Grading-System (Norm and Criterion).pptx
- 2. GRADING SYSTEM âą Grading and reporting learnerâs test performance is a complex task. âąGrading and reporting are fundamental elements in teaching-learning process.
- 3. WHAT ARE THE PURPOSE OF GRADING AND REPORTING LEARNERâS TEST PERFORMANCE? âą One of the ways to communicate the level of learning of the learners in specific course content. âą 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. âą 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. âą Grades also give parents information about their childrenâs achievement.
- 5. NORM-REFERENCED GRADING SYSTEM âą Learnerâs tests scores are compared with those of their peers. âą Involved ranked ordering learners and expressing learnerâs score in relation to the achievement of the rest of the group. âą The peer group usually serves as the normative group (i.e., class, age, group, year level.)
- 6. NORM-REFERENCED GRADING SYSTEM âą 1. Compared learnerâs test performance with that of the other learners. âą 2. Compare learnerâs performance in one test (subtest) with another test (subtest) âą 3. Compare learnerâs performance in one form of the test with another form of the test administered at an earlier date.
- 7. NORM-REFERENCED GRADING SYSTEM âą There are different types of norm-referenced scores: âą 1. Developmental Scores âą 2. Percentile Rank âą 3. Stanine Score âą 4. Standard Scores
- 8. DEVELOPMENTAL SCORE âą This is the score that has been transformed raw scores and reflect the average performance of a learner at age and grade levels. âą 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. âą B. Age-Equivalent Score- indicates the age level that is typical to a learner to obtain such raw score. It reflects the learnerâs performance in terms of the chronological age as compared to those in the norm group.
- 9. PERCENTILE RANK âą This indicates the percentage of scores that fall at or below a given score. Percentile rank range from 1 to 99.
- 10. STANINE SCORE âą 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 âaverageâ stanine.
- 11. STANDARD SCORE âąThey are raw scores that are converted into a common scale of measurement that provides meaningful description of the individual scores within the distribution.
- 13. CRITERION-REFERENCED GRADING SYSTEM âą This is a grading system wherein learnersâ 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 âą The following are some of the types of criterion referenced scores or grades: âą 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 âą 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 Fâ the lowest gradeâ representing a failing grade.
- 16. CRITERION-REFERENCED GRADING SYSTEM âą Plus (+) and Minus (-) Letter Grades- This grading provides a more detailed description of the level of learnersâ 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 âąCategorical 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.