Chapter 7 - Grading and Reporting
- 2. CONTENT 7.1 Functions of Grading and Reporting Systems 7.2 Types of Grading and Reporting Systems 7.3 Development of a Grading and Reporting Systems 7.4 Assigning Letter Grades and Computing Grades R 7
- 3. Grades offer a snapshot of student success on tasks, outcomes, and tests. Grades symbolize the level of accomplishment of a specific task and communicate to you and the student whether or not the student has met the teaching objectives set at the start of a reporting period. (Frisbie & Waltman, R 7
- 4. The main aim of grading and reporting system is to provide results in brief, understandable form of varied users which lead to several big questions… • What should I count? • How do I interpret student’s score? • Do I compare it to other students scores form referenced? • What should my Distribution of scores be? • How do I display student progress and weaknesses to students and their parents?
- 5. 7.1 Functions of Grading and Reporting System
- 6. 7.1 Functions of Grading and Reporting System 1. Enhancing student’s learning Clarifying instructional objectives for them showing students strengths and weaknesses Providing information on personal and social develop and indicates where teaching might be modified theses can be achieved through day to day test, feedback and integrated periodic tests. Grading and reporting system have some very important functions in the educative process. Some of theses important functions are enumerated below:
- 7. 7.1 Functions of Grading and Reporting System Grading and reporting system have some very important functions in the educative process. Some of theses important functions are enumerated below: 2. Reports to parents and guardians is a way of communication from teachers to parents on the progress of the learner.
- 8. 7.1 Functions of Grading and Reporting System Grading and reporting system have some very important functions in the educative process. Some of theses important functions are enumerated below: 3) Administrative and Guidance Uses • Helping to decide promotion, graduation, honors, athletic eligibility • Reporting achievement to other schools or to employers • Providing input for realistic educational, vocational, and personal counting
- 9. 7.1 Functions of Grading and Reporting System • Grades and report cards should promote and enhance learning rather than frustrate and discourage students.
- 10. 7.2 Types of Grading and Reporting System
- 11. 7.2 Types of Grading and Reporting System • In practice, we find a number of ways in which grades are made and reported. Normally, the type of grading used depends on the extent to which more descriptive and informative summaries are required by school authorities or by the stakeholders in general. Thus, the major types of grading and marking found in practice include:
- 12. 7.2 Types of Grading and Reporting System A. TRADITIONAL LETTER-GRADES SYSTEM • Student’s performances are summarized in means of letters thus, A stands for excellent, C stands for average, D stands for needing improvement and an F is failure. • It is easy to understand but it is of limited value when used as the sole report. • It is difficult to interpret and they do not indicate patterns of strengths and weaknesses.
- 13. 7.2 Types of Grading and Reporting System B. PASS FAIL • It utilizes a dichotomous grade system. • It is popular in some courses in college. • 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 the “mastery” threshold is reached.
- 14. 7.2 Types of Grading and Reporting System C. CHECKLIST OF OBJECTIVES • The objectives of the course are enumerated. • It is a very detailed reporting system and tends to be more informative for the parents and pupils at the same time. • The student’s levels of achievement is indicated: Outstanding, Very good, Good, Fair, Poor.
- 15. 7.2 Types of Grading and Reporting System D. LETTERS TO PARENTS/GUARDIANS letters to parents and guardians can be helpful in addition to grades, but they shouldn't be the only form of reporting because they are time-consuming, weaknesses may be misunderstood, and they lack a systematic and cumulative approach. E. PORTFOLIOS Is a set of purposefully works, with commentary by students and teacher it also shows the weaknesses and strengths and the progress of the learner
- 16. 7.2 Types of Grading and Reporting System F. PARENT-TEACHER CONFERENCE Parent-Teacher conferences are used in elementary schools for discussing a student's progress with parents. Portfolios are useful basis for discussions. While conferences allow for two-way communication and increased cooperation, they have limited value as a report due to low attendance of the parents.
- 17. 7.3 Development of Grading and Reporting System
- 18. 7.3 Development of Grading and Reporting System Grading and reporting system should be developed cooperatively (parents, students, school personnel) in order to ensure the development of a more adequate system, and a system that is understandable to all.
- 19. 7.3 Development of Grading and Reporting System Guidelines in developing a grading and reporting system as follows: • BASED ON A CLEAR STATEMENT OF LEARNING OBJECTIVES The grading and reporting system needs to be based on the same set of learning objectives that the parents, teachers and students agreed at the beginning. • CONSISTENT WITH SCHOOL STANDARDS The system must support the school standards rather than oppose the school standards already set.
- 20. 7.3 Development of Grading and Reporting System Guidelines in developing a grading and reporting system as follows: • BASED ON ADEQUATE ASSESSMENT The grading and reporting 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.
- 21. 7.4 Assigning Letter Grades and Computing Grades
- 22. 7.4 Assigning Letter Grades and Computing Grades Grades reflected on report cards are numbers or numerical quantities arrived at several data on the students’ performance are combined, thus the guidelines below must be consider in combining such data: • Properly weight each composite. • Put all components on same scale to weight properly: a) Equate ranges of score b) Or, convert all to T-scores or other standard scores.
- 24. NORM-REFERENCED GRADING SYSTEM CRITERION-REFERENCED GRADING SYSTEM 1. Reflect relative performance (score compared to other students) 1. Reflect absolute performance (score compared to specified performance standards) 2. Depends on what group you are in, not just your own performance 2. Depends only on your own performance compared to a set of performance standards 3. Grade may be shifted up or down, depending on the group’s ability 3. Grading is complex task because grades must: (a) clearly define the domain; (b) clearly define and justify the performance standards; (c) be based on criterion- referenced assessment. 4. Widely used because much classroom testing is norm-referenced 4. Conditions are hard to meet except in complete mastery learning settings
- 25. Finally, grades may also reflect learning ability or improvement performance i.e. score compared to learning “potential” or past performance. In such a system: 7.5 Norm or Criterion- Referenced Grading a) Grades are inconsistent with a standard-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 only be used as a supplement.
- 26. 7.6 Distribution of Grades and Guidelines for Effective Grading
- 27. The norm-referenced or relative (have ranked the students) distribution is a big issue because of the following considerations: 7.6 Distribution of Grades and Guidelines for effective Grading a) Normal curve is defensible only when we have large unselected groups. b) When “grading on the curve,” school staff should set fair ranges of grades for different groups and courses.
- 28. The norm-referenced or relative (have ranked the students) distribution is a big issue because of the following considerations: 7.6 Distribution of Grades and Guidelines for effective Grading c) When “grading on the curve” any pass-fail decisions should be based on an absolute standard (i.e., failed the minimum essentials) d) Standards and ranges should be understood and followed by all teachers.
- 29. The criterion-referenced or absolute (have assessed absolute levels of knowledge) grading system is not an issue because: 7.6 Distribution of Grades and Guidelines for effective Grading a) It seldom use letter grades alone b) It often includes checklist of what has been mastered c) The distribution of grades is not predetermined.
- 30. A teacher does not give grades, the grade is earned and reflect the amount of dedication and effort a student gives to the course. BIG CONCEPT
- 31. 7.6 Distribution of Grades and Guidelines for effective Grading 1. Describe grading procedures to students at beginning of instruction 2. Clarify that course grade will be based on achievement only 3. Explain how other factors (effort, work habits, etc.) will be reported 4. Relate grading procedures to intended learning outcomes GUIDELINES FOR EFFECTIVE GRADING
- 32. 7.6 Distribution of Grades and Guidelines for effective Grading GUIDELINES FOR EFFECTIVE GRADING 5. Obtain valid evidence (test, etc.) for assigning grades 6. Try to prevent cheating 7. Return and review all test results as soon as possible 8. Properly weight the various types of achievement included in the grade 9. Do not lower an achievement grade for tardiness, weak effort, or misbehavior 10. Be fair. Avoid bias. When in doubt, review the evidence. If still in doubt, give the higher grade
- 34. Parent-teacher conferences become productive when they are carefully planned and the teacher is skilled in handling such conference. Skills in conducting parent- teacher conferences can be developed. 7.7 Conducting Parent- Teacher Conferences
- 35. GUIDELINES FOR A GOOD CONFERENCE 7.7 Conducting Parent- Teacher Conferences 1. Make plans • Review your goals • Organize the information to present • Make list of points to cover and questions to ask • If bring portfolios, select and review carefully 2. Start positive-and maintain a positive factors • Present student’s strong points first • Be helpful to have example of work to show strengths and needs • Compare early vs. later work to show improvement
- 36. GUIDELINES FOR A GOOD CONFERENCE 7.7 Conducting Parent- Teacher Conferences 3. Encourage parents to participate and share information • Be willing to listen • Be willing to answer questions 4. Plan actions cooperatively • What steps you can each take • Summarize at the end 5. End with positive comment • Should not be a vague generality • Should be true 6. Use good human relations skills
- 37. Thank You!