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.

1. GRADING AND REPORTING SYSTEM
FACULTY OF EDUCATION University of Sindh JAMSHORO
Roll no 22 mphiledu2k16
Subj psychological perspective & issues in education
Submitted by MUHAMMAD ASLAM
Assigned by professor DOCTOR IFTIKHAR Ahmed JAFRI
TOPIC GRADING & REPORTING SYSTEM (UNIT13)

2. Grading and reporting system
1. Definition
2. Types of grading and reporting system
3. Tyes o reporting system continue
4. Aims of grading and reporting
5. Functions of reporting and grading
Development of reporting and grading

3. Grading and Reporting system
Grading andr eporting are foundational
elements in nearly every educational system.
Grading represents teachers' evaluations (formative
or summative) of students' performance.
Reporting is how the results of those
evaluations are communicated to students,
parents, or others.

4. TYPES OF GRADING AND REPORTING SYSTEM
Percentage grading Using a percentage scale (percent of 100), usually based on percent correct on
exams and/or percent of points earned on assignments.
Letter grading and variations Using a series of letters (often A, B, C, D, F) or letters with plusses and
minuses as an ordered category scale - can be done in a norm-referenced (standards-based) manner.
Norm-referenced grading Comparing students to each other; using class standing as the basis for
assigning grades (usually letter grades)
Mastery grading Grading students as “masters” or “passers” when their attainment reaches a
prespecified level, usually allowing different amounts of time for different students to reach mastery.
Pass/FaiL Using a scale with two levels (pass and fail), sometimes in connection with mastery grading
Standards (or Absolute-Standards) grading Originally, comparing student performance to a
preestablished standard (level) of performance; currently, standards grading sometimes means grading
with reference to a list of state or district conte
Current advocates of standards grading use the same principle but the term "standard” is now used for
the criterion itself, not the level of performance.

5. TYPES OF GRADING AND REPORTING SYSTEM
Traditional Letter- Grade system • Students’ performance are summarized by Easy to
understand but is of limited value when used as the sole report • They end up being a
combination of achievement, effort, work habits, behavior . A •Excellent B •Good C
•Average D •Needs Improvement
Pass-Fail System • Popular in some courses in college; not very much practiced in basic
education • Students tend to work to the minimum In mastery learning courses, no
grades are reflected until “mastery” threshold is reached
Checklist of Objectives • Objectives of the courses are enumerated • After each objective,
the students’ level are achievement is indicated • Very detailed reporting system • More
informative for parents and students Objective 1 • Fair Objective 2 • Outstanding
Objective 3 • Very Good Objective 4 • Poor Objective 5 • Good
Portfolios is a set of purposely selected work, with commentary by student and teacher.
Portfolios are useful for showing students strength an weaknesses, illustrating range of
students work, showing progress over time or stages of a project, teaching students
about objectives/ standards they are to meet
Parent-Teacher Conferences •Mainly used in elementary school • Requires parents of
pupils to come for a conference with the teacher to discuss the pupils’ progress • Useful
for a two-way flow of information and getting more information from parents •
Letters to Parents/Guardians • Useful supplement to grades • Limited value as sole
report: – Time-consuming to prepare – Accounts of weaknesses are often misinterpreted
by parents and guardians – Not systematic nor cumulative

6. Aims of grading and reporting system
To provide results in brief, understandable form
What should I count – just achievement or effort too?)
How do I interpret a student’s score?
(D o I compare it to: – other students’ scores (norm referenced) –
A standard of what they can do(criterion-referenced) –
some estimate of what they are able to do
(learning potential, or self-referenced)?
What should my distribution of grades be and
how do I determine it?
How do I display student progress or strengths
and weaknesses, to students and their parents?

7. FUNCTIONS OF GRADING AND REPORTING SYSTEM
Enhancing Students Learning
Clarifying instructional objectives for them
Showing students’ strengths & weaknesses
Providing information on personal-social Enhancing students’ motivation
Indicating where teaching might be modified This can be achieved through day-to-
day tests, feedback, integrated periodic tests
Reports to Parents/Guardians• Inform parents/guardians on the progress of
Communicate objectives to parents so they can help promote learning
Communicate how well objectives are met so parents can plan better
Grades and Report Cards Should promote and enhance learning rather than
frustrate and discourage students

8. Development of Grading and Reporting System
Grading and Reporting system should be
Developed cooperatively (parents, students, school personnel)
It needs to be based on the same set of learning objectives that the
parents, teachers and students agreed at the beginning.
The system must support the school standards.
The grading and reporting should be easily verifiable through adequate
system of testing, measurement and assessment methods.
The system must be detailed enough to be diagnostic butompact enough to
be practical:
not too time consuming to prepare and use, understandable to users and
easily summarized for school records purposes.
Providing for parent- teacher conferences as needed