This document provides information about reporting student performance. It discusses that schools typically report grades to parents at least four times per year, usually through report cards. It also notes that reporting student progress is important to show parents their child's performance relative to standards. The document outlines the learning activities and analysis required to understand how to make grade reporting meaningful and the reasons for reporting grades to parents.
This document provides information about reporting student performance. It discusses that schools typically report grades to parents at least four times per year, usually through report cards. It also notes that reporting student progress is important to show parents their child's performance relative to standards. The document outlines the learning activities and analysis required to understand how to make grade reporting meaningful and the reasons for reporting grades to parents.
This document provides information about reporting student performance. It discusses that schools typically report grades to parents at least four times per year, usually through report cards. It also notes that reporting student progress is important to show parents their child's performance relative to standards. The document outlines the learning activities and analysis required to understand how to make grade reporting meaningful and the reasons for reporting grades to parents.
This document provides information about reporting student performance. It discusses that schools typically report grades to parents at least four times per year, usually through report cards. It also notes that reporting student progress is important to show parents their child's performance relative to standards. The document outlines the learning activities and analysis required to understand how to make grade reporting meaningful and the reasons for reporting grades to parents.
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FIELD STUDY
5 EPISODE 9: REPORTING STUDENTS’ PERFORMANCE
FS 5 REPORTING STUDENTS’ FIELD STUDY PERFORMANCE Learning Episode
My Learning Episode Overview
If we have work with parents for education of children, we
have to inform them about their children’s progress in school in
the same way that we give the students feedback regarding their
performance. Schools vary in their practice of reporting students’
performance. This is what you will find out in this Episode.
My Intended Learning Outcomes
At the end of this Episode, I must be able to:
state the reason(s) why grades must be reported to parents
describe what must be done to make grade reporting
meaningful
My Performance Criteria
I will be rated along the following:
a. quality of my observations and documentation,
b. completeness and depth of my analysis,
c. depth and clarity of my classroom observation-based
reflections,
d. completeness, organization, clarity of my portfolio and
e. time of submission of my portfolio.
211 FIELD STUDY 5 EPISODE 9: REPORTING STUDENTS’ PERFORMANCE
My Learning Essentials
1. Reporting students’ performance at least four times a year is a regular
practice of schools. A card-getting day is usually set for this purpose.
2. Reporting students’ performance is done usually by means of Report Card.
3. Reporting students’ progress to parents is a must. This is a way to show
parents their children’s progress in relation to the standards. These standards are supposed to have been explained to parents and students at the beginning of the school year.
My Map
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My Learning Activities
Activity 1 – Interview
Interview Question:
1. How do you give feedback to your students regarding their
performance? When do you give feedback?
“I am giving my feedback directly. Positive and negatively.”
2. How do you report student’s performance to parents? Does the
school have a regular way of reporting grades to parents?
Every month the teacher is having a card day.
3. What problems on grade reporting did you encounter with
parents? How did you address it/them? Their concerns about why is there a grade that doesn’t appear on the report card of their children. She addressed it directly during the card day.
4. Was it easy for you to report student’s performance to parents?
What were your challenges? The problem is that some students grade was not present. Its uneasy to explain to the parents the track of learning of their child.
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Activity 2- Attendance in Homeroom Meeting
If it is possible, attend a Homeroom meeting on Card-Getting Day.
Outline the parts of the meeting. Describe how the Resource Teachers
communicated learners’ assessment result and grades to parents.
1. What are the parts of Homeroom meeting?
Giving of cards
Special announcements
Parents reminders on special events
1. How did the Resource Teachers communicate learners’ assessment
and grades to parents?
She is talking with the parents specially those who have failing or no
grades in a specific subject. Consultation is being done during the meeting.
214 FIELD STUDY 5 EPISODE 9: REPORTING STUDENTS’ PERFORMANCE
My Analysis
1. In the Homeroom meeting, did the teachers reporting and
communicating of grades take place smoothly?
Or were there instances when discussion became heated because
of the way reporting was handle? Describe your observations.
The reporting of grades went smoothly because the teacher is good
in reporting and most of the parents’ approaches and throw their
question calmly. The teachers explains to all parents the grading
system and the process of obtaining the grades of the students, the
teacher presented also the criteria and scoring rubrics as well as so
that the parents would have an idea on how their students grades was
obtained. The teacher also showed to the parents the class records for
transparency purposes.
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Integrating Theory and Practice
1. Why must grades be reported to parents?
I. Promote ongoing formative feedback to students
II. Ensure alignment of curriculum, instruction, and
assessment
III. Promote, to parents and students, credible and useful
feedbacks
a) .I only
b) I and III
c) II only
d) I,II and III
2. What must be done to make grade reporting meaningful?
I. The grading system must be clear to all concerned.
II. The standards and competencies are known and understood
by all.
III. The grading system must be numerical
a) I and II
b) II only
c) I,II and III
d) III only
3. To make grade reporting meaningful, which must be done?
A. Announce names of students who need to help.
B. Rank the Report Cards from highest to lowest then
distribute the same according to rank.
C. Explain how the grades were computed.
D. Console parents whose children are non-performing by
216 FIELD STUDY 5 EPISODE 9: REPORTING STUDENTS’ PERFORMANCE
telling them that nobody fails.
4. What is an essential step in reporting grades to parents?
I. Explain the grades give a picture of students’ performance.
II. Explain the grades compare students’ performance against
the established standards.
III. Explain that grades compare students’ performance against
other students’ performance.
A. I and II
B. II only
C. I,II and III
D. III only
217 FIELD STUDY 5 EPISODE 9: REPORTING STUDENTS’ PERFORMANCE
My Learning Portfolio
218 FIELD STUDY 5 EPISODE 9: REPORTING STUDENTS’ PERFORMANCE
My Learning Rubric Field Study 5, Episode 9- Reporting Students’ Performance Focused on: Stating the reason(s) why grades must be reported to parents Describing what must be done to make grade reporting meaningful
Name of Student: Date Submitted: DECEMBER
Year & Section: 4TH YEAR Course: BSED FILIPINO
Learning Exemplary Superior Satisfactory Needs Improvement
Episodes 4 3 2 1 All episodes were All or nearly all Nearly all episodes Fewer than half of done with episodes were were done with episodes were done; or Learning outstanding quality; done with high acceptable quality. most objectives were Activities work exceeds quality. met but need expectations. 2 improvement. 3 1 4 All Analysis questions Analysis questions Analysis questions questions/episodes were answered were not answered were not answered. were answered completely. completely. Analysis of the completely; in depth Grammar and spelling Learning answers; thoroughly Clear connection Vaguely related to are unsatisfactory Episode grounded on with theories the theories theories. Exemplary grammar and Grammar and Grammar and spelling spelling are spelling are 1 superior. acceptable. 3 2 4 Reflection Reflection Reflections Reflection statements statements are statements are statements are are unclear and Reflections/ profound and clear; clear, but not shallow; supported shallow and are not Insights supported by clearly supported by experiences supported by experience from the by experiences from the learning experiences from the learning episodes from the learning episodes learning episodes episodes 4 3 2 1 Portfolio is complete, Portfolio is Portfolio is Analysis questions clear, well-organized complete, clear, incomplete; were not answered and all supporting; well-organized; supporting Grammar and spelling Learning documentations are most supporting documentations unsatisfactory Portfolio located in sections documentations are organized but clearly designated are available and are lacking logical and clearly 1 4 marked locations 3 2 Submitted before Submitted on the Submitted a day Submitted two days or Submission of the deadline deadline after the deadline more after the Learning 4 3 2 deadline Episode 1 Rating: COMMENT/S Over-all Score (Based on transmutation)
