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EDUC 108 Module 7

1. The document discusses the functions and components of grading and reporting systems, including enhancing learning, reporting to parents, and administrative uses. 2. It explains criterion-referenced and norm-referenced grading, and the DepEd policy on grading components for different subjects and grade levels. 3. Pointers for communicating assessment results to parents include establishing learning outcomes, documenting the assessment process, relating results back to outcomes, and noting decisions made.

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Rheem Quiroga
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184 views35 pages

EDUC 108 Module 7

1. The document discusses the functions and components of grading and reporting systems, including enhancing learning, reporting to parents, and administrative uses. 2. It explains criterion-referenced and norm-referenced grading, and the DepEd policy on grading components for different subjects and grade levels. 3. Pointers for communicating assessment results to parents include establishing learning outcomes, documenting the assessment process, relating results back to outcomes, and noting decisions made.

Uploaded by

Rheem Quiroga
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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GRADING and REPORTING

OBJECTIVES
• explain the functions of grading and reporting;
• distinguish between criterion-referenced and norm-
referenced grading;
• compute grades in accordance with the current
DepEd policy on grading system and
• cite points to observe when reporting students'
progress to both students and parents.

INSTITUTE OF EDUCATION AND TEACHER TRAINING


1. Functions of Grading
and Reporting Systems

INSTITUTE OF EDUCATION AND TEACHER TRAINING


Considerations when discussing with your
students before assessing
(Bobowski, 2017)
1. Explain where the test fits in the bigger
picture.
2. Share how the test results will affect their
overall class grade.
3. Pre-empt questions about what their data
will look like and who will be seeing it.

INSTITUTE OF EDUCATION AND TEACHER TRAINING


Considerations when discussing with your
students before assessing
(Bobowski, 2017)

4. Take the fear out of the testing jargon.


5. Clarify the testing environment.
6. Make any transition to computers or
tablets easy.
7. Provide the dates of the next assessment.

INSTITUTE OF EDUCATION AND TEACHER TRAINING


Functions of Grading and Reporting
Systems
a) Enhancing students' learning
b) Reports to parents/guardians
c) Administrative and guidance uses

INSTITUTE OF EDUCATION AND TEACHER TRAINING


2. Components of a
Grading System

INSTITUTE OF EDUCATION AND TEACHER TRAINING


Components of a Grading System
Airasian and Russell (2008)

a) Standards of Comparison
i. norm-referenced grading
ii. criterion-referenced grading
iii. learning potential or self-
referenced

INSTITUTE OF EDUCATION AND TEACHER TRAINING


Components of a Grading System
Airasian and Russell (2008)

b) Standards of Comparison
i. only academic performance
ii. academic performance, student's
motivation, effort and
participation

INSTITUTE OF EDUCATION AND TEACHER TRAINING


Components of a Grading System
Airasian and Russell (2008)

c) Standards of Comparison

INSTITUTE OF EDUCATION AND TEACHER TRAINING


Components of a Grading System
Airasian and Russell (2008)

c) Standards of Comparison
DepEd Order 8 s. 2015
For Grades 1-10
Components Language AP ESP Science Math MAPEH EPP/TLE
Written Work 30% 40% 20%
Performance Tasks 50% 40% 60%
Quarterly Assessment 20% 20% 20%

INSTITUTE OF EDUCATION AND TEACHER TRAINING


Components of a Grading System
Airasian and Russell (2008)

c) Standards of Comparison
DepEd Order 8 s. 2015
Technical-
Core Vocational &
Academic
Components Subject Livelihood/Spor
For SHS Track
s ts/Arts and
Design Track
Written Work 25% 25% 35% 20%
Performance Tasks 50% 45% 40% 60%
Quarterly
Assessment 25% 30% 25% 20%
INSTITUTE OF EDUCATION AND TEACHER TRAINING
Components of a Grading System
Airasian and Russell (2008)

c) Standards of Comparison

INSTITUTE OF EDUCATION AND TEACHER TRAINING


Components of a Grading System
Airasian and Russell (2008)

c) Standards of Comparison

INSTITUTE OF EDUCATION AND TEACHER TRAINING


Why Communicate Assessment
Result
We document our assessment processes for
accountability, institutional and individual
memory. Documenting the decisions made
means learned lessons.

INSTITUTE OF EDUCATION AND TEACHER TRAINING


3. Pointers in
Communicating
Assessment Results

INSTITUTE OF EDUCATION AND TEACHER TRAINING


Pointers in Communicating Assessment
Results
1. To establish learning outcomes related to what we are
assessing;
2. Document the process we used to assess the outcomes;
3. Tie the results back to our learning outcomes to
communicate whether the program or service "worked"
as we intended and
4. Take note of decisions made as a result of the assessment
process.

INSTITUTE OF EDUCATION AND TEACHER TRAINING


4. Reporting Students'
Progress and Grades to
Parents

INSTITUTE OF EDUCATION AND TEACHER TRAINING


Means Reporting Students' Progress and
Grades to Parents
1.Report Card
2.Written Progress Report
3.Parent-Teacher Conferences

INSTITUTE OF EDUCATION AND TEACHER TRAINING


1.Report Card.
The Report Card is a standard method of
reporting students' progress and grades
to parents.

INSTITUTE OF EDUCATION AND TEACHER TRAINING


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INSTITUTE OF EDUCATION AND TEACHER TRAINING
h

2. Written Progress Reports.


These can be weekly, bi-weekly or
monthly reports of the student's progress
and achievement (McMillan, 2007).

INSTITUTE OF EDUCATION AND TEACHER TRAINING


h

INSTITUTE OF EDUCATION AND TEACHER TRAINING


Parent-Teacher Conferences
h

parent-teacher conferences are both a


responsibility and an opportunity.” (Durham,
2006)

INSTITUTE OF EDUCATION AND TEACHER TRAINING


Reminders when conducting Parent-Teacher
h
Conferences

1. Announce the date for card-giving in


advance.
2. Be positive in approach.
3. Be objective.
4. Have a listening ear.

INSTITUTE OF EDUCATION AND TEACHER TRAINING


Reminders when conducting Parent-Teacher
Conferences
h

5. Don't project an "omniscient "image.


6. Practice good communication skills.
7. Don't talk about other students.
8. End with an encouraging note in the
same way that you began with a positive
note.

INSTITUTE OF EDUCATION AND TEACHER TRAINING

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