GRADING & REPORTING PRACTICES
Three (3) Development of a grading and reporting system a.grade (like a class rank) depends on what group you are in,
Grading and reporting systems are guided by the not just your own performance.
functions to be served by such in the educative process B. grade maybe shifted up or down, depending on group’s
The system will most probably be a compromise because ability
of the hosts of factors to be considered in the preparation C. widely use because much classroom testing is norm-
of such. referenced.
We should always keep achievement reports separate Criterion- referenced grading system
effort expended .Ideally grading be developed Grades may also reflect absolute performance I.e. scored
cooperatively (Parents, student, school personnel) compared to specify performance standards (what you can
they should thus be. do).
IN SUCH A SYSTEM
Based on clear statement of learning objectives: A. Grade does NOT depend on what group you are in, but
A. The grading and reporting system needs to be based on only on your own performance standards.
the same set of learning objectives that the parents, B. Grading is a complex task, because grades must
teachers and students agreed at the beginning. I. clearly define the domain
B. Consistent with school standards. II .clearly define the domain
The system must support the school standards rather than III. Be based on criterion- referenced assessment.
oppose the school standards already set. C. Conditions are hard to meet expect to complete mastery
C. Based o adequate assessment. learning settings.
The grading and reporting system should be easily verifiable
through adequate system of testing, measurement and
assessment methods.
D. Based on the right level of detail.
The system must be detailed enough to be diagnostic but
compact enough to be practical. Not too time consuming to
prepare and use, understandable to users and easily
summarized for school record purposes.
E. Provide for parent- teacher conferences as needed.
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- flow of information and getting more
information from parents
Limited value as a report because most parents do not
come for such conferences.
Assigning letters grades and computing grades.
Grades assigned to students must include only
achievement. It is very important to avoid the temptation
to include effort for less able students because it is
difficult to distinguish ability from achievement and effort
are
combined in some way, grades would mean different
things for different individuals.
Grades reflected on report cards are numbers or numerical
quantities arrived at after several data on students’
performance are combined. The following guidelines may
be considered in combining such data.
Property weights each component to create a composite.
The weights used are normally agreed upon by the school
officials.
E.g. how many percent goes for quizzes test, periodic tests etc.
The more scientific approach is to use a principal components
analysis which is hardly practiced in school because of the
difficulty involved.
Put components on same scale to weight properly.
A. Equate ranges of scores
B. or, convert all to T- score or others standard scores
Norm- referenced grading system
Grades maybe relative performance. I.e. score compared to
other students (where you rank). In such a system.
Elizabeth Villamor, Christin Suson. Rhosalie Mahilum – BEED II-A
