CHAPTER 6:

GRADING &
REPORTING
  ADMINISTRATI
VE
WHAT ARE THE  INFORMATION
PURPOSES OF AL
 MOTIVATIONAL
GRADES?  GUIDANCE

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FOR ADMINISTRATIVE PURPOSES FOR INFORMATIONAL PURPOSES

• Grades help determine • Grades can be used to

students’ class rank, credits communicate with parents,
for graduation, whether or students and other how
not a student gets well a student has realized
promoted to the next learning and course
grade, outcomes.

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FOR MOTIVATIONAL PURPOSES FOR GUIDANCE PURPOSES

• Many students are more • Grades help students,

motivated to study in order parents and counselors
to get high grades or to select appropriate courses
avoid low or failing grades. for students and levels of
work for students.

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COMPONENTS OF GRADING SYSTEM
(AIRASIAN & RUSSELL, 2008)

Weighting Different Kinds of Written work, Performance

Evidence Tasks, Quarterly Assessment

Aspect of Performance Written tests, products, performance

Compare grades against the set of standards as

Standards of
found in the learning outcomes or compare
Comparison
performance with that of other students.

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TYPES OF GRADING
Students’ performances are summarized by
means of letters. Thus, A stands for excellent,
C stands for average, D stands for needing
Traditional Letter-Grade System Icon improvement and F as a failure.

It is difficult to interpret & they do not

indicate patterns of strengths & weaknesses

It utilizes a dichotomous grade system. Either a student

has complied and reached certain standards, in which
Pass-Fail Icon case he passes or he failed to do so and he gets a failing
mark.

Numerical System Icon Students’ performances are summarized by means of percentage.

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CONSIDERATIONS PRIOR TO ASSESSMENT (BOBOWSKI, 2017)
Any given test or assessment is just one
piece of their overall progress as students.

Explain where the test fits in the This one test in this one day is not the sole
Icon measure of their potential or their future.
bigger picture
A better understanding of context will help
them better understand how it all fits
together.

Share how the test results Share information (class goals, establishing a grade, etc.)
will affect their overall Icon with your students before the test so that they will
understand clearly what the test score will mean to them.
class grade

Pre-empt
questions about Depending on the age of your students, you should consider sharing
what their data with them what results you’ll be receiving after the test, what results
Icon
will look like and they, as students, will receive and what will be shared with their
parents.
who will be seeing
it
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CONSIDERATIONS PRIOR TO ASSESSMENT (BOBOWSKI, 2017)

Words like evaluate, criteria, evidence and

Take the fear out of the testing scores can be scary for some students.
Icon
jargon Explain them these terms to students so that
they set their minds at ease.
Some students are less familiar than others when it
comes to testing and how testing schedules can interrupt
a given week.

Providing better clarification can help alleviate student

Clarify the testing stress. Let them know if it will be a one-day test or if it
Icon
environment will happen over a period of days.

Provide insights into breaks, whether they can use the

restrooms and what they should bring with them on
testing days.
Make any
transition to If there is a computer lab being used as part of the testing process, be
Icon sure they know where the lab is, how the computer will be used as
computers or part of the test and how to log in.
tablets easy
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CONSIDERATIONS PRIOR TO
ASSESSMENT (BOBOWSKI, 2017)
When you explain growth over
time to students, it helps to
share a basic schedule of how
the assessments will be
Provide dates of the next administered.
Icon
assessment
Let them know when the next
one will occur and whether it
will be similar to the one they
are preparing for.

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NORM OR CRITERION-REFERENCE GRADING

• Grades may reflect relative performance, i.e., score compared to other

students (where you rank) is called a norm-referenced grading system.
a) grade (like a class rank) depends on what group you are in,
not just your own performance;
b) Typical grades may be shifted up or down, depending on group’s
ability;
c) Widely used because much classroom testing is norm-referenced.

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NORM OR CRITERION-REFERENCE GRADING

• Grades may reflect absolute performance, i.e., score compared to

specified performance standards (what you can do) is called a criterion-
referenced grading system.
a) grade does NOT depend on what group you are in, but only
on your own performance compared to a set of performance
standards;
b) Conditions are hard to meet except in complete mastery learning
settings.
c) Grading is a complex task, because grades must:
a) Clearly define the domain;
b) Clearly define and justify the performance standards;
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c) Be based on criterion-referenced assessment.
NORM OR CRITERION-REFERENCE GRADING

• Grades may also reflect learning ability or improvement

performance, i.e., score compared to learning “potential” or
past performance. In such a system:
a) Grades are inconsistent with a standards-based system
because now, each child is his/her own standard;
b) Reliably estimating learning ability (separate from
achievement) is very difficult;
c) One cannot reliably measure change with classroom
measures;
d) Therefore, should not be used as a supplement.

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DISTRIBUTION OF GRADES & GUIDELINES FOR EFFECTIVE GRADING

• How should grades be distributed?

• The norm-referenced & criterion referenced distribution of
grades have been in practice for several years now.
• The norm-referenced or relative (have ranked the students)
distribution is a big issue because of the following
considerations:
a) Normal curve is defensible only when we have a large, unselected
group;
b) When “grading on the curve,” school staff should set fair ranges of
grades for different groups and courses;
c) When “grading on the curve,” any pass-fail decision should be
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based on an absolute standard (i.e., failed the minimum
essentials);
DISTRIBUTION OF GRADES & GUIDELINES FOR EFFECTIVE GRADING

• The criterion-referenced or absolute (have assessed absolute levels of

knowledge) grading system is not an issue because:

a)it is seldom uses letter grades alone;

b) it often includes checklists of what have been mastered;
c) the distribution of grades is NOT predetermined.

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GUIDELINES FOR EFFECTIVE GRADING

• The following guidelines for effective grading and reporting are

recommended for use in Philippine schools:
a) Describe grading procedures to students at beginning of
instruction.
b) Clarify that course grade will be based on achievement only.
c) Explain how other factors (effort, work habits, etc.) will be
reported.
d) Relate grading procedures to intended learning outcomes.
e) Obtain valid evidence (tests, etc.) for assigning grades.
f) Prevent cheating.
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GUIDELINES FOR EFFECTIVE GRADING

• The following guidelines for effective grading and reporting are

recommended for use in Philippine schools:
a) Return and review all test results as soon as possible.
b) Properly weight the various types of achievements included in
the grade.
c) Do not lower an achievement grade for tardiness, weak effort, or
misbehavior.
d) Be fair. Avoid bias. When in doubt, review the evidence. If still in
doubt, give the higher grade.

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CONDUCTING PARENT-TEACHER CONFERENCES

A. Make plans.
• Review your goals.
• Organize the information to present.
• Make list of points to cover and questions to ask.
• If portfolios are brought, select and review carefully.

B. Start positive and maintain a positive focus.

• Present student’s strong points first.
• Be helpful and have example of work to show strengths and
needs.
• Compare early vs. later work to show improvement.

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CONDUCTING PARENT-TEACHER CONFERENCES

C. Encourage parents to participate and share information

• Be willing to listen
• Be willing to answer questions.
D. Plan actions cooperatively.
• What steps can you take?
• Summarize at the end.
E. End with positive comment.
• Should not be a vague generality.
F. Use good human relation skills.

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