Mysic

1. GRADING
AND
REPORTING

2. This Chapter attempts to describe th
various types of grading and reportin
systems and providing guidelines fo
their effective use.

3. 1. Functions of Grading and
Reporting Systems

4. a. Enhancing students’ learning
b. Reports to parents/guardians
c. Administrative and guidance
uses

5. 2. Types of Grading and
Reporting Systems

6. a. Traditional letter-grade system
Students’ performances are
summarized by means of letters.

7. Example:
A – excellent
C – average
D – needing improvement
F - failure

8. b. Pass-fail
Utilizes a dichotomous grade system.
Popular in some course of college but
not very much practiced in basic
education.

9. c. Checklists of objectives
The objectives of the course are
enumerated.
A very detailed reporting system

10. The students’ level of
achievement is indicated:
Outstanding, Very Good, Good,
Fair or Poor.

11. d. Letters to parents/guardians
- are useful supplement to grades.

12. e. Portfolios
A set of purposefully selected
works, with commentary by
student and teacher.

13. f. Parent-teacher conferences
This requires that parents of
pupils come for a conference with
the teacher to discuss the pupils’
progress.

14. Conferences are useful for a two-
way flow of information and
getting more information and
cooperation from the parents.

15. 3. Development of a Grading and
Reporting System

16. •Based on clear statement of
learning objectives.
•Consistent with school standards.
•Based on adequate assessment

17. •Based on the right level of detail
•Provide for parent-teacher
conferences as needed.

18. 4. Assigning Letter Grades and
Computing Grades

19. Guidelines:
1. Properly weight each component to
create a composite.

20. 2. Put all components on same scale
to weight properly
a. Equate ranges of scores
b. Or, convert all to T-scores or other
standard scores.

21. 5. Norm or Criterion-Referenced
Grading

22. A norm-referenced grading system
are grades that may reflect relative
performance such scores compared
to other students (where you rank).

23. A criterion-referenced grading are
grades that may also reflect
absolute performance such score
compared to specified
performance (what you can do).

24. 6. Distribution of Grades and
Guidelines for Effective Grading

25. Norm-referenced distribution
a. Normal curve is defensible only
when we have a large, unselected
group

26. b. When “grading on the curve”, school staff
should set fair ranges of grades.
c. Any pass-fail decision should be based on
an absolute standard.
d. Standards and ranges should be
understood and followed by all teachers.

27. Criterion-referenced grading system
a. It seldom uses letter grades alone.
b. It often includes checklists of what
have been mastered.

28. c. The distribution of grades is not
predetermined.

29. Guidelines for Effective Grading

30. a. Describe grading procedures
b. Clarify that course grade will be
based on achievement only.
c. Explain how other factors will be
reported.

31. d. Relate grading procedures to intended
learning outcomes
e. Obtain valid evidences for assigning
grades.
f. Prevent cheating.

32. g. Return and review all test results.
h. Properly weight the various types of
achievements
i. Do not lower an achievement grade for
tardiness, weak effort, or misbehavior.
j. Be fair.

33. 7. Conducting Parent-Teacher
Conferences

34. Guidelines for a good conference:
a. Make plans.
b. Start positive and maintain a positive focus.
c. Encourage parents to participate and share
information.

35. d. Plan actions cooperatively.
e. End with positive comment.
f. Use good human relations skills.

36. THE END, THANK YOU!