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This document discusses the grading system used to classify student performance. It identifies 9 letter grades from A+ to E that are used to assess students based on percentage ranges of their marks. Each letter grade is assigned a grade value from 1 to 9 and corresponds to a different level of performance or category, with A+ being outstanding for 90-100% and E being need improvement for less than 20%. The grading system is used to classify learners according to their results.
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grading system
This document discusses a grading system that classifies learners according to their performance. It outlines 9 letter grades from A+ to E that are used to assess students. Each grade is assigned to a range of marks from 90-100% for an A+ down to less than 20% for an E. The document provides the percentage range, grade value from 1-9, and category for each letter grade.
Norm reference grading system.ppt
This document discusses different grading systems used in education. It describes norm-referenced and criterion-referenced grading systems. A norm-referenced system evaluates students relative to other students' performance, while a criterion-referenced system evaluates students based on an absolute standard or criteria. The document also provides examples of reporting grades using percentages, numbers, letters, and descriptions for tertiary education. It outlines the grading system used in Philippine public elementary and secondary schools according to DepEd Order 33, including features such as minimum performance standards, assessment categories, and promotion policies.
grading system.pptx
This document discusses different grading systems used in education including absolute grading, relative grading, and common letter grade scales. Absolute grading involves assigning percentages based on how well a student's answers meet the requirements of a model answer. Relative grading compares students' performance to others taking the same test. Common letter grade scales range from A+ to F, with grade point values also defined. The document also defines terms related to grading like semester, semester grade point average, cumulative grade point average, credit points, and transcripts.
Norm or criterion referenced grading
Grades can be determined either through norm-referenced or criterion-referenced systems. In a norm-referenced system, a student's grade depends on how their performance compares to others in their group. This makes grades relative and can shift scores up or down based on the overall group's ability. A criterion-referenced system bases grades on how a student's performance matches specified standards, making grades absolute rather than dependent on peers. However, criterion-referenced systems are difficult to implement as standards must be clearly defined and grades do not factor in a group's performance. Both systems have advantages and disadvantages for assessing student learning.
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Grading System BEd notes first year.pptx
- The document discusses limitations of the traditional marking system used in education and proposes grading as an alternative.
- Under the marking system, students are given numerical marks that claim to precisely measure abilities but are flawed due to subjectivity and inability to capture human qualities.
- Grading involves placing students into broad ability bands represented by letter grades like A, B, C, etc. based on their performance relative to other students or by comparing to pre-defined standards.
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grading system
This document discusses a grading system that classifies learners according to their performance. It outlines 9 letter grades from A+ to E that are used to assess students. Each grade is assigned to a range of marks from 90-100% for an A+ down to less than 20% for an E. The document provides the percentage range, grade value from 1-9, and category for each letter grade.
Norm reference grading system.ppt
This document discusses different grading systems used in education. It describes norm-referenced and criterion-referenced grading systems. A norm-referenced system evaluates students relative to other students' performance, while a criterion-referenced system evaluates students based on an absolute standard or criteria. The document also provides examples of reporting grades using percentages, numbers, letters, and descriptions for tertiary education. It outlines the grading system used in Philippine public elementary and secondary schools according to DepEd Order 33, including features such as minimum performance standards, assessment categories, and promotion policies.
grading system.pptx
This document discusses different grading systems used in education including absolute grading, relative grading, and common letter grade scales. Absolute grading involves assigning percentages based on how well a student's answers meet the requirements of a model answer. Relative grading compares students' performance to others taking the same test. Common letter grade scales range from A+ to F, with grade point values also defined. The document also defines terms related to grading like semester, semester grade point average, cumulative grade point average, credit points, and transcripts.
Norm or criterion referenced grading
Grades can be determined either through norm-referenced or criterion-referenced systems. In a norm-referenced system, a student's grade depends on how their performance compares to others in their group. This makes grades relative and can shift scores up or down based on the overall group's ability. A criterion-referenced system bases grades on how a student's performance matches specified standards, making grades absolute rather than dependent on peers. However, criterion-referenced systems are difficult to implement as standards must be clearly defined and grades do not factor in a group's performance. Both systems have advantages and disadvantages for assessing student learning.
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This document outlines Indiana's proposed new school accountability metrics. It describes two new models - one for elementary and middle schools focusing on performance, growth, and participation, and one for high schools focusing on End of Course Assessments, graduation rates, and college and career readiness. Schools will receive a final A-F letter grade based on weighted scores in the relevant metrics. The proposed changes aim to simplify designations and incorporate student growth and improvement.
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This document discusses moving from general career and technical education (CTE) programs to more rigorous programs of study in Oklahoma. It defines programs of study as comprehensive approaches that deliver academic and CTE content to prepare students for postsecondary education and careers. It highlights several initiatives that promote this approach. It also discusses elements that make programs of study rigorous, such as incorporating secondary and postsecondary education, offering opportunities for students to earn postsecondary credits, and leading to industry-recognized credentials.
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- The document discusses limitations of the traditional marking system used in education and proposes grading as an alternative.
- Under the marking system, students are given numerical marks that claim to precisely measure abilities but are flawed due to subjectivity and inability to capture human qualities.
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Scoring and grading are different processes for evaluating student performance on tests. Scoring is the direct measurement of performance by determining the number of correct answers. Grading assigns a symbol or letter grade to represent the quality of a student's performance. There are specific steps to scoring, including item analysis and developing an item bank. Grades provide feedback and motivation for students. Grades can be assigned on an absolute scale comparing scores to total possible points or on a relative scale ranking students within the group. The purpose of grading is instructional to indicate achievement, administrative for admissions or progression, and guidance to assist students.
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2. Students who meet more of the ACT College Readiness Benchmarks have higher college enrollment rates, persistence to the second year, and overall success rates.
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The document provides information about grading systems used in the Philippine educational system. It defines key terms related to grading like grade, grading system, and purposes of grading test scores. It also discusses the following:
- Computation of grades for different levels from Kindergarten to Senior High School. Quarterly grades and assessments are used to determine final grades.
- Grading systems used in tertiary education which considers recitation, quizzes, assignments, and exams in the final moving raw score.
- Reminders for teachers to provide intervention and remediation for students with low grades.
- How core values are reflected in report cards and processes for recomputing final grades.
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2. The document provides examples of analyzing test items based on student response data. It shows how to determine the difficulty level, identify effective or ineffective distractors, and ways to improve test items based on the analysis.
3. The goal of the analysis is to evaluate how well items discriminate between higher and lower performing students, identify issues, and determine if items should be retained or modified to make them more effective.
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The document discusses various concepts related to grading and reporting systems in education. It describes the aims of grading and reporting as providing results in an understandable format for various users and measuring student learning. It also outlines different types of grading systems such as traditional letter grades, pass-fail systems, and absolute versus relative scoring. Key aspects of grading like assigning letter grades to test scores, record keeping, and using assessment feedback are explained in detail with examples.
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is one grade higher than last year when the Mode Grade was D. The median score is 60;
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The document discusses different aspects of grading systems in education. It defines grading as a process of evaluating student performance on exams using scales with letters or numbers. There are different types of grading systems such as percentage grading from 0-100, letter grading from A-F, norm-referenced grading comparing students, and mastery grading based on attaining a specified level. Direct grading involves directly awarding letter grades without scores while indirect grading uses marks that are then converted to grades. Relative grading compares student performance within a group/class using statistical methods to determine grade ranges, while absolute grading is based on pre-specified standards for performance levels.
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This document discusses grading systems in education. It defines grading systems as processes that classify student performance levels into letter grades or other categories. Grading communicates student assessment results and should be integrated into instruction. There are different types of grading systems such as absolute, direct, and relative. Absolute grading assigns grades based on pre-determined score cutoffs, like 90-100 for an A.
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The document discusses assessment and evaluation in education. It defines grading as evaluating student performance using scales and letters or numbers. Various grading systems are described, including percentage grades, letter grades, descriptive evaluations, and pass-fail grading. Factors to consider when grading include the purpose of grading, which systems to use, how to assign grades, reporting non-achievement outcomes, formatting gradebooks, and communicating with families. Both merits and demerits of grading systems are provided.
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The document provides information about grading systems used in the Philippine educational system. It defines key terms related to grading like grade, grading system, and purposes of grading test scores. It also discusses the following:
- Computation of grades for different levels from Kindergarten to Senior High School. Quarterly grades and assessments are used to determine final grades.
- Grading systems used in tertiary education which considers recitation, quizzes, assignments, and exams in the final moving raw score.
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2. The document provides examples of analyzing test items based on student response data. It shows how to determine the difficulty level, identify effective or ineffective distractors, and ways to improve test items based on the analysis.
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Approximately half (51%) of the students scored a Satisfactory Level of Performance or
better (grade C or better). This is up from the 47% in 2013 who scored a Satisfactory Level
of Performance or better. As in 2013, the mean score is in the adequate range at 58.4
which is slightly higher than 2013 when it was 57.8. The Mode Grade of C indicates that
most students (27%) scored between 60-69, a Satisfactory Level of Performance, and this
is one grade higher than last year when the Mode Grade was D. The median score is 60;
therefore, half the number of scores were below and half above 60. This is slightly higher
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The document discusses assessment and evaluation in education. It defines grading as evaluating student performance using scales and letters or numbers. Various grading systems are described, including percentage grades, letter grades, descriptive evaluations, and pass-fail grading. Factors to consider when grading include the purpose of grading, which systems to use, how to assign grades, reporting non-achievement outcomes, formatting gradebooks, and communicating with families. Both merits and demerits of grading systems are provided.
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Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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DRUGS AND ITS classification slide share
Any substance (other than food) that is used to prevent, diagnose, treat, or relieve symptoms of a
disease or abnormal condition
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Nithya
- 1. ASSESSMENT IN EDUCATION SUBMITTED BY : NITHYA L S SOCIAL SCIENCE
- 2. Topic CLASSIFICATION OF LEARNERS ACCORDING TO PERFORMANCE IN GRADE SYSTEM .
- 3. GRADING SYSTEM : when students level of performance are thus classified in to a few classificatory units using letters grades , this system of assessment is called grading system .
- 5. A+ Grade The students who receive the mark range between 90% to 100% Who comes under A+ grade. Who belongs to under the category of outstanding . The grade at value is 9.
- 6. A Grade The students who receive the mark range between 80%to 89%. Who comes under A grade. Who belongs to under the category of excellent .The grade value is 8.
- 7. B+ Grade The students who receive the mark range between 70%to79%. Who comes under B+ grade. Who belongs to under the category of very good. The grade value is 7.
- 8. B Grade The students who receive the mark range between 60%to69%. Who comes under B Grade. Who belongs to under the category of good . The grade value is 6.
- 9. C+ Grade The students who receive the mark range between 50%to 59%. Who comes under c+ grade. Who belongs under the category of Above average. The grade value is 5.
- 10. C Grade The students who receive the mark range between 40%to49%. Who comes under c grade. Who belongs to under the category of average. The grade value is 4.
- 11. D+ Grade The students who receive the mark range between 30%to39%. Who comes under D+ grade. Who belongs to under the category of marginal. The grade value is 3.
- 12. D Grade The students who receive the mark range between 20%to29% . Who comes under D grade . Who belongs to under the category of need improvement. The grade value is 2.
- 13. E Grade The students who receive the mark range between less than 20%.who comes under E grade. Who belongs to under the category of need improvement. The grade value is1. .
- 14. GRADE PERCENTAGE RANGE GRADE VALUE GRADE POSSITION A+ 90% -100% 9 Out standing A 80% -89% 8 Excellent B+ 70% -79% 7 Very good B 60% -69% 6 Good C+ 50% - 59% 5 Above average C 40% -49% 4 Average D+ 30% -39% 3 Marginal
- 15. THANK YOU