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This document discusses grading and reporting systems in education. It defines grading as a teacher's evaluation of student performance and reporting as how those evaluations are communicated. It describes several types of grading systems like percentage grading, letter grading, norm-referenced grading, and mastery grading. It also outlines different reporting systems such as traditional letter grades, pass/fail, checklists of objectives, portfolios, parent-teacher conferences, and letters to parents. The document concludes by stating the aims of grading/reporting systems are to provide brief and understandable results that enhance student learning and communication between teachers, students, and parents.
New microsoft office power point presentation
- 1. GRADING AND REPORTING SYSTEM FACULTY OF EDUCATION University of Sindh JAMSHORO Roll no 22 mphiledu2k16 Subj psychological perspective & issues in education Submitted by MUHAMMAD ASLAM Assigned by professor DOCTOR IFTIKHAR Ahmed JAFRI TOPIC GRADING & REPORTING SYSTEM (UNIT13)
- 2. Grading and reporting system 1. Definition 2. Types of grading and reporting system 3. Tyes o reporting system continue 4. Aims of grading and reporting 5. Functions of reporting and grading Development of reporting and grading
- 3. Grading and Reporting system Grading andr eporting are foundational elements in nearly every educational system. Grading represents teachers' evaluations (formative or summative) of students' performance. Reporting is how the results of those evaluations are communicated to students, parents, or others.
- 4. TYPES OF GRADING AND REPORTING SYSTEM Percentage grading Using a percentage scale (percent of 100), usually based on percent correct on exams and/or percent of points earned on assignments. Letter grading and variations Using a series of letters (often A, B, C, D, F) or letters with plusses and minuses as an ordered category scale - can be done in a norm-referenced (standards-based) manner. Norm-referenced grading Comparing students to each other; using class standing as the basis for assigning grades (usually letter grades) Mastery grading Grading students as “masters” or “passers” when their attainment reaches a prespecified level, usually allowing different amounts of time for different students to reach mastery. Pass/FaiL Using a scale with two levels (pass and fail), sometimes in connection with mastery grading Standards (or Absolute-Standards) grading Originally, comparing student performance to a preestablished standard (level) of performance; currently, standards grading sometimes means grading with reference to a list of state or district conte Current advocates of standards grading use the same principle but the term "standard” is now used for the criterion itself, not the level of performance.
- 5. TYPES OF GRADING AND REPORTING SYSTEM Traditional Letter- Grade system • Students’ performance are summarized by Easy to understand but is of limited value when used as the sole report • They end up being a combination of achievement, effort, work habits, behavior . A •Excellent B •Good C •Average D •Needs Improvement Pass-Fail System • Popular in some courses in college; not very much practiced in basic education • Students tend to work to the minimum In mastery learning courses, no grades are reflected until “mastery” threshold is reached Checklist of Objectives • Objectives of the courses are enumerated • After each objective, the students’ level are achievement is indicated • Very detailed reporting system • More informative for parents and students Objective 1 • Fair Objective 2 • Outstanding Objective 3 • Very Good Objective 4 • Poor Objective 5 • Good Portfolios is a set of purposely selected work, with commentary by student and teacher. Portfolios are useful for showing students strength an weaknesses, illustrating range of students work, showing progress over time or stages of a project, teaching students about objectives/ standards they are to meet Parent-Teacher Conferences •Mainly used in elementary school • Requires parents of pupils to come for a conference with the teacher to discuss the pupils’ progress • Useful for a two-way flow of information and getting more information from parents • Letters to Parents/Guardians • Useful supplement to grades • Limited value as sole report: – Time-consuming to prepare – Accounts of weaknesses are often misinterpreted by parents and guardians – Not systematic nor cumulative
- 6. Aims of grading and reporting system To provide results in brief, understandable form What should I count – just achievement or effort too?) How do I interpret a student’s score? (D o I compare it to: – other students’ scores (norm referenced) – A standard of what they can do(criterion-referenced) – some estimate of what they are able to do (learning potential, or self-referenced)? What should my distribution of grades be and how do I determine it? How do I display student progress or strengths and weaknesses, to students and their parents?
- 7. FUNCTIONS OF GRADING AND REPORTING SYSTEM Enhancing Students Learning Clarifying instructional objectives for them Showing students’ strengths & weaknesses Providing information on personal-social Enhancing students’ motivation Indicating where teaching might be modified This can be achieved through day-to- day tests, feedback, integrated periodic tests Reports to Parents/Guardians• Inform parents/guardians on the progress of Communicate objectives to parents so they can help promote learning Communicate how well objectives are met so parents can plan better Grades and Report Cards Should promote and enhance learning rather than frustrate and discourage students
- 8. Development of Grading and Reporting System Grading and Reporting system should be Developed cooperatively (parents, students, school personnel) It needs to be based on the same set of learning objectives that the parents, teachers and students agreed at the beginning. The system must support the school standards. The grading and reporting should be easily verifiable through adequate system of testing, measurement and assessment methods. The system must be detailed enough to be diagnostic butompact enough to be practical: not too time consuming to prepare and use, understandable to users and easily summarized for school records purposes. Providing for parent- teacher conferences as needed