The document discusses the development of grading and reporting systems in education, emphasizing that these systems should be guided by clear learning objectives, consistent with school standards, and based on adequate assessments. It highlights the importance of distinguishing achievement from effort in grading and outlines methods for assigning letter grades through various assessment techniques. Additionally, it contrasts norm-referenced grading, which compares students against each other, with criterion-referenced grading, which measures performance against established standards.

1. Grading
and
Reporting
Prepared by:
Mary Jane T. Hugo
BSE III- Gen. Science

2. 3.3. Development of a GradingDevelopment of a Grading
and Reporting Systemand Reporting System
 Grading and reporting systems are guided
by the functions to be served by such in
the educative process.
 The system will most probably be a
compromise because of the hosts of
factors to be considered in the preparation
of such.
 we should always keep achievement
reports separate from effort expended.

3. Ideally, grading and reporting system,
should be developed cooperatively
(parents, students, school personnel)
They should thus be:

4. a. Based on clear statementa. Based on clear statement
of learning objectives.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.

5. b.Consistent with school standards.b.Consistent with school standards.
The system must support the
school standards rather than
oppose the school standards
already set.

6. c.Based on adequate
assessment.
The grading and reporting
system should be easily
verifiable through adequate
system of testing, measurement
and assessment methods.

7. d.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
record purposes.

8. e.Provide for parent-teachere.Provide for parent-teacher
conferences as needed.conferences as needed.

9. 4. Assigning
Letter Grades
and Co
Computing
Grades

10.  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 distinguish
ability from achievement and effort
are combined in some way, grades
would mean different things for
different individuals.

11.  Grades reflected on report cards are
numbers or numerical quantities
arrived at after several data on
students’ performance are
combined. The following guidelines
may be considered in combining
such data:

12. Properly weight each componentProperly weight each component
to create a composite.to create a composite.
 The weights used are normally
agreed upon by the school officials.
e.g. how many percent goes for
quizzes, unit tests, periodic tests etc.
The more scientific approach is to
use a principal components analysis
which is hardly practiced in schools
because of the difficulty involved.

13. Put components on same
scale to weight properly:
a. equate ranges of scores
b. or, convert all to T- score or
other standard scores

14. 4. Norm or
Criterion-
Referenced
Grading

15. Norm- referenced gradingNorm- referenced grading
systemsystem
 Grades maybe relative performance i.e. score
compared to other students ( where you rank).
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 maybe shifted up or down,
depending on group’s ability.
C. widely use because much classroom
testing is norm-referenced.

16. Criterion- referencedCriterion- referenced
grading Systemgrading System
Grades may also reflect absolute performance i.e. scored
compared to specify performance standards (what you can
do).
In such a system:
a. grade does NOT depend on what group you are in, but
only on your own performance compared to a set performance
standards.
b. grading is a complex task, because grades must:
i. clearly define the domain
ii. Clearly define and justify the performance standards.
iii. Be based on criterion- referenced assessment.
c. conditions are hard to meet except to complete mastery
learning settings.