic: Test Testing and Evaluation
Student Name: Abdul Rauf Ansari
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Frequency Distribution
Topic: Frequency Distribution
Student Name: Abdul Hafeez
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Meaning of Test, Testing and Evaluation
Topic: Meaning of Test, Testing and Evaluation
Student Name: Wardha Samo
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Administration/Conducting the Test
Topic: Administration/Conducting the Test
Student Name: Waqar Hassan
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Counselling of Students After Reporting The Results
Topic: Counselling of Students After Reporting The Results
Student Name: Siraj ul-Haque
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Essay Type Test
Topic: Essay Type Test
Student Name: Shakti Lal
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Purpose, Principle, Scope of Test and Evaluation
The document discusses the purpose, principles, and scope of testing and evaluation. The purpose of testing is to assess student performance and assign grades. Testing also helps predict future performance. There are four key principles of testing: practicality, reliability, validity, and authenticity. Evaluation aims to determine competence, predict educational practices, and clarify proficiency. Evaluation techniques should be selected based on their purposes and limitations. The scope of evaluation includes making value judgments, determining how well objectives were attained, and identifying student strengths, weaknesses, and needs.
Reliability
Topic: Reliability
Student Name: Sarang Joyo
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Preparing The Test Items
The document discusses test development and evaluation. It defines a test item as a specific task that test takers are asked to perform. It outlines the steps for preparing test items, which include writing items according to guidelines, selecting items based on a table of specifications, reviewing and editing items, arranging items, and deciding on scoring. The document also lists principles for preparing test items such as making sure items are appropriate for the learning outcomes and free from ambiguity, bias, and technical errors. Finally, it provides a sample table of specifications that outlines the test items to be included based on topics, objectives, and item types.
Validity
Topic: Validity
Student Name: Parkash Mal
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Learning Objectives
Topic: Learning Objectives
Student Name: Sualiha Lodhi
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Reporting Test Results to Parents
The document discusses test development and evaluation reporting for a B.Ed program. It covers principles of reporting test results to parents, including using clear language and explaining scores. The purposes of reporting are to recognize student achievement, assist in identifying student potential, enable parental support, and help parents understand student strengths and weaknesses. Reporting methods can include parent-teacher conferences, written reports, parent meetings, and newsletters.
Order and Ranking
Topic: Order and Ranking
Student Name: Ansar Hussain
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Types of Evaluation
Topic: Types of Evaluation
Student Name: Aneeqa Hashmi
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
School Evaluation Program
Topic: School Evaluation Program
Student Name: Amtal Basit Tooba
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Qualities of a Good Test
Topic: Qualities of a Good Test
Student Name: Amna Mishal
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
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Objective Type Items, Recognition Type Items and Recall Items
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Functions of Reporting System
- 3. Reporting System Different Forms Of Reporting Results Functions And Importance Reporting System
- 4. In the means of education “reporting” means “the process of informing or updating the result of an individual to the related stakeholders i-e parents, student, teacher etc” OR A process which improves the throughout performance of an individual by showing the mirror image in the form of results or reports.
- 5. There are many different forms through which result can be presented and reported, some are as follows; Reported Card. Rating Scales. Grades and Positions. Marksheets. Graphical Form.
- 6. Report Card: It is a traditional form of reporting which contains the whole performance of student in all subjects, additional comments by teacher and principal. Rating Scales: In rating scale teacher rate the student performance through faces, stars, stickers, phrases, etc. It is of many types. Grades and Positions: The student result is compared and distributed into some set criterias i-e grades and positions.
- 7. Marksheets: A marksheet only contains the obtained marks in all subjects, not overall performance of the student. Graphical Form: The most easier way to report a result is a graph. It is easy to make, less time consuming and one can identify at a look that performance is good or fair.
- 9. It plays a vital role to enhance student learning. It is important for strengthening the relation between stakeholders i-e parents, teacher and student. It brings a measureable change in individual’s performance. Teacher can easily identify and resolve the issue related to student. It determines the strengths of an individual. It helps to cover the flaws of student studies. It can develop trustful behaviours between student and teacher.
- 10. Thank You For Watching