Regina Claire G.

Abac, RSW
Unit Earner

ACTIVITY 4

1. Define norm referenced grading. What are some issues that confront a teacher using a norm
referenced grading system? Discuss?
 Norm referenced grading system is a grading system that compares a student’s grade in
relation to others. This grading system rests on the assumption that the level of student
performance will not vary much from class to class. In this system the instructor usually
determines the percentage of students assigned each grade, although this percentage
may be determined or influenced by departmental expectation and policy.
 Issue may be:
o It may promote competition rather than cooperation, when there is competition
students may pit against each other rather than cooperate. The lower group
may be left behind by the upper group.
o There might be discrimination and distance between the upper and lower group
which may affect the learning progress of others.
2. The following grades are obtained in a class of Grade VI pupils:
80, 81, 82, 83, 84, 82, 80, 81, 79, 77, 88, 83, 89, 90, 91, 90, 78, 79, 82, 91, 92, 90
88, 85, 88, 87, 85, 88, 83, 82, 80, 79, 77, 76, 77, 78, 83, 89, 91, 90, 83, 88, 86, 83, 80

a. Using a norm-referenced grading with a seven-point scale, determine the score that
would get a failing mark. What is your general impression on this?
 Mean: 84.18
 Failing grade: below 75
 All of the students passed.
b. Using a norm referenced-grading with an 8- point grading scale, determine the scores
that would get a failing mark. Compare this with the previous grading system above.
 Mean: 83. 74
 Failing grade: below 77
 One student failed while the rest passed the test. 3 students got a passing
grade.
3. Define a criterion- referenced grading. What are some issues that confront a teacher using a
criterion- referenced grading system? Discuss.
 Criterion- referenced. In this system students are evaluated against an absolute scale.
Normally the criteria are a set number of points or a percentage of the total. Since
standard is absolute it is possible that all students could get As or Ds.
 Issues may be:
o It is difficult to set reasonable criteria for the students without fair amount of
teaching experience. This type should be fixed and have criteria that the teacher
should follow to ensure that the final grade given is based on the criterion.
Regina Claire G. Abac, RSW
Unit Earner

4. Using the data in problem B, set a passing criterion of 78 and set equal intervals for all other
grades above the passing criterion. How does the result compare with those of norm-referenced
grading? In which grading system do you feel more comfortable?

Excellent 90-92
Very good 87-89
Good 84-86
Fair 81-83
Pass 78-80
Fail 75-77

 More students got a failing mark in criterion referenced rather than in norm referenced
if we based it on this criterion. In norm- referenced the grades are compare to others,
which may cause discrimination but if it can be altered and be used positively it can be
beneficial.
5. In a class of 100 pupils, the mean score in a test was determined to be 82 with a standard
deviation of 7. Construct an 8-point grading scale using the standard normal curve in a norm
referenced grading.

REMARKS GRADE
A++ 94 and above
A+ 87-93
A 80-86
B+ 73-79
B 66-72
C+ 59-65
C 52-58
D 51 and below
6. Discuss, in your own words the four essential question provided by Svinicki. Do you agree or
disagree with her point of view? Justify.
 Should grades reflect absolute achievement level or achievement relative to others in
the same class?
o I disagree with her point that we should pick either one, because grades should
reflect both, first would be the individuals absolute achievement level so that
s/he may know her level of understanding as well as on what level s/he is based
on the same class. Example: Seraphine has an achievement level of B+ she
passed and may be happy with it but if we based in on the class which mostly
got A+ we may be able to help her catch up to the class.
Regina Claire G. Abac, RSW
Unit Earner

 Should grades reflect achievement only or non-academic components such as attitude,

speed and diligence?
o In my opinion I can say that grades should be able to reflect both even if non-
academic components such as attitude, speed and diligence are difficult to
measure, the teacher should be able to incorporate or give fixed criteria that
can be measured.
 Should grade report status achieved or amount of growth?
o I think it can be both, like in cards given at school, it has grades from 1 st grading
to 4th which both shows the status achieved (current grade) and the amount of
growth if you compare it to the other grades of previous grading period.
 How can several grades on diverse skills combine to give a single mark?
o I agree with her, we cannot combine diverse skills that are unmatched like
combining the singing skills grade to dancing skills grade because they are
different, but maybe if the skills are a bit similar it could be possible.
7. Would you use the norm-referenced grading system in your own class? Why or why not?
 I would not use norm-referenced grading often, only when I had to determine or
compare my class or students to the level of other classes.
8. When would a norm-referenced grading system be most appropriate to use? Similarly when
would a criterion-referenced grading be most appropriate to use?
 Norm referenced grading system are mostly appropriate to be used in situation which
needs to compare the grades of the students, classes or groups with each other, for
example is the National Achievement Test, it is designed to determine the students’
abilities as compared to other students.
 Criterion-referenced is used mostly on situations where we have to determine the level
or state of the student’s understanding and if s/he is able to reach the criteria. An
example can be summative tests.
9. Compute the grade of a student in:
 Grade 9 English with the ff. raw score:
I. Written work 80/100
II. Performance task 60/100
III. Score in Quarterly test 50/100
o Percentage Score
I. Written work
PS= (80/100)*100%
PS= 80
II. Performance task
PS= (60/100)*100%
PS= 60
III. Score in Quarterly test
PS= (50/100)*100%
PS= 50
Regina Claire G. Abac, RSW
Unit Earner

o Weighted score
I. Written work
WS= 80*0.30
WS= 24
II. Performance task
WS= 60*0.50
WS= 30
III. Score in Quarterly test
WS= 50*0.20
WS= 10
o Initial Grade
IG= 24+30+10
IG= 36
o Transmuted Grade = 90

 Grade 11 introduction to the Philosophy of the Human Person with the ff. raw score:
I. Written work 30/50
II. Performance task 42/60
III. Score in Quarterly test 28/40
o Percentage Score
I. Written work
PS= (30/50)*100%
PS= 60
II. Performance task
PS= (42/60)*100%
PS= 70
III. Score in Quarterly test
PS= (28/40)*100%
PS= 70
o Weighted score
I. Written work
WS= 60*0.25
WS= 15
II. Performance task
WS= 70*0.50
WS= 35
III. Score in Quarterly test
WS= 70*0.25
WS= 17.5
o Initial Grade
IG= 15+35+17.5
Regina Claire G. Abac, RSW
Unit Earner

IG= 67.5
o Transmuted Grade = 93

 Grade 3 Mother Tongue with the ff. raw score:

I. Written work 20/30
II. Performance task 25/40
III. Score in Quarterly test 22/30
o Percentage Score
I. Written work
PS= (20/30)*100%
PS= 66.67
II. Performance task
PS= (25/40)*100%
PS= 62.50
III. Score in Quarterly test
PS= (22/30)*100%
PS= 73.33
o Weighted score
I. Written work
WS= 66.67*0.30
WS= 20
II. Performance task
WS= 62.5*0.50
WS= 31.25
III. Score in Quarterly test
WS= 73.33*0.20
WS= 14.67
o Initial Grade
IG= 20+31.25+14.67
IG= 65.92
o Transmuted Grade = 92