Activity For Grading and Reporting of Grades

TUAZON, DEXTER M.
III BEED BLOCK 3
Activity for Grading and Reporting of Grades
A. Activity for Grading and Reporting of Grades:
1. Explain the functions of grading and reporting;

Grading and reporting systems have some very important functions in the
educative process. Some of these important functions are enumerated below:
a. ) Enhancing students' learning through:
clarifying instructional objectives for them, showing students' strengths and
weaknesses, providing information on personal-social development, enhancing
students' motivation (e.g., short-term goals), and indicating where teaching
might be modified. These can be achieved through -day-to-day tests and
feedback and integrated periodic tests.
b. ) Reports to parents/guardians
Grading and reporting systems also inform parents and guardians of students
on the progress of their wards. Likewise, grades and reports communicate
objectives to parents, so they can help promote learning and likewise,
communicate how well objectives were met, so parents can better plan.
c. ) Administrative and guidance use.
The administrative and guidance purposes of grading and reporting consist of:
(1) helping to decide promotion, graduation, honors, and athletic eligibility; (2)
reporting achievements to other schools or employers; and (3) providing input
for realistic educational, vocational and personal counseling.
These three main purposes of grading and reporting by no means exhaust all
possible uses of the activity. The main point, however, is that grades and report
cards should promote and enhance learning rather than frustrate and
discourage students.
2. Distinguish between criterion-referenced and norm-referenced
grading.
Norm-referenced and criterion-referenced testing provide two distinct ways
to make inferences about test takers' performance on a specific assessment.
These two testing types have different construction methods, underlying
goals, and methods for interpreting scores. Norm-referenced tests make
comparisons between individuals, and criterion-referenced tests measure a
test taker's performance compared to a specific set of standards or criteria.
3. How do you compute grades by the current DepEd policy on the
grading system. Give an example for a subject in Grade 6.
Steps for Computing Grades
1. Get the total score for each component. Divide the total raw score by the
highest possible score then multiply the quotient by 100%.
2. Convert Percentage Scores to Weighted Scores.
3. Multiply the Percentage Score by the weight of the component
4. Add the Weighted Scores of each component. The result will be the Initial
Grade.
5. Transmute the Initial Grade using the Transmutation Table.
4. Give a list of do’s to and don’t ‘s when reporting students’ progress to

both students and parents.
1. Announce the date for card-giving in advance. Or better still the school
calendar which should be given at the beginning of the school year must
already include the dates for card-giving and parent-teacher conference/s.
Parents are busy and can't just be there at the school's beck and call.
2. Be positive in approach. Start the conference with something positive and
maintain a positive atmosphere. There is always something good in every
student. Even if a student has performed poorly, try to find at least some areas
in which the student has performed well.
3. Be objective. While you should be positive, be truthful and honest. Give an
accurate picture of a student's performance in order not to give false hopes to
parents.
4. Have a listening ear. Act with empathy. Parents are parents. They will tend
to favor their children.
5. Don't project an "omniscient "image. You don't know all the answers to
questions. Refer the parents to the right person. For example, the Physics
teacher if the problem is the child's performance in Physics.
6. Practice good communication skills. Communicate criteria for grading. Have

a dialogue, not a monologue where the only one talking is you (or only the
parent).
7. Don't talk about other students. The focus of the parent-teacher conference
should only be on the parent's child. Never compare the child with other
students.
8. End with an encouraging note in the same way that you began with a
positive note. It is not the end of the world.
5. If you get high grades or high scores does it follows that you learned
a lot? Explain your answer.
Yes, A good grade is a reflection of both hard work and comprehension of
the material. In the short term, it shows colleges that you’re a good student
who can succeed in a highly rigorous academic environment, which is what
they offer. In the long term, working towards good grades teaches you
important skills in studying, preparation, discipline, and self-advocacy. These
are lifelong skills that will serve you even when you’re no longer taking math
tests and writing book reports. Whether you’re trying to raise your current
grades or are just looking toward future success, following this step-by-step
guide will ensure that you’re in the best possible position to thrive in your
academic courses, now and in the future.
B. Research on:
1. The averaging and cumulative grading systems. How are grades
computed in each grading system? What are the advantages and
disadvantages of each grading system?
A cumulative grading system is based on taking the number of points
that a student earns and dividing it by the total amount of points. This system
is widely used in a traditional grading setting. One thing to note is that grades
are not generally weighted in this system.
An averaging grading system is based on the average of what a student
receives over a set number of items. This is more widely used in a standards-
based environment that is proficiency-based, which I learned in my second
year of teaching. For example, a student has to accomplish an "x" number of
standards. The student achieves so many points throughout those "x" number
of standards. Then, the grade comes from dividing the number of points by the
"x" number of standards, which results in an average grade. The average grade
would be converted to a letter grade depending upon the district's policies,
which somewhat resembles scoring like a GPA.
When it comes to calculating GPAs, averaging grading is "the practice of
calculating semester, end-of-term, or end-of-year course grades by taking the
sum of all numerical grades awarded in a course and then dividing that sum
by the total number of grades awarded." (Source: http://edglossary.org/grade-
averaging/). However, this takes into account those teachers who choose to use
a weighted system. This is how high schools and colleges generally figure GPAs,
and the result would thusly call it a cumulative GPA.
2. School practices on marks or grades used. Do they use letter grades?

What do they mean? or 1, 2,3, etc.? or 75, 78, 90. What are the
advantages and disadvantages of each? Which is most meaningful to
parents?
Grading on the curve was considered appropriate at that time because it was
well known that the distribution of students' intelligence test scores
approximated a normal probability curve. Since innate intelligence and school
achievement were thought to be directly related, such a procedure seemed both
fair and equitable. Grading on the curve also relieved teachers of the difficult
task of having to identify specific learning criteria. Fortunately, most educators
of the early twenty-first century have a better understanding of the flawed
premises behind this practice and of its many negative consequences. In the
years that followed, the debate over grading and reporting intensified. A
number of schools abolished formal grades altogether, believing they were a
distraction in teaching and learning. Some schools returned to using only
verbal descriptions and narrative reports of student achievement. Others
advocated pass/fail systems that distinguished only between acceptable and
failing work. Still others advocated a mastery approach, in which the only
important factor was whether or not the student had mastered the content or
skill being taught. Once mastered, that student would move on to other areas
of study.
At the beginning of the twenty-first century, lack of consensus about what
works best has led to wide variation in teachers' grading and reporting
practices, especially among those at the elementary level. Many elementary
teachers continue to use traditional letter grades and record a single grade on
the reporting form for each subject area studied. Others use numbers or
descriptive categories as proxies for letter grades. They might, for example,
record a 1, 2, 3, or 4, or they might describe students' achievement as
Beginning, Developing, Proficient, or Distinguished. Some elementary schools
have developed standards-based reporting forms that record students' learning
progress on specific skills or learning goals. Most of these forms also include
sections for teachers to evaluate students' work habits or behaviors, and many
provide space for narrative comments. Grading practices are generally more
consistent and much more traditional at the secondary level, where letter
grades still dominate reporting systems. Some schools attempt to enhance the
discriminatory function of letter grades by adding plusses or minuses, or by
pairing letter grades with percentage indicators. Because most secondary
reporting forms allow only a single grade to be assigned for each course or
subject area, however, most teachers combine a variety of diverse factors into
that single symbol. In some secondary schools, teachers have begun to assign
multiple grades for each course in order to separate achievement grades from
marks related to learning skills, work habits, or effort, but such practices are
not widespread.
Read more: Grading Systems - SCHOOL, HIGHER EDUCATION - Students,
Grades, Teachers, and Learning - StateUniversity.com
https://education.stateuniversity.com/pages/2017/Grading-
Systems.html#ixzz7V33HGGaN
3. Problems met by parents and teachers during card giving?
Based on the author's experience both as a parent and as a school head,
grades are very contentious. There is no Card-giving Day where there is no
parent complaint or question about a child's grade. Complaints come in these
forms: "The grade should be higher; it should not be a failing grade; the teacher
does not explain well; the teacher did not accept a project submitted an hour or
so after her/his deadline". Therefore, grading and reporting as a way of
communicating assessment results should never be taken for granted.

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TUAZON, DEXTER M.

III BEED BLOCK 3

Activity for Grading and Reporting of Grades

A. Activity for Grading and Reporting of Grades:

1. Explain the functions of grading and reporting;

4. Give a list of do’s to and don’t ‘s when reporting students’ progress to

6. Practice good communication skills. Communicate criteria for grading. Have

2. School practices on marks or grades used. Do they use letter grades?

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