The document discusses grading systems, highlighting the importance of grading and reporting learner performance in education. It outlines two primary approaches: norm-referenced grading, which compares learner performance against peers, and criterion-referenced grading, which assesses performance based on specific learning goals. Additionally, it details various types of scores and grades used in these systems, including developmental, percentile, stanine, and letter grades.

1. GRADING SYSTEM

2. GRADING SYSTEM
• Grading and reporting learner’s test
performance is a complex task.
•Grading and reporting are fundamental
elements in teaching-learning process.

3. WHAT ARE THE PURPOSE OF GRADING AND
REPORTING LEARNER’S TEST PERFORMANCE?
• One of the ways to communicate the level of learning of the learners in
specific course content.
• They give feedback on specific topic/s learners have mastered and what
they need to focus more when they review for summative assessment or
final exams.
• In a way, grades serves as monitor for learners to study and do better in
the next exams to maintain and improve their final grade.
• Grades also give parents information about their children’s achievement.

4. NORM-REFERENCED GRADING &
CRITERION-REFERENCED GRADING

5. NORM-REFERENCED GRADING SYSTEM
• Learner’s tests scores are compared with those of their
peers.
• Involved ranked ordering learners and expressing learner’s
score in relation to the achievement of the rest of the group.
• The peer group usually serves as the normative group (i.e.,
class, age, group, year level.)

6. NORM-REFERENCED GRADING SYSTEM
• 1. Compared learner’s test performance with that of the
other learners.
• 2. Compare learner’s performance in one test (subtest) with
another test (subtest)
• 3. Compare learner’s performance in one form of the test
with another form of the test administered at an earlier date.

7. NORM-REFERENCED GRADING SYSTEM
• There are different types of norm-referenced
scores:
• 1. Developmental Scores
• 2. Percentile Rank
• 3. Stanine Score
• 4. Standard Scores

8. DEVELOPMENTAL SCORE
• This is the score that has been transformed raw scores and reflect the
average performance of a learner at age and grade levels.
• A. Grade Equivalent Score- describes 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.
• B. Age-Equivalent Score- indicates the age level that is typical to a learner
to obtain such raw score. It reflects the learner’s performance in terms of
the chronological age as compared to those in the norm group.

9. PERCENTILE RANK
• This indicates the percentage of scores that fall at
or below a given score. Percentile rank range from
1 to 99.

10. STANINE SCORE
• This system expresses test result in NINE equal
steps which range from one (lowest) to nine
(highest). A stanine score of 5 is interpreted as
“average” stanine.

11. STANDARD SCORE
•They are raw scores that are converted
into a common scale of measurement
that provides meaningful description of
the individual scores within the
distribution.

12. CRITERION-REFERENCED GRADING
SYSTEM

13. CRITERION-REFERENCED GRADING SYSTEM
• This is a grading system wherein learners’ test scores
or achievement levels 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 preset standards, regardless of how
everyone else does.

14. CRITERION-REFERENCED GRADING SYSTEM
• The following are some of the types of criterion referenced scores or grades:
• 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. In this type of scoring, a standard or
cut-off score is preset, and the learner is given a score of
pass if he or she surpassed the expected level of
performance or the cut-off score.

15. CRITERION-REFERENCED GRADING SYSTEM
• Letter Grade- This is one of the most commonly
used grading systems. Letter grades are usually
composed of five level grading scale from A-E or F,
with A representing the highest level of
achievement or performance and, E or F– the
lowest grade– representing a failing grade.

16. CRITERION-REFERENCED GRADING SYSTEM
• Plus (+) and Minus (-) Letter Grades- This grading
provides a more detailed description of the level of
learners’ achievement or task/test performance by
dividing each grade category into three levels, such
that a grade of A can be assigned as A+, A and A- ; B
as B+, B and B- and so on. It provides a finer
discrimination between achievement or performance
levels.

17. CRITERION-REFERENCED GRADING SYSTEM
•Categorical Grades- This system of grading is
generally more descriptive than letter grades,
especially if coupled with verbal labels.
Verbal labels eliminate the need for a key or
legend to explain what each grade category
means.

18. THANK YOU!
END.