Scoring, Grading and Communication

Episode 6

Results

Name of the FS Student: FELIX G. GATO JR

Course:

BBTE MAJOR IN IT

Year and Section: 4 2N

Resource Teacher:

Signature:

Date:

Cooperating School: PASAY CITY NORTH HIGH SCHOOL

My Performance (How I Will Be Rated?)

Field Study 5, Episode 6 Scoring, Grading and Communicating Results
Focused on: Scoring on test items, computing grades and communicating results to
parents

Tasks

Observation
/
Documentat
ion

My Analysis

Exemplary

Superior

Satisfactory

Unsatisfactory

All tasks were

done with
outstanding
quality; work
exceeds
expectations.

All or nearly all

tasks were done
with high quality.

Nearly all tasks

were done with
acceptable
quality.

Fewer than half of

task was done; or
most objectives met
but poor quality.

Analysis
questions were
answered
completely; in
depth answers;
thoroughly
grounded on
theories.
Exemplary
grammar and
spelling.

Analysis
questions were
answered
completely;
clear connection
with theories.
Grammar and
spelling
superior.

Analysis
questions were
not answered
completely.
Vaguely related
to the theories.
Grammar and
spelling
acceptable.

Analysis questions
were answered.
Grammar and
spelling
unsatisfactory.

My
Reflection

My Portfolio

Submission

Reflection
statements are
profound and
clear, supported
by experiences
from the episode.

Reflection
statements are
profound but not
clearly
supported by
experiences
from the
episode.

Reflection
statements are
shallow
supported by
experience s
from the
episode.

Reflection
statements are
unclear and shallow
are not supported
by experience from
the episode.

Portfolio is
complete, clear;
well-organized
and all supporting
documents are
located in
sections clearly
designated.

Portfolio is
complete, clear;
well-organized
and most
supporting
documentation
are available
and in and
logical and
clearly marked
locations.

Portfolio is
incomplete;
supporting
documents is
organized but
lacking

Portfolio has many

lacking components
unorganized and
unclear.

Before deadline

On the deadline

A day after
deadline

2 days or more
after deadline

Subtotals

Rating:
Over-all Score

(Based

on

transmutation)

Signature of FS Teacher above printed name

Date

Transmulation of score to grade/rating

Score
20

Grade

Score

Grade

1.0

99

13-12

2.5

81

1.25

96

11

2.75

78

17

1.5

93

10

3.0

75

16

1.75

90

8-9

3.5

72 and

15

2.0

87

5.0

below

14

2.25

84

18-19

MY TOOLS
Activity 1: I will score tests given by my Resource Teacher.
Activity Sheet
Please feel free to add items to column 1 of the Table, should you find it necessary.

Type of Test scored

Any difficulty/ties met?

1. Multiple Choice

In a Multiple choice test, there are

four options each with enable the
student to pick from the possible
answers or which one is the best
answer in the choices

2. Completion Tests

It is difficult to answer because it

has no choices and student must
be knowledgeable

It is also difficult to a teacher for

looking correct answer because
student have different delivery
but it has the same meaning .

An Essay test is difficult to check

for every student has his or her
own opinion or idea about the
chosen topic. There is nothing
wrong when a student says his
opinion.

Even though there is a rubric

provided, there would be
important points that would not
be given credit for it is not
considered in the rubrics.

3. Essay

Activity 2: I will compute the grades of students with the guidance of my Resource Teacher.

Put sample computation here!

Computation here!

SAMPLE GRADE
Written output (30%)

80

24

Periodic Test (20%)

85

17

Performance (50%)

90

45

Final Grade (100%)

86

Activity 3: I will attend a Homeroom Meeting on Card-getting day. Outline the parts of the
meeting. Describe how the Resource Teacher communicated learners assessment results and
grades to parents.
I.

Part of the Homeroom Meeting

Minutes of the meeting.

9:00am meeting starts

Prayer

Greetings

Attendance

Discussion of Agenda
-

Grading System

Report on Students Progress

Announcement of Upcoming events

Resource teacher discuss the grading system and how the students were graded

The Resource teacher distributes report cards one by one to the parents commenting on
the students good work

The resource teacher announces the top students for the grading period

Resource teacher announces of upcoming school events

Clarifications and other concerns are entertained

Parents with problematic students are asked to stay in the room for a more detailed
discussion on the students progress and what he did to deserve the low grade.

10:30am meeting ends

II.

How the Resource Teacher communicated learners assessment results and grades to
parents.

The resource teacher communicated learners assessment by calling on the parents one by
one by alphabetical order. Most of the parents are pleased to see the good grades of the students.
Meanwhile some parents are curious to know what their child did wrong to receive a low grade
than expected. After the meeting was adjourned, the parents were asked to stay to talk about their
child.
The teacher got her class record and shown in full detail the grades of their children, as
well as some copies of class records given to her by her co-teachers. Then the resource teacher
began explaining to the parents one by one on how their child could perform better next grading
period.

MY ANALYSIS
Scoring and Grading
1. Which tests are easier to score? More difficulty to score? Why?
Multiple choice tests are easier to score because it shows a few possible
answers with one of them being the correct answer.
Essay tests are more difficult to score for it asks for the students idea about a
topic. It also takes more time and energy to check an essay test for it counts
because the scoring would be based on a scoring rubric.

2. Based on your actual computation of grades, from what were the grades of the
learners derived?
The grades of the learners were derived from their Performance (50%) in
Recitation, Hands- on activities and projects. Written output (30%) their scores in
their Quizzes, Long test. The periodical exam counts (20% )of their grade, so the
students who had a low Periodical test score greatly affected their grades in other
categories.
3. Which type of grading system does the school have? (letter-grade system, as a
range 4.0-1.0 in percentages, as descriptions- excellent for needs improvement,
pass-fail, checklists of objectives, etc.)
The grading system the school follows the descriptive and numerical system
as prescribed by the DepEd for the k-12 curriculum. In the class record the grades
are recorded in numbers and in the report cards the grades are transmuted as:
B= beginning

P= Proficient

D= Developing

AE= Approacing
Excellence

AP= Approaching
Proficiency

E= Excellent

Reporting
1. In the homeroom meeting, did the teachers reporting and communicating of
grades take place smoothly? Or were there instances when discussions became
heated because of the way the reporting was handled? Describe your
observations.
The Resource teachers approach the reporting smoothly. She is respectful
and considerate to the parents. The parents now have the feeling that they could
open to talk to the teacher, she appeared approachable and sociable, about their
childs difficulties. They listened to the teacher when she was explaining about
how the students will be graded and the grading system of the school. She even
brought along the learners to answer the complaints from the parents and
comments about the students grades to improve their child grade for the next
grading period.

MY REFLECTION
1. Grades are often a source of misunderstanding. How should I do the scoring
(especially essay), grading and reporting so that the scores and grades are given
fairly promote learning?
Fairness and equality in students performance. No favoritism, I would like
to be fair and equal in giving grades to my students like you dont know them or
no relation to them, you are only a teacher who will only compute the grades
recorded in the class record. So they could not feel different or something that
makes the learners unmotivated and minimize the interest of the learners to
learn. And reporting grades to the parents politely, friendly, and understanding,
therefore they would feel free to talk, complaint, protest or something, After the
reporting, giving comment, suggestions, and recommendation to students
performance and parents can make them motivated to learn more.