Chapter

Grading
System
 Grading
System
A grading system is a method for
evaluating and reporting student
performance in a class. It uses
standardized measurements to assess
student achievement.
 Grading
Systeminvolves testing
Student assessment
and grading to measure progress and
teaching effectiveness. Different
grading systems exist globally, with the
K to 12 curriculum using proficiency
levels. Regardless of the system, raw
scores must be converted into standard
grades, which this chapter explores.
 Norm-
Referenced
grading

Reporter: Andrea Salonga

 Norm-Referenced
Grading
Norm-Referenced Grading
- is refers to a grading system where in a
student performance is evaluated
relatively to the performance of the other
student.
 Norm-Referenced
Grading
norm-ref grading system or also known
as grading curve the teacher will be the
one to set how many percent of the
students in the class assign each grade
if it is not stated in the grading policy.
Thank you!♡
 Criterion
referenced
grading

Reporter: Rubi Jane Subang

 Criterion referenced
grading
Criterion-referenced
grading
-is a method of evaluating a
student's performance against a
set of predetermined standards.
It's used to measure whether a
student has learned a specific
skill set or body of knowledge.
 The following are some of the types of
criterion referenced scores or grades:
Pass or Fail
Grade

This type of score is most

approiate if the test or
assessment is primarily or
entirely to mak pass or
fail decision.
 The following are some of the types of
criterion referenced scores or grades:
Letter Grade
- This grading provides a more
detailed description of the level o
learners' achievement or task/test
performance by dividing each grade
category into three levels, such that
a grade of A can be assigned as A+,
A and A-; B as B+, B and B- and so
on. It provides a finer discrimination
between achievement or
performance levels.
 The following are some of the types of
criterion referenced scores or grades:
Plus (+) and Minus (-) Letter
Grades

This is one of the most commonly

used grading systems. Letter
grades are usually composed of
five level grading scale from A-E c
with A representing the highest
level of achievement or
performance and, E or F- the
lowest grade- representing a
failing grade.
 The following are some of the types of
criterion referenced scores or grades:

Categorical Grades

This system of grading in

generally more descriptive
than letter grac especially if
coupled with verbal labels.
Verbal labels eliminate the
need for a key or legend to
explain what each grade
category means.
Thank you!✿
 NG
SYSTE
M
Reporter: Vonne Sugay
 Four
Marinila D.adjectives
Svinicki
(2007) of the Center
For Teaching
Effectiveness of the
University of Texas at
Austin poses four
intriguing questions
relative to grading
 FOUR QUESTIONS IN GRADING
SYSTEM

1. SHOULD GRADES REFLECT ABSOLUTE

ACHIEVEMENTS LEVEL OR ACHIEVEMENT
RELATIVE TO OTHERS IN THE SAME CLASS?
2. SHOULD GRADES REFLECT ACHIEVEMENTS
ONLY OR NONACADEMIC COMPONENTSSUCH
AS ATTITUDE, SPEED AND DILIGENCE?
 FOUR QUESTIONS IN GRADING
SYSTEM

3. SHOULD GRADES REPORT STATUS

ACHIEVED OR AMOUNT OF GROWTH?

4. HOW CAN SEVERAL GRADES ON DIVERSE

SKILLS COMBINE TO GIVE A SINGLE MARK?
SHOULD GRADES REFLECT
ABSOLUTE ACHIEVEMENTS
LEVEL OR ACHIEVEMENT
RELATIVE TO OTHERS IN
THE SAME CLASS?
 NORM-REFERENCED VS CRITERION
REFERENCED

NORM-REFERENCED GRADING CRITERION-REFERENCED

• The grade is being GRADING
measured by the • The letter grade received
students actual by the students is based on
performance,
• Evaluator knows only that • her standing
Evaluator hasataclass.
little
the students reach a additional informance
certain level or set of about what student actually
objectives. knows.
 SHOULD GRADES REFLECT
ACHIEVEMENTS ONLY OR
NONACADEMIC COMPONENTS SUCH
AS ATTITUDE, SPEED AND
- It is very common practice to incorporate
DILIGENCE?
such things as turning in assignments on
time in to overall grade in the course,
primarily because the need to motivate
students to get their work done is a real
problem for instructors.
 Possible problem of
the Instructor
• It makes grades even more ambiguous than
they already are.
•It is very difficult to assess these nebulous
traits accurately and consistently.
"Instructor should used real caution when
corporating such value judgement into final
grade assignment
 SHOULD GRADES REPORT
STATUS ACHIEVED OR AMOUNT
OF GROWTH?
In many beginning classes, the background
of the students varied that some students can
achieved the end objectives with little or no
trouble while others with weak background
will work twice as a hard and still achieved
only half as much.
 HOW CAN SEVERAL GRADES ON
DIVERSE SKILLS COMBINE TO
GIVE A SINGLE MARK?
The basic answers is that they cant really.

"Rube Goldberg" as far as indicating what a

student achieved.

It would complicated an already complicated

task.
Thank you!♡
What should go
into student’s
grade

Reporter: Benedict Joseph Sunga

 What should go into
student’s grade

The grading system an instructor selects

reflects his or her educational philosophy
and, there is no right ow wrong system,
only system which accomplish different
objectives.
 What should go into
student’s grade

The grading system an instructor selects

reflects his or her educational philosophy
and, there is no right ow wrong system,
only system which accomplish different
objectives.
 The following are questions
which an instructor may want to
answer when choosing what will
go into student’s grade.
1. Should grades reflect absolute
achievement level or
achievement relative to others in
the same class?
 Norm- reference grading:
• The class sets the standard to
which individual students are
compared.

•Trades are often distributed

along a curve. For example, a
certain percentage of students
may receive A's, B's, C's, etc.,
regardless of the overall
performance of the class.
 Norm-Referenced Grading
System
Advantage Disavantag
1. The performance of the
student e
1. It is very easy to use.
is not determined by his
2. It works well for the course with
achievement, but also the
retention policies and it limits only
achievement of the other
few students to advance to the
students.
next level.
2. It promote competition among
3. It useful if the focus of the
the students rather than
individual achievement of the
cooperation.
student
3. It cannot be used when the
4. It is appropriate to the large
class size is smaller than 40.
number of student.
4. Not all students can pass the
5. It does not encourage
given subject or cours.
cooperate among the student.
Criterion-reference grading
• It is a method of evaluating students
based on their performance against a
specific set of criteria or learning
objectives, rather than comparing their
performance to that of their peers.
This approach allows for a more
individualized assessment of student
learning, focusing on whether each student
has met the established
 Criterion-reference
grading
Advantage Disavantag
• The performance of the e
students will not be affected • The performance of a student is
by the performance of the not only determined by his
whole class. achievement, but also the
achievement of the other students
• It promotes cooperation • It promotes competition among
among the students the students rather than
cooperation
• All students may pass the
• It cannot be used when the class
subject or course when they size is smaller than 40.
meet the standard set by the • Not all the student can pass the
teacher given subject or course.
Criterion-reference grading
2. Should grades reflect achievement only or non-
academic components such as attitude, speed
and diligence?
3. Should grades report status achieved or
amount of growth?
4. How can several grades on diverse skills
combine to give a single mark?
Thank you!✿
STANDARDIZE
D TEST
SCORING

Reporter: Joanna Visaya

 STANDARDIZED TEST
SCORING

It is a process by which
teacher or researcher - made
tests are validated and item
analyzed.
Items in the test were thoroughly
validated and establishes test
characteristics.
TEST CHARACTERISTICS

•Test Validity

•Test Reliability

•Test Difficulty Level

 TEST
VALIDITY

•The test accurately measures

what it is supposed to measure.

Example: A personality test is

valid if it truly measures an
individual's personality.
 TEST
RELIABILITY
•The test is consistent and stable
in measuring what it is intended to
measure.

Example: A personality test is

reliable if the personality traits
should results the same answers
after several times completing the
test, and with a short period of
time in between.
 TEST DIFFICULTY
LEVEL
•It shows different level of difficult
items provided in the test

Example: The final examination is

composed of 70% item analysis
questions.
 STANDARDIZED
TEST
•Has its own mathematical scoring system

•Are psychometric instruments whose

scoring systems are developed.
 SCORING SYSTEMS ARE
DEVELOPED BY:

-Norming the test using national samples of test

takers.
-Centering the scoring formula to assure that score
distribution describes normal curve when graphed.
-Using the resulting scoring system which is similarly
related to criterion-referenced approach.
Thank you!♡
 CUMULATIVE
AND AVERAGING
SYSTEMS OF
GRADING

Reporter: Mariella Timpug

 In the Philippines there are two types of
Grading

1. The averaging

2. The cumulative grading

system
 Example:Subject: Math
Grading Periods: 3 (Quarter 1,
CUMULATIVE GRADING Quarter 2, Quarter 3)
SYSTEM Grades

In the cumulative Quarter 1: 85%

grading system, the
grade of a student in a Quarter 2 90%

grading period equals

his current grading Quarter 4 80%

period grade which is

Final grade: 85%
assumed to have the
cumulative effects of the Calculation: (85% + 90% + 80%) /
previous grading 3 = 85%
 Example: Subject: English
Grading Periods: 4 (Quarter 1,
Quarter 2, Quarter 3, Final Exam)
AVERAGING SYSTEM
Grades
GRADING
In the averaging system, Quarter 1: 80%
the grade of a student on
a particular grading Quarter 2 85%

period equals the

average of the grades Quarter 4 90%

obtained in the prior

Final exam: 95%
grading periods and the
current grading period. Final Grade: 87.5%
Thank you!✿
The K to 12 Grading
System: Reproduced
from DepEd Order
No. 31, s. 2012

Reporter: Rica Joy Tomas

Department Order (DO) 31, s.
2012 is a policy guideline for
the implementation of the K to
12 Basic Education Curriculum
(BEC) in the Philippines.

It covers the assessment and

rating of learning outcomes for
the 2012-2013 school year
 Levels of
Proficiency
At the end of the quarter, the performance of students
shall be described in the report card, based on the
following levels of proficiency:

Beginning -The students at this level

struggles with his/her understanding;
prerequisite and fundamental knowledge
and/or skills have not been acquired or
developed adequately to aid understanding
 Levels of
Proficiency
At the end of the quarter, the performance of students
shall be described in the report card, based on the
following levels of proficiency:

Developing -The student at this level possesses

the minimum knowledge and skills and core
understandings, but needs help throughout the
performance of authentic tasks
 Levels of
Proficiency
At the end of the quarter, the performance of students
shall be described in the report card, based on the
following levels of proficiency:
Approaching Proficiency The student at this level has
developed the fundamental knowledge and skills and core
understandings and, with little guidance from the teacher
and/or with some assistance from peers, can transfer these
understandings through authentic performance tasks.
 Levels of
Proficiency
At the end of the quarter, the performance of students
shall be described in the report card, based on the
following levels of proficiency:
Proficient -The student at this level has developed
the fundamental knowledge and skills and core
understandings, and can transfer them
independently through authentic performance
tasks.
 Levels of
Proficiency
At the end of the quarter, the performance of students
shall be described in the report card, based on the
following levels of proficiency:
Advanced -The student at this level exceeds
the
core requirements in terms of knowledge, skills
and understandings, and can transfer them
automatically and flexibiy through authentic
performance tasks.
 The numerical values are as
follows:
Level of Equivalent
The level of proficiency at which Proficiency Numerical Value

the student is performing shall Beginning 74% and below

be based on a numerical value
which is arrived at after Developing 75-79%
summing up the results of the
student's performance on the Approaching 80-84%
various levels of assessments:. Proficiency

Proticient 85-89%

Advanced 90% and above

 What shall appear in the report
card is not the numerical; value,
but the equivalent level of
proficiency, abbreviated as follows:

B for Beginning:
D for Developing;
AP for Approaching Proficiency
P for Proficient; and
A for Advanced.
Final Grade Computation – The final grade
for each subject is the average of the four
quarterly ratings, expressed in proficiency
levels with numerical equivalents in
parentheses. The general average is
computed similarly across all subjects.
Promotion and Retention – Students who
are at the Beginning (B) level must undergo
remediation. If they remain at this level by
the end of the school year, they are required
to take summer classes.
Addressing Learning Gaps – All
learning deficiencies must be
addressed, even for students above
the Beginning level. Separate
guidelines exist for bridging learning
gaps.
Honor Students – Only students who
achieve the Advanced Level qualify for
honors. Further guidelines will
determine the ranking process.
Off-School Learning – Learning
activities outside school hours,
such as projects and
performances, are considered
essential for assessing knowledge
transfer.
Thank you!♡
Culminating
Resources
Activities/Performa
nces

Reporter: Trizia Valdez

 What are Culminating
Activities?
Culminating activities are events
or projects that showcase
student learning and
achievement at the end of a
quarter or semester.

- Examples: Exhibits,
performances, displays of
student work
Purpose of Culminating Activities

- To showcase student learning and

achievement
- To provide evidence of student attainment of
performance standards
- To give parents a glimpse of what students are
learning in school
 Types of Culminating
Activities
Exhibits of student products (e.g.
art, crafts, projects)
- Performances (e.g. plays, skits,
presentations)
- Displays of student work (e.g.
essays, poems, stories)
 Benefits of Culminating
Activities
- Enhanced student engagement
and motivation
- Improved student learning and
achievement
- Increased parent involvement and
awareness of student learning
 Examples of
Subject
Culminating Activities
- Language Arts: Book fair, poetry
by
recitation, play performance
- Math: Math fair, problem-solving
competition, math-themed art
exhibit
- Science: Science fair, experiment
demonstrations, science-themed
display
Sample Report Cards for Grades 1 to
6
Enclosure No. 2 DepEd Order No. 31,
s. 2012
A report card is a document that shows a
student's academic achievements.

- The DepEd has released sample report

cards for Grades 1 to 6.
 Parts of the report
card: Student's
name
Grade
level

Academic subjects

Marks
Comments
 Sample Report Card for
Grade 1-6
Parts of the report card:
- Student's name
- Grade level
- Academic subjects
(Filipino, English, Math,
etc.)
- Marks (Descriptive
Rating)
- Comments
 Sample Report Cards for
Grades 7-10:Parts of the
Parts of the report
report card:card:
1. Student's Name
2. Grade
3. Academic Subjects
4. Grades
5. Comments
1. GPA (General Point
Average)
3. Attendance
4. Behavior
 Benefits of Report Card
- Shows students' academic achievements
- Provides feedback to students and parents
- Helps plan steps to improve academic
achievements
- A report card is an important document that
shows a student's academic achievements.
Thank you!✿
 g
Syste
m
Reporter: Alycea Villacruel
 Alternative Grading
System
Alternative grading systems are methods of
evaluating student learning that go beyond
traditional letter grades. They focus on
demonstrating mastery of skills and knowledge
rather than simply assigning points or percentages.
This shift emphasizes understanding and growth
over performance on individual assignments.
 How does it differ from
traditional grading?

Alternative grading systems differ from

traditional grading in their focus and approach
to evaluating student learning. While traditional
grading often relies on letter grades (A-F) and
numerical scores to represent student
performance,
 alternative systems
emphasize:
1. Mastery and Progress

2. Learning Process

3. Student Ownership

4. Reduced Emphasis on Grades

5. Flexibility and Customization

 Alternative grading
systems
Here are some
examples:
1. Mastery-Based Education:
2. Pass/Fail Grading:
3. Live Feedback:
4. Self-Assessments:
5. Digital Portfolios:
6. Gamificatio
 Alternative Grading
Systems:
5 Positives & 5 Negatives effects of AGS
Five Positive Aspects: (Unchanged from previous
responses)

1. Reduced Stress and Anxiety: Traditional

grading often creates undue pressure on students.
Alternative systems, by focusing on mastery and
progress, can significantly reduce anxiety and
improve students' mental well-being.
 Alternative Grading
Systems:
5 Positives & 5 Negatives effects of AGS
Five Positive Aspects: (Unchanged from previous
responses)

2. Focus on Learning, Not Grades: Alternative

systems shift the emphasis from grades to actual
learning and understanding. Students are
motivated to learn for the sake of knowledge, not
just for a good grade..
 Alternative Grading
Systems:
5 Positives & 5 Negatives effects of AGS
Five Positive Aspects: (Unchanged from previous
responses)
3. More Accurate Reflection of Learning:
Traditional letter grades often fail to capture
the nuances of student learning. Alternative
methods, such as portfolios or competency-
based assessments, provide a more
comprehensive and accurate picture of
student progress.
 Alternative Grading
Systems:
5 Positives & 5 Negatives effects of AGS
Five Positive Aspects: (Unchanged from previous
4. Increased Student Engagement and
responses)
Motivation: When students are actively
involved in the assessment process (e.g.,
through self or peer assessment), their
engagement and motivation tend to
increase. They become more invested in
their learning and take ownership of their
progress.
 Alternative Grading
Systems:
5 Positives & 5 Negatives effects of AGS
Five Positive Aspects: (Unchanged from previous
responses)
5. Promotes a Growth Mindset:
Alternative systems often allow for revisions
and retakes, fostering a growth mindset.
Students understand that mistakes are
opportunities for learning and improvement,
leading to greater resilience and
perseverance.
 Alternative Grading
Systems:
Five Negative
Effects
1. Defining and Assessing
Competencies: Clearly defining
measurable competencies and
creating reliable assessments to
evaluate them can be challenging and
time-consuming. Subjectivity in
assessment can also be a concern.
 Alternative Grading
Systems:
Five Negative
Efects
2. Increased Teacher Workload in
Assessment Design: Developing high-
quality, authentic assessments that
accurately measure competencies requires
significant upfront work from teachers. This
includes creating rubrics, designing projects,
and providing feedback.
 Alternative Grading
Systems:
Five Negative
Effects
3. Difficulty in Establishing Clear
Benchmarks: Without clear benchmarks or
standards, it can be difficult to compare
student performance across different classes
or schools. This lack of standardization can
make it challenging to track overall progress
and identify areas needing improvement.
 Alternative Grading
Systems:
Five Negative
Effects
4. Potential for Grade Inflation or
Deflation: Depending on the design and
implementation, alternative grading systems
can lead to grade inflation (if standards are
set too low) or deflation (if standards are set
too high). Careful calibration is crucial.
 Alternative Grading
Systems:
Five Negative
5. Resistance to Effects
Change from
Traditional Grading: Many stakeholders
(teachers, parents, administrators, and even
students) are deeply ingrained in the
traditional grading system. Overcoming this
resistance and fostering acceptance of a new
system requires substantial communication
and professional development.
 Question?

How do students feel

about alternative grading
system?
Thank you!✿