MODULE 6

Grading and Reporting

INTRODUCTION
One of the many challenges of teaching is grading and reporting the progress of
learners as it often entails many decisions and considerations. This module explores
some techniques in grading and reporting. It also discusses the functions and types of
grading system and also some guidelines to reduce the complexities of grading and
reporting.

LEARNING OUTCOMES

After completing this module, you should be able to:

a. Discuss the function of grading and reporter student progress;
b. Differentiate norm-referenced and criterion-referenced grading;
c. Discuss the types of grading and reporting ;
d. Discuss guidelines for effective grading;
LEARNING CONTENT

LESSON 1: Functions of Grading and Reporting System

Grading and reporting systems have some very important functions in
the educative process. Some of these important functions are enumerated
below:
1. Enhancing students’ learning through: clarifying instructional
objectives for them, showing students; strengths and weaknesses,
providing information on personal-social development, enhancing
students’ motivation and indicating where teaching might be
modified. These can be achieved through day-to-day tests and
feedback and integrated periodic tests.
2. 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.
3. Administrative and guidance uses. The administrative and guidance
purpose of grading and reporting consist in helping to decide
promotion, graduation, honors, athletic eligibility, reporting
achievement to other schools or to employers, providing input for
realistic educational, vocational, and personal counselling.

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. In many schools, report cards
 are given to the students and then parents are asked to sign these
report cards.

Lesson 2: Types of Grading and Reporting Systems

In practice, we find a number of ways in which grades are made and

reported. Normally, the type pf grading used depends on the extent to which
more descriptive and informative summaries are required by school authorities
or by stakeholders in general. Thus, the major types of grading and marking
found in practice include the following:
a. Traditional Letter Grade System – In the traditional letter-grade system,
students’ performance are summarized by means of letter. Thus, ‘A’
stands for excellent, ‘C’ stands for average, ‘D’ stands for needing
improvement and an ‘F’ as a failure. The traditional letter grade system
is easy to understand but it is of limited value when used as the sole
report because they end up being a combination of achievement, effort,
work habits, behavior. As such, they become difficult to interpret and
they do not indicate patterns of strengths and weaknesses.
b. Pass - Fail – The pass or fail system utilizes a dichotomous grade
system. Either a student has complied and reached certain standards, in
which case he passes or he failed to do so and he gets a failing mark.
This is popular in some courses in college (but not very much practice in
basic education). In fact, the pass-fail system should be kept to a
minimum because it does not provide much information, students tend to
work to the minimum (just to pass), and in mastery learning courses, no
grades are reflected until “mastery” threshold is reached.
c. Checklists of Objectives – In this system, the objectives of the course
are enumerated. After each objective, the students’ level of achievement
 is indicated: Outstanding, Very Good, Good, Fair or Poor. This is a very
detailed reporting system and tends to be more informative for the
parents and pupils at the same time. It is, however also very time
consuming to prepare. There is also the potential problem of keeping the
list manageable and understandable.
d. Letter to Parents/Guardians – Letters to parents and guardians are
useful supplement to grades. However, they have limited value as sole
report because they are very time consuming to prepare, the accounts of
weaknesses are often misinterpreted by parents and guardians, and they
are not characterized as systematic nor cumulative.
e. Portfolios – As already explained, a portfolio is a se tofpurposefully
selected work, with commentary by student and teacher. Portfolios are
useful for showing students’ work, showing progress over time or stages
of a project, teaching students about objective/ standards they are to
meet.
f. Parent-teacher Conferences – Parent- teacher conferences are mainly
used in elementary schools. This requires that parents of pupils come for
a conference with the teacher to discuss pupils’ progress. Portfolios,
when available are useful basis for discussion. Such conferences are
useful for a two-way flow of information and getting more information
and cooperation from the parents. They are, however of limited value as
a report because most parents do not come for such conferences.

Lesson 3: Development of Grading and Reporting System

Grading and reporting systems are guided by the functions to be served
by such in the educative process. The system will most probably be a
compromise because of the hosts of factors to be considered in the preparation
of such.
 In developing a grading and reporting system, it is a must to involve the
parents, students, and the school personnel to develop a more adequate
system, and a system that is acceptable and clear to all stakeholders.
The system should be:
 Should be based on a clear statement of learning objectives. The grading
system and reporting system needs to be based on the same set of
learning objectives that was agreed at the beginning.
 Consistent with school standards. They system supports the school
standards rather than oppose the school standards already set.
 Based on adequate assessment. The system should be easily verifiable
through adequate system of testing, measurement and assessment
methods.
 Based on the right level of detail. The system must be detailed enough
to be diagnostic but compact enough to be practical – not too time
consuming to prepare and use, understandable to users and easily
summarized for school records purposes.
 Providing for parent-teacher conferences as needed.

Lesson 3.1 Norm or Criterion-Referenced Grading

The two most common types of grading systems used at the university level are
norm-referenced and criterion-referenced. Many professors combine elements of each
of these systems for determining student grades by using a system of anchoring or by
presetting grading criterion which is later adjusted based on actual student
performance.
1. Norm-Referenced Systems
a. Definition: In norm-referenced systems students are evaluated in relationship
to one another (e.g., the top 10% of students receive an A, the next 30% a
B, etc.). 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 at least influenced)
by departmental expectations and policy.
b. Advantages:

They work well in situations requiring rigid differentiation among students

where, for example, program size restrictions may limit the number of
students advancing to higher level courses. They are generally appropriate in
large courses that do not encourage cooperation among students but
generally stress individual achievement.

c. Disadvantages:
One objection to norm-referenced systems is that an individual's grade is
determined not only by his/her achievements, but also by the achievements
of others. This may be true in a large non-selective lecture class, where we
can be fairly confident that the class is representative of the student
population; but in small classes (under 40) the group may not be a
representative sample. One student may get an A in a low-achieving section
while a fellow student with the same score in a higher-achieving section gets
a B.

A second objection to norm-referenced grading is that it promotes

competition rather than cooperation. When students are pitted against each
other for the few As to be given out, they're less likely to be helpful to each
other.

d. Possible modification:
When using a norm-referenced system in a small class, the allocation of
grades can be modified according to the caliber of students in the class. One
method of modifying a norm-referenced system is anchoring. Jacobs and
Chase in Developing and Using Tests Effectively: A Guide for Faculty, 1992,
describe the following ways to use an anchor:

"If instructors have taught a class several times and have used the same
or an equivalent exam, then the distribution of test scores accumulated over
many classes can serve as the anchor. The present class is compared with
this cumulative distribution to judge the ability level of the group and the
appropriate allocation of grades. Anchoring also works well in multi-section
courses where the same text, same syllabus, and same examinations are
used. The common examination can be 2 used to reveal whether and how
the class groups differ in achievement and the grade in the individual sections
can be adjusted accordingly... If an instructor is teaching a class for the first
time and has no other scores for comparison, a relevant and wellconstructed
teacher-made pretest may be used as an anchor."
 Modifying the norm-referenced system by anchoring also helps mitigate
feelings of competition among students as they are not as directly in
competition with each other. Before Deciding on a Norm-Reference System,
Consider: ® What is the expected class size? If it is smaller than 40, do not
use a normreferenced system unless we use anchoring to modify the system.
Is it important for students to work cooperatively in this class (e.g., do we
ask them to form study groups, or work on projects as a group)? If the
answer is yes, a norm-referenced system is not appropriate for the class.

2. Criterion-Referenced System

a. Definition: In criterion-referenced systems students are evaluated against an

absolute scale (e.g. 95-100 = A, 88-94 = B, etc.). Normally the criteria are a
set number of points or a percentage of the total. Since the standard is
absolute, it is possible that all students could get As or all students could get
Ds.
b. Advantages:
Students are not competing with each other and are thus more likely to
actively help each other learn. A student's grade is not influenced by the
caliber of the class.

c. Disadvantages:

It is difficult to set reasonable criteria for the students without a fair

amount of teaching experience. Most experienced faculty set these criteria
based on their knowledge of how students usually perform (thus making it
fairly similar to the norm referenced system).

Possible modifications:
Instructors sometimes choose to maintain some flexibility in their
criteria by telling the class in advance that the criteria may be lowered if it
seems appropriate, e.g., the 95% cut off for an A may be lowered to
93%. This way if a first exam was more difficult for students than the
instructor imagined, s/he can lower the grading criteria rather than trying
to compensate for the difficulty of the first exam with an easy second
exam. Raising the criteria because too many students achieved As,
however, is never advisable.
Another way of doing criterion-referenced grading is by listing
objectives and assigning grades based on the extent the student achieved
the class objectives (e.g., A = Student has achieved all major and minor
objectives of the course. B = Student has achieved all major objectives
and several minor objectives, etc.).

Before Deciding on a Criterion-Reference System,

 Consider: How will we determine reasonable criteria for students?
When teaching the class for the first time, maintain some flexibility.

Other Systems:
Some alternate systems of grading include contract grading, peer grading, and
self-evaluation by students.
In contract grading instructors list activities students can participate in or
objectives they can achieve, usually attaching a specified number of points for each
activity (e.g. book report = 30 points, term paper = 60 points). Students select the
activities and/or objectives that will give them the grade they want and a contract is
signed. It is advisable to have qualitative criteria stated in the contract in addition to
listing the activities.
In some classes, a portion of a student's grade is determined by peers'
evaluation of his/her performance. If students are told what to look for and how to
grade, they generally can do a good job. Agreement between peer and instructor rating
is about 80%. Peer grading is often used in composition classes and speech classes. It
can also be a useful source of information for evaluating group work; knowing that
group members have the opportunity to evaluate each other’s work can go a long way
in motivating peers to pull their weight on a project and to reassure group members
that their contributions will be recognized. If used, peer evaluation should always be
done anonymously.
Students can also be asked to assess their own work in the class and their
assessment can be a portion of the final grade. This method has educational value as
learning to assess one's own progress contributes to the university's goal of preparing
our students to be life-long learners. A research analysis found that the percentages of
self-assessors whose grades agree with those of faculty graders vary from 33% to
99%. Experienced students tend to rate themselves quite similarly to the faculty while
less experienced students generally give themselves higher grades than a faculty
grader. Students in science classes also produced self-assessments that closely
matched faculty assessment. Not surprisingly, student and instructor assessments are
more likely to agree if the criteria for assessment have been clearly articulated. Without
these shared understandings, students, for example, don’t know whether to assess
themselves on the amount of work they put into a course, on the improvement they’ve
seen in certain skills, or on their final level of achievement. If self-assessment is used,
the instructor and student should meet to discuss the student's achievement before the
self-evaluation is made.

LESSON 4: The K to 12 Grading System in the Philippines

The K to 12 Basic Education Program uses a standard and competency-
based grading system. These are found in the curriculum guides. All grades will
be based on the weighted raw score of the learners’ summative assessments. The
minimum grade needed to pass a specific learning area is 60, which is transmuted
to 75 in the report card. The lowest mark that can appear on the report card is 60
for Quarterly Grades and Final Grades.

For these guidelines, the Department will use a floor grade considered as
the lowest possible grade that will appear in a learner’s report card.

Learners from Grades 1 to 12 are graded on Written Work, Performance

Tasks, and Quarterly Assessment every quarter. These three are given specific
percentage weights that vary according to the nature of the learning area.

How is learner progress recorded and

computed?
For Kindergarten
Guidelines specific to the assessment of Kindergarten learners will be issued in a
different memorandum or order. However, for Kindergarten, checklists and
anecdotal records are used instead of numerical grades. These are based on
learning standards found in the Kindergarten curriculum guide. It is important for
teachers to keep a portfolio, which is a record or compilation of the learner’s
output, such as writing samples, accomplished activity sheets, and artwork. The
portfolio can provide concrete evidence of how much or how well the learner is
able to accomplish the skills and competencies. Through checklists, the teacher
will be able to indicate whether or not the child is able to demonstrate
knowledge and/or perform the tasks expected of Kindergarten learners. Through
anecdotal records or narrative reports, teachers will be able to describe learners’
behavior, attitude, and effort in school work.

For Grades 1 to 12
In a grading period, there is one Quarterly Assessment but there should be
instances for students to produce Written Work and to demonstrate what they
know and can do through Performance Tasks. There is no required number of
Written Work and Performance Tasks, but these must be spread out over the
quarter and used to assess learners’ skills after each unit has been taught.

How to Compute for Final Grades and

General Average in DepEd K to 12
Grading System
The following are the steps in computing for the Final Grades.

Step 1: Grades from all student work are added

up.
This results in the total score for each component, namely Written Work,
Performance Tasks, and Quarterly Assessment.

Raw scores from each component have to be converted to a Percentage Score.

This is to ensure that values are parallel to each other.

Step 2: The sum for each component is

converted to the Percentage Score.
To compute the Percentage Score (PS), divide the raw score by the highest
possible score then multiply the quotient by 100%. This is shown below:
Step 3: Percentage Scores are then converted to
Weighted Scores to show the importance of
each component in promoting learning in the
different subjects.
To do this, the Percentage Score is multiplied by the weight of the component
found in Table 4 for Grades 1 to 10 and Table 5 for Senior High School. The
product is known as the Weighted Score (WS).

Table 4. Weight of the Components for Grades 1-10

The grading system for Senior High School (SHS) follows a different set of
weights for each component. Table 5 presents the weights for the core and track
subjects.

Table 5. Weight of the Components for SHS

Step 4: The sum of the Weighted Scores in each
component is the Initial Grade.
This Initial Grade will be transmuted using the given transmutation table to get
the Quarterly Grade (QG).

Step 5: The Quarterly Grade for each learning

area is written in the report card of the student.
For a better understanding of how to record the summative assessments, Table 6
presents a sample class record showing three learners for the first quarter of
Grade 4 English. On the basis of this class record, Table 7 presents a step-by-step
process on how to compute for the Quarterly Grade.
Table 7. Steps for Computing Grades

Steps for Computing Grades

1. Get the total score for each component.
2. Divide the total raw score by the highest possible score then multiply the
quotient by 100%.
3. Convert Percentage Scores to Weighted Scores. Multiply the Percentage
Score by the weight of the component indicated in Table 4 and Table 5.
4. Add the Weighted Scores of each component. The result will be the Initial
Grade.
5. Transmute the Initial Grade using the Transmutation Table.
For MAPEH, individual grades are given to each area, namely, Music, Arts,
Physical Education, and Health. The quarterly grade for MAPEH is the average of
the quarterly grades in the four areas.

How are grades computed at the end

of the school year?
For Kindergarten
There are no numerical grades in Kindergarten. Descriptions of the learners’
progress in the various learning areas are represented using checklists and
student portfolios. These are presented to the parents at the end of each quarter
for discussion. Additional guidelines on the Kindergarten program will be issued.

For Grades 1-10

The average of the Quarterly Grades (QG) produces the Final Grade.

The General Average is computed by dividing the sum of all final grades by the
total number of learning areas. Each learning area has equal weight.

The Final Grade in each learning area and the General Average are reported as
whole numbers. Table 8 shows an example of the Final Grades of the different
learning areas and General Average of a Grade 4 student.

Table 8. Final Grades and General Average

For Grades 11 and 12
The two quarters determine the Final Grade in a semester. Table 9 shows an
example in Grade 11, second semester for the Accounting, Business, and
Management (ABM) strand.

Table 9. Grade 11, 2nd Semester of ABM strand

How is the learner’s progress reported?
The summary of learner progress is shown quarterly to parents and guardians
through a parent-teacher conference, in which the report card is discussed. The
grading scale, with its corresponding descriptors, are in Table 10. Remarks are
given at the end of the grade level.

Table 10. Descriptors, Grading Scale, and Remarks

Using the sample class record in Table 6, LEARNER A received an Initial Grade of
84.86 in English for the First Quarter, which, when transmuted to a grade of 90, is
equivalent to Outstanding. LEARNER B received a transmuted grade of 88, which
is equivalent to Very Satisfactory. LEARNER C received a grade of 71, which
means that the learner Did Not Meet Expectations in the First Quarter of Grade 4
English.

When a learner’s raw scores are consistently below expectations in Written Work
and Performance Tasks, the learner’s parents or guardians must be informed not
later than the fifth week of that quarter. This will enable them to help and guide
their child to improve and prepare for the Quarterly Assessment. A learner who
receives a grade below 75 in any subject in a quarter must be given intervention
through remediation and extra lessons from the teacher/s of that subject.

How are learners promoted or retained

at the end of the school year?
This section provides the bases for promoting a learner to the next grade level or
for retaining a learner in the same grade level. These decisions must be applied
based on evidence and judiciously.

A Final Grade of 75 or higher in all learning areas allows the student to be

promoted to the next grade level. Table 11 specifies the guidelines to be followed
for learner promotion and retention.

Table 11. Learner Promotion and Retention

For Grades 1 to 3 Learners Promotion and

Retention
Requirements Decision
Final Grade of at least 75 in all
Promoted to the next grade level
learning areas

Must pass remedial classes for learning areas with failing mark to be
Did Not Meet Expectations in not
promoted to the next grade level. Otherwise the learner is retained in
more than two learning areas
the same grade level.

Did Not Meet Expectations in

Retained in the same grade level
three or more learning areas

For Grades 4 to 10 Learners Promotion and

Retention
Requirements Decision

Final Grade of at least 75 in all

Promoted to the next grade level
learning areas

Must pass remedial classes for learning areas with failing mark to be
Did Not Meet Expectations in not
promoted to the next grade level. Otherwise the learner is retained in the
more than two learning areas
same grade level.

Did Not Meet Expectations in

Retained in the same grade level
three or more learning areas

Earn the Elementary Certificate

Must pass all learning areas in the
Elementary
Promoted to Junior High School

Earn the Junior High School Certificate

Must pass all learning areas in the
Junior High School
Promoted to Senior High School
For Grades 11 to 12 Learners Promotion and
Retention
Requirements Decision

Final Grade of at least 75 in all

Can proceed to the next semester
learning areas in a semester

Did not Meet Expectations in a Must pass remedial classes for failed competencies in the subject
prerequisite subject in a learning area before being allowed to enroll in the higher-level subject

Did Not Meet Expectations in any Must pass remedial classes for failed competencies in the subjects or
subject or learning area at the end of learning areas to be allowed to enroll in the next semester. Otherwise
the semester the learner must retake the subjects failed.

Must pass all subjects or learning

Earn the Senior High School Certificate
areas in Senior High School

For Grades 1-10, a learner who Did Not Meet Expectations in at most two
learning areas must take remedial classes. Remedial classes are conducted after
the Final Grades have been computed. The learner must pass the remedial classes
to be promoted to the next grade level. However, teachers should ensure that
learners receive remediation when they earn raw scores which are consistently
below expectations in Written Work and Performance Tasks by the fifth week of
any quarter. This will prevent a student from failing in any learning area at the
end of the year.

For Grade 11-12, learners who fail a unit/set of competencies must be

immediately given remedial classes. They should pass the summative
assessments during remediation to avoid a failing grade in a learning
area/subject. This will prevent students from having back subjects in Senior High
School (SHS). However, if the learner still fails remedial classes, s/he must retake
the subject/s failed during the summer or as a back subject. Guidance
teachers/career advocates must provide support to the SHS student for his/her
choices in SHS tracks.

Summative Assessments are also given during remedial classes. These are
recorded, computed, weighted, and transmuted in the same way as the Quarterly
Grade. The equivalent of the Final Grade for remedial classes is the Remedial
Class Mark (RCM). The Final Grade at the end of the school year and the
Remedial Class Mark are averaged. This results in the Recomputed Final Grade. If
the Recomputed Final Grade is 75 or higher, the student is promoted to the next
grade level. However, students will be retained in the grade level if their
Recomputed Final Grade is below 75.

The teacher of the remedial class issues the Certificate of Recomputed Final
Grade, which is noted by the school principal. This is submitted to the division
office and must be attached to both Form 137 and School Form Number 5.
Figure 1 below shows a sample certificate.

Figure 1. Sample Certificate of Recomputed Final Grade

The learner can enroll in the next grade level for Grades 1-10 and in the next
semester for Grades 11-12 upon presentation of the Certificate of Recomputed
Final Grade. This certificate can be verified in the division offices as needed.

How are the Core Values of the Filipino

child reflected in the Report Card?
The goal of the K to 12 curriculum is to holistically develop Filipinos with 21st-
century skills. The development of learners’ cognitive competencies and skills
must be complemented by the formation of their values and attitudes anchored
on the Vision, Mission, and Core Values of the Department of Education (DepEd
Order No. 36, s. 2013) as shown on the next page. Non-DepEd schools may
modify or adapt these guidelines as appropriate to the philosophy, vision,
mission, and core values of their schools.
VISION
We dream of Filipinos who passionately love their country and whose values and
competencies enable them to realize their full potential and contribute
meaningfully to building the nation.

As a learner-centered public institution, the Department of Education

continuously improves itself to better serve its stakeholders.

MISSION
To protect and promote the right of every Filipino to quality, equitable,
culturebased, and complete basic education where:

 Students learn in a child-friendly, gender-sensitive, safe, and motivating

environment
 Teachers facilitate learning and constantly nurture every learner
 Administrators and staff, as stewards of the institution, ensure an enabling
and supportive environment for effective learning to happe
 Family, community, and other stakeholders are actively engaged and share
responsibility for developing life-long learners

CORE VALUES
Maka-Diyos
Makatao
Makakalikasan
Makabansa

The Core Values have been translated into behavior statements. In addition,
indicators have been formulated for each behavior statement. These are
presented in Table 12.

Table 12. Descriptors and Indicators of Observed Values

Core Values Behavior Statements Indicators

Engages oneself in worthwhile spiritual

activities

Respects sacred places

Expresses one’s spiritual beliefs while
Maka-Diyos
respecting the spiritual beliefs of others Respects religious beliefs of others

Demonstrates curiosity and willingness to

learn about other ways to express spiritual
life

Tells the truth

Returns borrowed things in good condition

Demonstrates intellectual honesty

Shows adherence to ethical principles by Expects honesty from others

upholding truth
Aspires to be fair and kind to all

Identifies personal biases

Recognizes and respects one’s feelings

and those of others

Makatao Is sensitive to individual, social, and cultural Shows respect for all
differences
Waits for one’s turn

Takes good care of borrowed things

Views mistakes as learning opportunities

Upholds and respects the dignity and

equality of all including those with special
needs

Volunteers to assist others in times of need

 Recognizes and respects people from
different economic, social, and cultural
backgrounds

Cooperates during activities

Recognizes and accepts the contribution of

others toward a goal

Considers diverse views

Demonstrates contributions toward solidarity Communicates respectfully

Accepts defeat and celebrates others’

success

Enables others to succeed

Speaks out against and prevents bullying

Shows a caring attitude toward the

environment

Practices waste management

Conserves energy and resources

Cares for the environment and utilizes
Makakalikasan resources wisely, judiciously, and
Takes care of school materials, facilities,
economically
and equipment

Keeps work area in order during and after

work

Keeps one’s work neat and orderly

Makabansa Demonstrates pride in being a Filipino; Identifies oneself as a Filipino

exercises the rights and responsibilities of a
Filipino citizen Respects the flag and national anthem

Takes pride in diverse Filipino cultural

expressions, practices, and traditions
 Promotes the appreciation and
enhancement of Filipino languages

Abides by the rules of the school,

community, and country

Enables others to develop interest and

pride in being a Filipino

Manages time and personal resources

efficiently and effectively
Demonstrates appropriate behavior in
Perseveres to achieve goals despite
carrying out activities in the school,
difficult circumstances
community, and country
Conducts oneself appropriately in various
situations

Schools may craft additional indicators for the behavior statements. Schools must
ensure that these are child-centered, gender-fair, and age- and culture-
appropriate. To support the development of these Core Values, schools must
make sure that their homeroom guidance program promotes them. Additional
opportunities may be integrated into class discussions in all learning areas.

A non-numerical rating scale will be used to report on learners’ behavior

demonstrating the Core Values. The Class Adviser and other teachers shall agree
on how to conduct these observations. They will also discuss how each child will
be rated. Table 13 presents the marks that must be used.

Table 13. Marking for the Observed Values

Marking Non-Numerical Rating

AO Always Observed

SO Sometimes Observed
 RO Rarely Observed

NO Not Observed

Learners who demonstrate behaviors that are not consistent with or do not
reflect the core values may need additional psychosocial support from the school.
The class adviser should discuss these observations with the parents/guardians to
promote the child’s affective development. Further probing may be needed to
better understand the learner’s situation and context.

How is attendance reported?

It is important for learners to be in school every day. Learners’ class
attendance shall be recorded by teachers daily. At the end of each quarter, the
attendance is reflected in the report card.

The number of school days in each month is presented, which is based on the
school calendar for a given school year. The number of days that each learner is
present and absent is indicated. Recording of attendance is done from
Kindergarten to Grade 12. Table 14 shows how attendance is recorded at the end
of the school year.

Habitual tardiness, especially during the first period in the morning and in the
afternoon, is discouraged. Teachers shall inform the parents/guardians through a
meeting if a learner has incurred 5 consecutive days of tardiness.

To whom is classroom assessment

reported?
Classroom assessment serves to help teachers and parents understand the
learners’ progress on curriculum standards. The results of assessment are
reported to the child, the child’s remedial class teacher, if any, and the teacher of
the next grade level, as well as the child’s parents/guardians.
List of Summative Assessment Tools
Below is the list of sample summative assessment tools per learning area.
Teachers may use other appropriate tools specific to the assessment task.
TEACHING AND LEARNING ACTIVITIES
The following are learning tasks that will empower your understanding of the
different lessons found in this module. Answer them truthfully and extensively.

Activity 1:
Before the K to 12 program, pupils/students are graded and are ranked based
from their general weighted average. In the k to 12 programs, students are awarded
whether they are “with highest honors” or “with honors”, etc… In the past, only the top
10 are recognized, in the k to 12 all students/pupils may be recognized as long as they
have achieved the grade requirement for “with honors”. Which do you think is better,
the previous system or the new system? Why? You may ask parents, students or
teachers about their opinion about this.

Recommended learning materials and resources for supplementary reading

 To better further your understanding on the principles of high quality classroom
assessment, please click on the following links:

FLEXIBLE TEACHING AND LEARNING MODALITY (FTLM) ADAPTED

Google Meet, Facebook Messenger, Schoology, Gmail, YouTube, Zoom
ASSESSMENT TASKS

This part should be submitted to the teacher.

Answer the following:

1. What do you think are the best features of the k to 12 grading system? What
are the ‘problems’? Do you think the learners are fairly assessed under the k
to 12 program? Explain your answer.
2. Some students in the senior high school do not take their studies seriously
because “they will still graduate anyway.” Looking back at our experience
when you entered ISU Ilagan, when you wanted to take a course/program
but your average does not meet the required average, what advice can you
give to the senior high school students? If given the chance, would you have
been more serious in your studies in Senior High School? Explain.

REFERENCES

Books

"The Place of Portfolios in Our Changing Views." In Construction versus Choice in

Cognitive Measurement: Issues in Constructed Response, Performance Testing, and
Portfolio Assessment, ed. Randy E. Bennett and William C. Ward. Hillsdale, NJ: Erlbaum.
A. 2000.

"Using Performance Assessment and Portfolio Assessment Together in the Elementary

Classroom." Reading Improvement 37 (1):32–37.
Online Resources