Unit: 9

Reporting Test
Scores
Introduction
 The unit “Reporting Test Scores” is about measuring the
performance of students by providing a profile of their
progress and reporting the scores of tests in different ways
in context to the different purposes.

Purpose of Reporting
 Define the scope of testing
 Present the results of testing
 Draw conclusions and make recommendations
 Evaluate and decision making
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 9.1 Functions Of Test Scores
 If instructional objectives are well defined in terms of behavioral or
performance terms and relevant tests and other assessment procedures are
properly used, grading and reporting become a matter of summarizing the
results and presenting them in understandable form.

 Instructional objectives is a statement that describes what the learner is going

to learn after completing the course.

 The task of grading and reporting students’ progress cannot be separated

from the procedures adopted in assessing students’ learning.

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 1. Instructional Uses

This is most likely occur when we have to report:

a) clarifies the instructional objectives
b) indicates the student’s strengths and weaknesses in learning
c) provides information concerning the student’s personal and social
development;
d) contributes to student’s motivation.

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 2. Feedback To Students

 Improve a student's confidence

 self-awareness
 It provide students an opportunity for developing
an awareness of how they are growing in various skill areas.
 Correct errors and fill the gaps
 Identify strengths and weaknesses
 Motivation for students

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3. Administrative And Guidance
Uses

Grades and progress reports serve a number

of administrative functions:
 determining promotion and graduation
 awarding honors
 determining sports eligibility of students
 reporting to other institutions and employers

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 4. Informing parents about their children’s
performance
 Under the Act of 1998, schools are required to regularly evaluate students and
periodically report to parents on the results of the evaluation but some
recommends that schools should report twice annually to parents .

 Test results should be provided to parents using; a) simple, clear language) b.

explanation of the purpose of the tests used (Canter, 1998).

 Without any doubt, it is more effective to talk parents to face about their children’s
scores than to send a score report home for them to interpret on their own.

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 To strengthen connection between home and school parents need to receive
comprehensive information about their children achievement.

 In order to establish a true partnership between parents and teachers, it is essential

that information about student progress be communicated clearly, respectfully and
accurately.

 For a variety of reasons, a parent-teacher or parent-student-teacher conference offers

an excellent occasion for teachers to provide and interpret those results to the parents.

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 9.2- Types Of Test Reporting

1. Raw Scores
The raw score is simply the number of points received on a
test when the test has been scored according to the
directions.
For example, if a student responds to 65 items correctly on
an objective test in which each correct item counts one
point, the raw score will be 65.

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2. Grade norms

Grade norms are widely used with standardized

achievement tests, especially at elementary
level.

The grade equivalent that corresponds to a

particular raw score identifies the grade level at
which the typical student obtains that raw
score.

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3. Percentile ranking
A percentile is a score that indicates the rank of the score
compared to others (same grade/age) using a hypothetical
group of 100 students.

A percentile of 25 indicates that the student’s test

performance is equal or exceeds 25 out of 100 students on
the same measure.

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4. Standard scores
Instead of indicating a student’s rank compared to others,
standard scores indicate how far above or below the average
(Mean) an individual score falls, using a common scale, such as
one with an average of 100.

A standard score is also derived from the raw scores using the
normal information gathered when the test was developed.

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5. Norm Reference
It is the most easiest and popular way of grading
and reporting system. The traditional system is
generally based on grades A to F.
This rating is generally reflected as: Grade A
(Excellent), B (Very Good), C (Good), D
(Satisfactory/Average), E (Unsatisfactory/ Below
Average), and F (Fail).

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6. Criterion reference

First, as students are declared just pass or fail (successful or

unsuccessful) so many students do not work hard and hence their
actual learning remains unsatisfactory or below desired level.

Second, this two-category system provides less information to the

teacher, student and parents than the traditional letter grade (A, B, C,
D) system.

This system is mostly used for courses taught under a pure mastery
learning approach i.e. criterion-referenced testing.

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7. Checklist Of Objectives

To provide more informative progress

reports, some schools have replaced or
supplemented the traditional grading system
with a list of objectives to be checked or
rated.

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� 8.Rating scales:
� In many schools students’ progress is prepared on some rating scale, usually 1 to
10, instead letter grades; 1 indicates the poorest performance while 10 indicates
as the excellent or extra-ordinary performance.
� 9. Letters to parents/guardians:
� Some schools keep parents inform about the progress of their children by
writing letters. Writing letters to parents is usually done by a fewer teachers who
have more concern with their students as it is a time consuming activity. But at
the same time some good teachers avoid to write formal letters as they think
that many aspects are not clearly interpreted. And some of the parents also
don’t feel comfortable to accept such letters.

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� 10. Portfolio:
� The teachers of some good schools prepare complete portfolio of their students.
Portfolio is actually cumulative record of a student which reflects his/her strengths
and weaknesses in different subjects over the period of the time. It indicates what
strategies were used by the teacher to overcome the learning difficulties of the
students. It also shows students’ progress periodically which indicates his/her
trend of improvement. Developing portfolio is really a hard task for the teacher, as
he/she has to keep all record of students such as teacher’s lesson plans, tests,
students’ best pieces of works, and their assessments records in an academic year.

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� 11. Report Cards:

� There is a practice of report cards in many good educational institutions in

many countries including Pakistan. Many parents desire to see the report cards
or progress reports in written form issued by the schools. Although a good
report card explains the achievement of students in terms of scores or marks,
conduct and behavior, participation in class activities etc.

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� 12. Parent-teacher conferences:

� Parent-teacher conferences are mostly used in elementary schools. In such

conferences portfolio are discussed. This is a two-way flow of information
and provides much information to the parents. But one of the limitations is
that many parents don’t come to attend the conferences. It is also a time
consuming activity and also needs sufficient funds to hold conferences.

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� 13. Other ways of reporting students results to parents:

� There are also many other ways to enhance communication between teacher
and parent, e.g. phone calls. The teachers should contact telephonically to the
parents of the children to let them inform about child’s curriculum, learning
progress, any special achievement, sharing anecdote, and invite parents in open
meetings, conferences, and school functions

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9.3 Calculating CGPA and Assigning Letter Grades
� 9.3.1 Calculating CGPA:

� CGPA stands for Cumulative Grade Point Average. It reflects the grade point
average of all subjects/courses regarding a student’s performance in composite
way. To calculate CGPA, we should have following information:
1. Marks in each subject/course
2. Grade point average in each subject/course
3. Total credit hours (by adding credit hours of each subject/course)
� Calculating CGPA is very simple that total grade point average is divided by total
credit hours. See example on book page no. 235

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GPA standards:
Letter Grade Percent Grade 4.0 Scale
     

A+ 97-100 4.0

A 93-96 4.0

A- 90-92 3.7

B+ 87-89 3.3

B 83-86 3.0

B- 80-82 2.7

C+ 77-79 2.3

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 9.3.2 Assigning Letter Grades
Letter grade system is most popular in the world including Pakistan.
 A = Outstanding (90 to 100%)
 B = very Good (80-89%)
 C = Satisfactory (70-79%)
 D = Very Weak (60-69%)
 F = Unsatisfactory (Less than 60%)

Most teachers face problems while assigning grades:

 Determine What to include in a grade
 Combining data in assigning grades.
 Selecting the proper frame of reference for grading
 Determining the distribution of grades.

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 9.4- Conducting Parent Teacher Conference
1. Prepare for the conference:
a. Review the goals and objectives Organize the information to present If portfolios are to
discuss, these are well-arranged
b. Start and keep positive focus
c. Announce the final date and time as per convenience of the parents and children
d. Consider socio-cultural barriers of students / parents
e. Check with other staff who works your advisee
f. Develop a packet of conference including student’s goals, samples of work, and reports
or notes from other staff
2. Rehearse the conference with students by role-playing:
g. Students present their goals, learning activities, samples of work
h. Students ask for comments and suggestions from parents

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 3. Conduct conference with student, parent, and advisor.
Advisee takes the:
a) lead to the greatest possible extent:
b) Have a comfortable setting of chairs, tables etc
c) Notify a viable timetable for the conferences
d) Review goals set earlier
e) Review progress towards goals
f) Review progress with samples of work from learning activities
g) Present students strong points first
h) Describe upcoming events and activities
i) Discuss how the home can contribute to learning
j) Parents should be encouraged to share their thoughts on students’ progress
k) Ask parents and students for questions, new ideas

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4. Do’s of parent-teacher conferences:
a) Be friendly
b) Be honest
c) Be positive in approach
d) Be willing to listen and explain
e) Be willing to accept parents’ feelings
f) Be careful about giving advice
g) Be professional and maintain a positive attitude
h) Begin with student’s strengths
i) Conclude the conference with an overall summary
j) Keep a written record of the conference, listing problems
and suggestions, with a copy for the parents

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� 5. Don’ts of the parent teacher conference:
a) Don’t argue
b) Don’t get angry
c) Don’t ask embarrassing questions
d) Don’t talk about other students, parents and
teachers
e) Don’t bluff if you don’t know
f) Don’t reject parents’ suggestions
g) Don’t blame parents
h) Don’t talk too much; be a good listener

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�Thanks you for your
interest…

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