Assignment # 1

Q. What is my mind expectation from this course?

When we talking about assessment and evolution generally, you should know
what is being tested and evaluated. After assessment we should give results that
make sense and match what it's supposed to measure. You'll get feedback on
your performance, and this can help you learn and get better. It's important that
the assessment is done the right way and respects your privacy. Assessments are
meant to be helpful and informative. After this course, I am able to give best
learning and teaching progress.

P a g e 1 | 34
Assignment # 2
Q. Summarize the bigger picture of classroom assessment in the
context of modern time. You can summaries by writing few
paragraphs or can develop concept map.
Classroom assessment today is a crucial part of education. It has changed a lot
to fit the needs of the modern world. Here's what's important to know:
1. Formative Assessment: Teachers use real-time data to help students learn
better. They adapt their teaching to each student's needs.
2. Technology: We use digital tools to collect and analyze data. This helps
teachers track progress and give quick feedback to students.
3. Smart Choices with Data: Schools use data to make smart choices about
what to teach and how to teach it.
4. Fair for Everyone: We make sure assessment works for all students, no
matter their abilities or backgrounds.
5. Assessment Types: There are two main types: one to guide teaching
(formative) and one to measure overall learning (summative).
6. Skills Matter More:: Some places focus on specific skills instead of
grades. Students learn at their own pace.
7. Checks and Balances: We still use standardized tests for some things, but
we also use other assessments to understand what students can do.
8. Lifelong Learning: Assessment isn't just for kids. It's for everyone, all the
time, to keep up with a changing world.

In today's classrooms, assessment is a complex process that uses various

methods and tools. Its main purpose is to make education better, treat
students fairly, and get them ready for the modern world. Teachers,
technology, and data play big roles in this process, making it a vital part of
education.

P a g e 2 | 34
  Flowchart of Biggest picture in the content of classroom
Assessment

Start Collect Data

Analyze Data
Identify
Assessment
Goal
Evaluate
Teaching
Strategies

Choose Assessment Method

 Exam Question
 Group Activities
Modify Curriculum:
 Project
 Adject Spacing
 Presentation
 Provide Additional Support
 Introduce New Topic

Design Assessment In strum:

 Exam Question Provide Feedback

 Survey
 Rubrics
 Scoring Guides Continuous
Implements
End

Implement Assessment
P a g e 3 | 34
Assignment # 3
Q. Explain the difference between Measurement, Evaluation,
Assessment and Testing by giving a definition, reference and
examples .
Assessment
 Definition: Assessment is the overall process of collecting, analyzing,
and using information to make decisions about student learning
 Reference: McMillan, J. H. (2015). Classroom assessment (10th ed.).
Boston, MA: Pearson Education.
 Examples:
o Giving students a quiz on grammar.
o Conducting a writing conference with a student.
o Observing student participation in a group project.

Measurement
 Definition: Measurement is systematic process of collecting and
interpreting data to evaluate student learning. It involves gathering
information about student performance on a variety of tasks, such as tests,
quizzes, projects, and portfolios. This information is then used to make
judgments about student progress and to inform instructional decisions.
 Reference: Gronlund, N. E. (2009). Assessment of student learning (9th
ed.). Upper Saddle River, NJ: Pearson Education.
 Examples:
o Using a standardized test to measure student reading
comprehension.
o Creating a rubric to evaluate a student's essay.
o Observing a student's behavior in a group setting.

P a g e 4 | 34
Evaluation
 Definition: Evaluation is the process of interpreting measurement data to
make judgments about student learning. It involves analyzing the data,
drawing conclusions about student performance, and making
recommendations for instructional improvement. Evaluation is a more
complex process than measurement, as it involves making judgments
about the quality of student work and the effectiveness of instruction. It
requires teachers to have a deep understanding of the learning goals and
to be able to use evidence to support their judgments.
 Reference: Popham, W. J. (2005). Educational assessment (6th ed.).
Boston, MA: Pearson Education.
 Examples:
o Evaluating a student's performance on a standardized test.
o Assessing a teacher's effectiveness in the classroom.
o Determining the impact of a new instructional program.

Testing
 Definition: Testing is the process of administering a set of questions or
tasks to measure student learning. Tests are typically used to assess
student knowledge, skills, and understanding of a particular topic or
subject area.
 Reference: McMillan, J. H. (2015). Classroom assessment (10th ed.).
Boston, MA: Pearson Education.
 Examples:
o Administering a multiple-choice test to assess student knowledge
of math concepts.
o Giving students a timed essay to evaluate their writing skills.
o Using a performance assessment to assess student ability to
conduct a scientific experiment.

P a g e 5 | 34
Assignment # 4
Q. Decide any topic at elementary level and develop two
instructional objectives of each level of cognitive domain by using
key verbs.
Bloom’s Levels of Key Verbs (keywords) for objectives
Cognitive Domain
Knowledge Define, Name, describe, outline, identify, recall, label, recite, list,
select, match, state etc.
Comprehension Convert, extend, defend, generalize, discriminate, infer, distinguish,
paraphrase, estimate, predict, explain, summarize etc.
Application Change, organize, compute, prepare, demonstrate, relate, develop,
solve, modify, transfer, operate etc.
Analysis Break down, infer, deduce, outline, diagram, point out, differentiate,
relate, distinguish, separate out, illustrate, subdivide etc.
Synthesis Categorize, Devise, compile, Formulate, Compose, Predict, Create,
Produce, Design etc.
Evaluation Appraise, judge, compare, justify, contrast, support, criticize,
validate, defend etc.
Class 6: (Science)
Topic : Solar System
Knowledge
 Objective 1: Identify the eight planets in the solar system?
 Key verbs: Identify, name, list
 Objective 2: Describe the basic characteristics of each planet?
 Key verbs: Describe, explain, characterize
Comprehension
 Objective 1: Explain why the sun is at the center of the solar system?
 Key verbs: Explain, justify, interpret
 Objective 2: Compare and contrast the different planets in the solar
system?
P a g e 6 | 34
  Key verbs: Compare, contrast, estimate.
Application
 Objective 1: Develop a model of the solar system using different
materials?
 Key verbs: Develop, organize, compute
 Objective 2: Prepare a report on a specific planet in the solar system?
 Key verbs: Prepare, research, report

Analysis
 Objective 1: Point out the factors that affect the climate of each planet?
 Key verbs: Point out, analyze, determine
 Objective 2: Illustrate the reasons why some planets have moons and
others do not?
 Key verbs: Illustrate, justify, interpret

Synthesis
 Objective 1: Create a presentation that explains the formation of the solar
system?
 Key verbs: Create, present, explain
 Objective 2: Design a board game that teaches about the planets in the
solar system?
 Key verbs: Design, create, develop

Evaluation
 Objective 1: Evaluate different models of the solar system?
 Key verbs: Evaluate, assess, critique
 Objective 2: Develop a plan for a space mission to another planet?
 Key verbs: Develop, plan, design
P a g e 7 | 34
 Assignment # 5
Q. Keeping in mind Bloom’s taxonomy levels and action verbs
given in the columns, choose any topic at elementary level and
develop question for each level.

Competence Skill Demonstrated Objective Verbs Topic: Shapes

Knowledge Observation and recall information arrange, define, Example Question:
 knowledge of dates, events, duplicate, label, list,  How many sides does a
places memorize, name, order, triangle have?
recognize, relate, recall,  How many sides does a
 knowledge of major ideas rectangle have?
repeat, reproduce state
 What is a polygon?

Comprehension Understanding information classify, describe, Example Question:

 grasp meaning discuss, explain,  Explain the difference between
 interpret facts, compare, contrast express, identify, a 2D shape and a 3D shape?
 order, group, infer causes indicate, locate,  Describe the properties of a
circle?
recognize, report,
restate, review, select
Application Use information apply, choose, Example Question:
 use methods, concepts, theories in demonstrate, dramatize,  Build a rectangle with blocks?
new situations employ, illustrate,  Fold a piece of paper into a
 solve problems using required interpret, operate, triangle?
 Find examples of different
skills or knowledge practice, schedule,
shapes in your classroom?
sketch, solve
Analysis Seeing patterns analyze, appraise, Example Question:
 organizing parts calculate, categorize,  What is the relationship
 recognition of hidden meanings compare, contrast, between the number of sides of
 identification of components criticize, differentiate, a polygon and the sum of its
interior angles?
discriminate,
distinguish, examine,
experiment, question
Synthesis Use old ideas to create new ones arrange, assemble, Example Question:
 generalize from given facts collect, compose,  Keep in mind the old
 relate knowledge from several construct, create, playground and design a new
areas design, manage, playground, what shapes
would you use and why?
 predict, draw conclusions organize, plan,
prepare, propose, set
up, write

Evaluation Compare and discriminate between appraise, argue, assess, Example Question:
ideas attach, choose compare,  Which shape is the most
 assess value of theories defend estimate, judge, important to learn about? Why?
 make choices based on reasoned predict, rate, core,  What are some of the different
arguments ways that we use shapes in our
select, support, value,
everyday lives?
 verify evidence evaluate
P a g e 8 | 34
  recognize subjectivity

Assignment # 6
1.Match the description with the type of assessment.
Column A Column B Answer’s
(1) Based on verbal instruction A. Selected response Oral question

2) Made up of questionnaires and B. Essay Essay

surveys

(3) Selection or supply type C. Performance Selected response

4) Constructs unique response to E. Oral question Performance

demonstrate skill

5) Either restricted- or extended- F. Observation Observation

constructed response

6) Used constantly by teachers G. Self-assessment Self-assessment

informally

P a g e 9 | 34
 2.For each of the following situations or questions, indicate which
assessment method provides the best match (selected response, S;
essay, E; performance, P; oral question, OR; observation, OB;
and self-report, SR).

Question Answer’s
A. Mrs. Keen needs to check students to see if (Observation)
they are able to draw graphs correctly like the
example just demonstrated in class.

B. Mr. Garcia wants to see if his students are

comprehending the story before moving to the (Oral question)
next set of instructional activities.

C. Ms. Powell wants to find out how many (Self-report)

spelling words her students know.

D. Ms. Tanner wants to see how well her students (Essay)

can compare and contrast the Vietnam War with
World War II.

E. Mr. Johnson's objective is to enhance his (Self-report)

students' self-efficacy and attitudes toward school.

F. Mr. Greene wants to know if his sailing clinic (Performance)

students can identify different parts of a sailboat.

P a g e 10 | 34
Assignment # 7

Q. Define norm reference and criterion reference assessment

by giving three examples of each type.

 Norm-Referenced Assessment:
Norm-referenced assessment is a type of assessment that evaluates an
individual's performance in comparison to a group of peers, often through the
use of standardized tests. The scores obtained are interpreted in relation to the
scores of others, allowing for ranking and categorizing individuals based on
their relative performance.
Examples:
1. Imagine you're a teacher, and you want to know how well your
students are doing in math. To find out, you give them all the same
math test with the same questions. This test is a standardized
achievement test. By using the same test for everyone, you can
compare how each student is doing in math. It helps you see who
needs more help and who is doing really well. It's like a way to
measure and compare the math skills of all your students in a fair and
consistent manner.
2. When a doctor checks a patient's blood pressure or cholesterol levels,
they compare these results to established health norms for a person's
age and gender to determine if the patient's health falls within
expected ranges.
3. Many companies use norm-referenced assessments to evaluate
employee performance. They compare an employee's performance to
the average or top-performing employees in similar roles. This
information can be used for promotions, raises, or additional training
and development.

P a g e 11 | 34
  Criterion-Referenced Assessment:
Criterion-referenced assessment is a type of assessment that focuses on
determining whether a person has achieved specific learning objectives or
criteria. The performance of individuals is measured against predefined
standards or criteria rather than being compared to the performance of others.
Example:
1. When you take a driver's license test, you're judged based on specific
rules. For instance, they check if you can park a car between two lines,
follow traffic rules like stopping at red lights, and drive safely. If you do
these things correctly, you pass the test. If not, you fail because you didn't
meet the rules.
2. In school, when you take a math test, the teacher gives you a grade based
on what you were supposed to learn. If you answered the questions
according to what you were supposed to know, you get a good grade. This
helps you see how well you learned the specific things the teacher wanted
you to learn.
3. Think about a fitness test like a challenge. You do exercises like push-ups
or running, and they compare how well you did to what someone your
age should be able to do. If you do as well as you're expected to, you
pass. If you don't, you might need more practice to meet the fitness
standards for your age group.

P a g e 12 | 34
 Assignment # 8
1. Match the messages most likely to be conveyed with the
descriptions provided. Each message may be used once, not at all,
or more than once.
Column A Column B Answer’s

 Pauses when speaking, eyes Confident Nervous

downcast

 Eyebrows uplifted; speaks fast; Nervous Interested

raises hand

 Looks around room; slumped in Bored

chair with head resting in one Angry
hand

 Direct eye contact; speaks Defensive Confident

clearly with few pauses; uses
variety in tone

 Enlarged pupils; chin up; arms Bored Happy

open

 Taps pencil; rigid body; pupils Frustrated Frustrated

contracted

 Loud; eyebrows lowered; hands Happy Angry

make fists

 Arms and legs crossed; leans Interested Defensive

away
P a g e 13 | 34
Assignment # 9
Q. Summarize the Chapter no 12th ‘Grading and reporting
students’ performance’ including all sub-topics.
12.1. Functions of Marking and Grading
Grades are like road signs for learning—they guide students on their
educational journey. Ideally, I'd want grades to reflect a student's
understanding and effort, motivating them to improve. It's a tricky
balance, though. If grading isn't fair, it can demotivate students or
create unrealistic expectations. Grades also communicate to parents
and officials, influencing perceptions of a student's abilities and a
teacher's effectiveness. It's not just about the numbers; it's about
shaping a positive learning experience for everyone involved.
1. Providing Feedback:
Feedback is like a map it helps students navigate their learning
journey.
Example:
 Imagine Ryann worked hard on a report, got a B+ with a "Good
work" comment. She felt sad and confused because she didn't
know why. On the flip side, if the teacher gave detailed
feedback, pointing out strengths and weaknesses, Ryann could
understand better. But, teachers face challenges.
 Imagine grading 100 papers in 5 minutes each! It's not practical.
Teachers must choose where to give detailed feedback wisely.
Some feedback can even backfire if it's too vague or
discouraging. So, it's a balancing act. Good teachers find ways
to give helpful feedback that motivates without drowning
themselves in red ink.

P a g e 14 | 34
 2. Basis of Comparison:
It helps us compare a student's performance to something else. There
are three main ways we do this:
1. Individual student-referenced: We compare a student's current
performance to their own past work. It's like asking, "How well
is this student doing compared to how they did before?"
2. Norm-referenced: Here, we compare a student to how others in
the class are doing. It's like asking, "How does this student's
performance stack up against everyone else in the class?"
3. Standards-based: This involves comparing a student's
performance to a set standard or expectation. It's like asking, "Is
this student meeting the established standards for what we think
they should know or be able to do?"
The usual way of giving grades is based on percentages. If you get a
certain percentage of answers right on a test, you get a particular
grade. For example:
A: 94-100% correct
B: 86-93% correct
C: 75-85% correct
D: 65-74% correct
F: Below 65% correct
3. Motivation
Grades have a role in motivating students, and recent research points
out a few important factors. First, students are more motivated when
they believe their success is due to things they can control, like effort,
rather than luck or help from others.
Teachers play a big part in this by helping students see the connection
between their efforts and their grades. If students think their grade is a
P a g e 15 | 34
result of their hard work, it strengthens their belief that they can do
well (self-efficacy).
Grades shouldn't just be handed out for participation; they should be
tied to effort, especially for tasks that are moderately challenging.
Easy tasks don't provide much new information and can actually
lower motivation.
4. Goals: Goals also play a role. There are two types:
 Mastery goals: (focused on self-improvement and
understanding) Mastery goals lead to more positive attitudes and
a focus on learning for its own sake.
 Performance goals: (focused on getting a high grade or
outperforming others). Performance goals, on the other hand,
can lead to stress and avoidance of challenging tasks.
When grades are seen as feedback for mastery goals, students are
more motivated. So, it's not just about getting a good score; it's about
demonstrating understanding. Teachers should give grades with
accompanying feedback to enhance intrinsic motivation.
Lastly, grades impact motivation more when given during the learning
process (formative) rather than just after (summative). Formative
feedback encourages self-monitoring and reflection, boosting self-
efficacy and intrinsic motivation.

In simple terms, grades should show students that their effort matters,
be tied to learning goals, and be given with feedback during the
learning process.

P a g e 16 | 34
12.2. Approaches to Marking and Grading
Teachers have different ways to mark and grade student work, each
with its pros and cons. The choice depends on factors like how well it
allows for feedback, its flexibility for different types of assessments,
and how practical it is considering the limited time teachers have.
Here are some common methods:
1. Letter Grading
2. Percentage Correct
3. Rubric\ checklist
4. Standards\Grades
5. Written Description

12.2.1. Letter Grades:

Like A, B, C. It's simple but might not give detailed feedback, These
grades are easy to understand and give a quick overview of how well
a student did. The downside is that letter grades don't tell students
exactly what they did right or wrong. They're more like a summary.
Also, sometimes, teachers might consider things like effort or attitude
when giving grades, which can vary from teacher to teacher. This
means the same work might get different grades in different classes.

P a g e 17 | 34
12.2.2. Percentage Correct:
This is based on how many questions a student got right. It's
straightforward but might not show the full picture of learning. When
it comes to objective tests (like multiple-choice), a common way to
grade is by showing the percentage of questions a student got right.
Example:
if you got 75 out of 100 questions correct, your score would be 75%.
This method is easy to calculate and combines well with letter grades,
like A, B, C. However, it has its downsides. Firstly, just like letter
grades, it gives a general idea of performance but doesn't tell you
specifically what skills you did well or struggled with. Another issue
is that getting a high percentage doesn't always mean you've mastered
everything. It depends on how difficult the questions were. Also, the
scale from 1 to 100 might suggest a very detailed difference between
scores, but in reality, a one or two-point difference might not be that
meaningful due to testing errors. Lastly, the 100-point scale can be
biased because a big chunk of it (0 to 60) often represents failing
grades. This can be demotivating for students. Some districts even
have policies that pull up really low grades to a minimum score, like
50, to be fairer.
Example: Imagine you take a math test with 10 questions. You get 7
of them right. If we calculate your score using the percentage correct
method, it would be:
(7 correct / 10 total) * 100 = 70%
So, your score is 70%.
Now, let's talk about the issues:
1. General Idea: The 70% tells us you got 7 out of 10 questions
right, but it doesn't say which questions you got right or wrong.
It's like saying, "You did okay, but we don't know exactly where
you did well or struggled."

P a g e 18 | 34
 2. Difficulty Matters: What if those 7 questions were super easy,
and you just guessed the rest? The 70% doesn't tell us if you
truly mastered the material or if it was a bit lucky.
3. Precision: If you got 92% instead of 93%, it might seem like a
tiny difference, but it may not actually reflect a meaningful
difference in your understanding of the subject.
4. Biased Scale: The 0 to 100 scale is mostly reserved for passing
grades (60 to 100), with a big chunk (0 to 60) representing
failing grades. This might feel demotivating, especially if a
small mistake can lead to a low score.
In simple terms, while percentages are quick to calculate, they might
not give a full picture of your performance or reflect the difficulty of
the questions. The scale can also be a bit too precise, and it might not
always feel fair, especially when dealing with challenging material.

12.2.3 Rubrics (Checklists):

These are detailed guides showing what's expected. They're good for
feedback but can be time-consuming. rubric gives students a scale
with descriptions for each level of performance. The teacher marks
where the student falls on this scale. The advantage here is that
students get specific feedback on what they did well and what they
can improve. Plus, having the rubric at the start of an assignment
helps students know exactly what they need to do for a particular
grade. The challenge is in creating these rubrics, but once you have
them, grading becomes more efficient. It's quicker than writing
comments on each paper, though some personalized comments are
still important.
Example, let's say the assignment is to write a story. The rubric could
have categories like "Creativity," "Grammar," and "Organization,"
with descriptions for different levels of performance under each
category. The teacher then checks the appropriate level for each
aspect. This way, the student knows exactly where they excelled and
where they need to improve.
P a g e 19 | 34
12.2.3 .Standards-Based Grades:
This links grades to specific learning standards. It gives detailed
feedback but might be complex. Imagine grading that focuses on
specific things students need to learn, rather than just an overall grade.
That's what standards-based grading is all about.
Here are the main steps:
i. Identify Learning Targets: Figure out what students need to
learn. These are the big goals everyone should reach.
ii. Set Performance Indicators: Describe how well students
should do on each goal. This helps show where they're doing
well and where they need improvement.
iii. Establish Benchmarks: Create levels to show different stages
of understanding. It's like saying if you're just starting to get it or
if you've mastered it.
iv. Develop Reporting Forms: Create ways to show progress and
final achievement. This helps students and parents understand
how well someone is doing on each goal.
The challenge is to find the right balance. If the standards are too
detailed, it's confusing for teachers and hard for parents to understand.
But if they're too general, they don't show enough detail about a
student's strengths or weaknesses.

12.2.5.Written Descriptions:
P a g e 20 | 34
Teachers write about a student's performance. It's detailed but can be
subjective. Instead of just giving a grade, some teachers write
comments about students' work. This is good because the comments
can be about what each student is good at and where they can get
better. Students like it when teachers do this. But, the problem is it
takes a lot of time. Many high school teachers don't have enough time
to give this kind of feedback. Also, turning these comments into
grades for report cards is tricky. The unique comments make it hard to
give grades that are fair and the same for everyone. In a system with
only written comments, it's tough to compare how well students are
doing.

 Written
Description

Most teachers use a mix of these methods, trying to find a balance

between being consistent in grading and adapting to different kinds of
assessments, student learning styles, and school situations.

12.3. Determining Report Card (Composite)

Grades
P a g e 21 | 34
When teachers calculate final grades, they first need to decide which
assignments and assessments will be counted, and how much each
one will count. This is called assigning weights.
For example, a teacher might decide that homework assignments
count for 20% of the final grade, tests count for 50%, and a final
project counts for 30%.
Once the weights have been assigned, the teacher can calculate the
final grade by multiplying each assignment or assessment by its
weight, and then adding the products together.
For example, if a student got a 90% on a homework assignment that
was worth 20% of the final grade, their score for that assignment
would be 18. If they got a 75% on a test that was worth 50% of the
final grade, their score for that assessment would be 37.5. The teacher
would then add these two scores together to get the student's final
grade, which would be 55.5%.
Of course, things are not always this straightforward. Teachers often
have to follow guidelines set by their school or district about what can
be counted in the final grade and how much each thing can count.
These guidelines can vary widely from one school or district to
another.
Additionally, many teachers use online grade book systems to track
student progress. These systems can be very helpful, but they can also
limit the teacher's flexibility in adjusting grades. For example, some
grade book systems do not allow teachers to drop grades for low-
performing assignments.
Here is a simplified explanation of the three main steps in calculating
final grades:
1. Choose what to count: Decide which assignments and
assessments will be considered when determining a student's
overall performance. When teachers decide on final grades, they
should pick assessments that truly show how well students have
learned. Things like surprise quizzes, participation, and
P a g e 22 | 34
 homework might not always be the best ways to measure
learning. Teachers need to think carefully about whether to
count them in the final grade. If these assessments are mostly for
practice and feedback, they might not be right for calculating the
final grade. In general, final grades should mostly come from
big assessments like tests, papers, and projects. These
assessments need to match what the students were supposed to
learn in the class and give a full picture of how well they
understand the material. But teachers also shouldn't give too
many tests, as this can make students bored and not interested.
The important thing is to use different types of assessments that
really show how well students have learned and make learning
interesting and real for them.
2. Assign weights: Decide how much each assignment or
assessment will count towards the final grade. After choosing
which assessments to use for final grades, teachers need to
decide how much each one contributes to the overall grade. This
decision is based on a few important factors:
 Alignment with Learning Goals: The assessments should
match what students were supposed to learn. For example, if
a unit focuses a lot on vertebrates in the animal kingdom,
assessments related to vertebrates might make up about 50%
of the final grade.
 Reflecting Instructional Time: The time spent teaching a
topic matters. If a topic wasn't covered much in class, it's not
fair to give it a big weight in the final grade. Similarly, if a
topic was only briefly covered, it shouldn't be as important as
one covered in more detail.
 Reliability: Assessments need to be reliable, meaning they
consistently measure what they're supposed to. More reliable
assessments should carry more weight because they give a
truer picture of what students have learned.

P a g e 23 | 34
  Current Relevance: Assessments should be up-to-date.
Outdated or irrelevant information shouldn't heavily
influence the final grade.
It's usually best to wait until the end of teaching to assign weights.
This is because the importance of each topic might change during
instruction. Teachers might not know how much time they'll spend
on each topic until they finish teaching it.
Even though online grading systems can make it hard to change
weights once the semester starts, teachers should be okay with
adjusting them if needed. The most important thing is to make sure
the weights are fair.
3. Combine the scores: Multiply each assignment or assessment
by its weight, and then add the products together to get the
student's final grade. Electronic grading systems have
advantages like saving time, improving communication, and
offering more chances for feedback. However, they don't
automatically make grading completely objective or fair.
Teachers still have to use their expertise to decide what to
include in the grade and how much each part contributes to the
final score.
Here are some ways to combine grades within a grading system:
 Averaging: This is the most common method. You add up
all the grades and divide by the number of grades.
 Weighting: Here, different grades get different
importance. For example, tests might count more than
quizzes in the final grade.
 Improvement: This considers how much a student has
gotten better over time. For instance, a student who has
made a lot of progress might get a higher grade than one
who hasn't improved as much. No matter which method
you use, the teacher's judgment is crucial. Teachers have to

P a g e 24 | 34
 use their knowledge to decide what's fair and right for each
student.

Grades Contribution

12.4. Reporting Student Performance to Parents

It is important to share student progress with parents so they can help
their children learn. There are many ways to do this, such as sending
them weekly or monthly grade reports, having phone calls or email
conversations, sending letters or newsletters, holding conferences, and
using online gradebooks. However, report card grades by themselves
don't tell parents everything they need to know about their child's
progress, so it's important to use other forms of communication to
supplement them.

12.4.1. Report Card:

Parents play a big role in a student's learning, and giving them the
right info helps them understand their children and support them
better. There are various ways to report to parents, like weekly or
monthly grade reports, phone calls, emails, letters, newsletters,
meetings, and, of course, report cards. Online gradebooks have also
become important for updating parents about progress.

Report cards are a common way to communicate student progress to

parents, but they often don't provide enough information. Standards-
based report cards are a newer type of report card that provides more
specific information about student learning, but they can be confusing
for some parents. In the meantime, teachers can supplement report

P a g e 25 | 34
cards with other forms of communication to help parents understand
their child's progress.

Report Card of student

12.4.2. Progress Report:

One way to keep parents informed about their child's progress is to
send them regular progress reports. These reports can be sent weekly,
biweekly, or monthly. Progress reports are not only helpful for
parents, but they have also been shown to improve student learning.
The downside is that they can be time-consuming to create. However,
with electronic gradebooks, it is now easier to create these reports
quickly. These reports can be customized to show a variety of
information, such as grades, performance summaries, graphs, and
attendance information.
In addition to progress reports, teachers can also communicate with
parents through written notes or letters. These notes should be
personal and should focus on both positive and negative aspects of the
child's progress. Teachers should also include suggestions for how
parents can help their child improve.
It is important to communicate with parents regularly to ensure that
they are aware of their child's progress and that they are able to
support their child's learning.

P a g e 26 | 34
  Progress Report

12.4.3. Parents- Teacher Conference:

Parent-teacher conferences are meetings between teachers and parents
to discuss student progress. These conferences can be face-to-face or
over the phone. There are two types of parent-teacher conferences:
group conferences and individual conferences. Group conferences are
used to communicate general information about the school or class,
while individual conferences are used to discuss specific student
progress.

Parent-teacher conferences are an important way for teachers to

communicate with parents about their child's progress. Teachers
should be prepared for these conferences by having all of the
information organized in advance and knowing what they hope to
achieve from the conference. The conference should be a
conversation, and teachers should listen to parents' concerns. Teachers
should be positive and direct about areas that need improvement, and
they should keep the focus on academic progress rather than student
behavior.

P a g e 27 | 34
12.4.4. Student Led Conference:
In a new kind of meeting between parents and teachers, it's the student
who takes charge and talks about how they're doing in school. This is
called a student-led conference. In these conferences, the student
guides their parents through a review of their work, and teachers help
set up a positive environment for the talk.
Before leading the conference, students think about and judge how
they've been doing in school. This self-reflection helps them
understand what they're good at and where they can improve, leading
to more learning. It also makes students feel proud of what they've
accomplished and in control of their learning.
During a student-led conference, students share a story about their
learning journey. This lets parents see how their child is progressing
from the student's point of view. These kinds of conferences often get
parents more involved because they're more interested when their
child is actively taking part in the conversation.

P a g e 28 | 34
Assignment # 10
Q. Select one Topic at elementary level and develop five Multiple
Choice Question, binary choice items, matching exercise, and One
selected-response interpretive exercise.

Class 5th
Topic: Computer Science
1.Multiple Choice Questions:
Q. Choose the correct answer:
1. Which part of the computer is responsible for processing data?
(a) Correctness (b) Efficiency
(c) Readability (d) Maintainability

2. Which of the following is the most important characteristic of a

computer program?
A. Central Processing Unit B. Random Access Memory
(CPU) (RAM)
C. Hard disk drive (HDD) D. Input/output devices

3. Which of the following is NOT a primary function of a

computer mouse?

P a g e 29 | 34
 (a) To move the cursor on the (b) To select and open files
screen and folders
(c) To input text and numbers (d) To print documents

4. Which of the following is NOT a valid reason for keeping your

computer's software up to date?
(a) To improve the security of (b) To fix bugs and errors in
your computer software
(c) To make sure that your (d) To personalize the
computer is compatible with appearance of your computer
new hardware

5. What is the main advantage of cloud storage over traditional

physical storage devices?
(a) Cloud storage is less (b) Cloud storage allows you to
expensive than physical storage access your data from
devices. anywhere in the world.
(c) Cloud storage is more (d) Cloud storage is faster than
secure than physical storage physical storage devices.
devices.

P a g e 30 | 34
Continued…….
2. Binary Choice Items:
Q. Circle either true\false if the statement is true false.
1. Is the CPU the "brain" of the computer?
Ture False

2. If a computer's CPU were to malfunction, the computer

would still be able to function properly.
True False

3. It is important to install updates for your computer's

software regularly.
True False
4. A compiler can be used to translate assembly language
code into machine code.
True False

5. A word processor is an application that allows users to

create, edit, and format documents.
True False

P a g e 31 | 34
 3.Matching Exercise
Q. Match the following terms to their definitions:
Column A Column B
1.Stores data and programs that SSD
can be accessed and modified.

2.Permanent storage for data that Motherboard

is essential for the computer to
boot up and operate.

3.The brain of the Operating System

computer, responsible for
executing instructions.

4.Temporary storage for data that Hard drive

is currently being used by the
computer.

5.A faster and more durable ROM

alternative to hard drives.

P a g e 32 | 34
5.Connects all of the components CPU
of a computer together.

RAM

4.Selected-Response Interpretive Exercise:

Q. Look at the following diagram of a computer system:

Questions:
1. What is the function of the motherboard and Identify the part of
the computer system that is responsible for processing data?
2. Identify the part of the computer system that stores temporary
data?
3. Identify the part of the computer system that stores permanent
data?
4. What is the relationship between the CPU and the RAM?

P a g e 33 | 34
5. Identify the part of the computer system that allows you to
display or output information from the computer?

P a g e 34 | 34