Grading-System (Norm and Criterion).pptx

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.