GRADING AND

REPORTING
Introduction
One of the more frustrating aspects of
teaching is that of grading and reporting
student progress since there are so many
factors to consider, and so many
decisions to make.
Introduction
The main aim of grading and reporting
system is to provide results in brief,
understandable form for varied users
which lead to several big questions.
Enhancing students learning
through:
clarifying instructional objectives for
them, showing students strengths and
weaknesses, providing information on
personal- social development, enhancing
students motivation and indicating where
teaching might be modified.
Administrative a n d g u id a n ce
uses.
The administrative and guidance
purpose of grading and reporting
consist in: helping to decide promotion,
graduation, honors, athletic, eligibility,
reporting achievement to other schools
or to employers, providing input for
realistic educational, vocational, and
personal counseling.
 01.
TYPES OF GRADING
AND REPORTING
SYSTEMS
 Traditional letter-grade
system
In the traditional letter grade system,
students’ performance are summarized
by means of letters.
 Pass-fail

The pass or fail system utilizes a

dichotomous grade system.
 Checklist of objectives

In this system, the objectives of

the course are enumerated.
After each objective, the students’
level of achievement is indicated:
Outstanding, Very Good, Good, Fair or
Poor.
 Letters to parents/guardians

Letters to parents or guardians are useful

supplement to grades.
 Portfolios

As already explained, a portfolio is a

set of purposefully selected work,
with commentary by student and
teacher.
 Paren t-te a c h e r conf eren ce s.

Parent teacher conferences are mainly

used in elementary schools. This
requires that parents of pupils come for
a conference with the teacher to
discuss the pupils’ progress
 Development
of a grading
02. and reporting
system
 Based on 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 a
ready set.
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 purposes.
Providing for parent-teacher
conferences as needed.
GUIDELINES
FOR
EFFECTIVE 03.
GRADING
 GUIDELINES FOR EFFECTIVE
GRADING
Describe grading procedures to
students at beginning of instruction
 GUIDELINES FOR EFFECTIVE
GRADING
Clarify that course grade will be
based on achievement only.
 GUIDELINES FOR EFFECTIVE
GRADING
Explain how other factors (effort,
work habits, etc.) will be reported.
GUIDELINES FOR EFFECTIVE
GRADING
Relate grading procedures to
intended learning outcomes.
 GUIDELINES FOR EFFECTIVE
GRADING
Obtain valid evidence( tests, etc.)
for assigning grades.
GUIDELINES FOR EFFECTIVE
GRADING
Try to prevent cheating.
 GUIDELINES FOR EFFECTIVE
GRADING
Return and review all test results as
soon as possible.
 GUIDELINES FOR EFFECTIVE
GRADING
Properly weight the various types of
achievements included in the grade.
 GUIDELINES FOR EFFECTIVE
GRADING
Do not lower an achievement grade
for tardiness, weak effort, or
misbehavior.
 GUIDELINES FOR EFFECTIVE
GRADING
Be fair. Avoid bias. When in doubt,
review the evidences. If still in doubt,
give the higher grade.
 GUIDELINES FOR EFFECTIVE
GRADING
Be fair. Avoid bias. When in doubt,
review the evidences. If still in doubt,
give the higher grade.
 04
Parent-teacher
conferences
 Guidelines for good conference

1. Make plans
● Review your goals.
● Organize the information
to present.
 Guidelines for good conference

1. Make plans
● Review your goals.
● Organize the information
to present.
Guidelines for good conference

1. Make plans
● Review your goals.
● Organize the information
to present.
 Guidelines for good conference

2. Start positive- and

maintain a positive focus
● Present student’s strong points first.
●Be helpful to have example of work to
show strengths and needs.
 Guidelines for good conference

3. Encourage parents to
participate and share
information.
● Be willing to listen.
Guidelines for good conference

4. Plan actions cooperatively

●What steps you can each

take?
●Summarize at the end.
Guidelines for good conference

5. End with positive comment.

●Should not be a vague
generality.
●Should be true.
Guidelines for good conference

6. Use good human relation

skills.
 05
Assigning Letter Grades
and Computing Grades
ASSESSMENT OF LEARNING
OUTCOMES IN THE K to 1 2
PROGRAM ( Per DepEd
Order No. 3 1 , s . 2 0 1 2 )
 CHARACTERISTICS of K to 12
ASSESSMENT
PROCEDURE

The assessment process is holistic,

with the emphasis on the
formative or developmental
purpose of quality assurance in
the student learning.
 CHARACTERISTICS of K to 12
ASSESSMENT
PROCEDURE

It is also standards-based as it seeks

to ensure that teachers will teach
according to the standards and
that students will aim to meet or
even exceed to the standards.
 CHARACTERISTICS of K to 12
ASSESSMENT
PROCEDURE

The assessment shall be done at

four levels which are an
adaptation of the cognitive levels
for learning. Weights are assigned
to the levels.
 LEVEL OF
PERFORMANCE/ASSESSMENT PERCENTAGE WEIGHT

KNOWLEDGE 15%

PROCESS or SKILLS 25%

UNDERSTANDING(S) 30%

PRODUCT/PERFORMANCES 30%
100%
 DEFINITION OF LEVELS

“Knowledge” refers to the substantive

content of the curriculum, the facts and
information that the student acquires.
 DEFINITION OF LEVELS

“Process” refers to cognitive operations

that the student performs on facts and
information for the purpose of
constructing meanings and
understandings.
 DEFINITION OF LEVELS

Understandings” refer to enduring big

ideas, principles and generalizations
inherent to the discipline, which may be
assessed using the facets of
understanding.
 DEFINITION OF LEVELS

“Products/Performances” refer to real-

life application of understanding as
evidenced by the students’ performance
of authentic tasks.
Levels S u g g e s t e d A s s e s s m e n t Tools
Knowledge (15%) 1. Selected-response Item
a.multiple choice b. True or False c.
Matching Type
2. Constructed response type of test
a.Essay b. Fill in the blanks c. Performing tasks

Process or Outlining, organizing, analyzing, interpreting, translating.

Skills (25%) Drawing analogies
Constructing the graphs, flowcharts Doing role
plays, drawing
Understandin Oral Discourse/Recitation Portfolio
g (30%) Open-ended tests
Products/ Participation Experiments Projects
Performanc Portfolio
e (30%) Homework Other Outputs
 LEVELS OF PROFECIENCY
Beginning
 LEVELS OF PROFECIENCY
Beginning
 LEVELS OF PROFECIENCY
Beginning
 LEVELS OF PROFECIENCY
Beginning
LEVELS OF PROFECIENCY
LEVELS OF PROFECIENCY
LEVELS OF PROFECIENCY
LEVELS OF PROFECIENCY
Le ve l o f Proficiency Equi val ent
LEVELS OF PROFECIENCY Numerical
Value
Beginning 74%
and below
Developing 75-79%
Approaching 80-84%
Proficiency
Proficient 85-89%
Advanced 90%
and above
Sample Report Cards for Grades 1-6
Periodic Rating
 Lea rni ng Areas 1 2 3 4 FINAL
RATING

Mother Tongue AP AP P P P
Filipino P P P A P
English AP AP P P P
Mathematics P P P P P
Araling Panlipunan AP AP P P P
MAPEH A A A A A
Music P P P P P

Art A A A A A

Physical Education A A A A A

Health A A A A A

Edukasyon sa P P A A A
Pagpapakatao
General Average P
A t t e n d a n c e Record
 JUN JUL AUG SEPT OCT NOV DEC JAN FEB MAR APR Tota

A t t e n d a n c e Record
l
No. 19 21 22 21 21 20 14 21 21 18 198
of
Scho
ol
Days

19 21 22 21 21 20 14 21 21 18 198
No. o f
scho
ol
Days
Prese
nt

0 0 0 0 0 0 0 0 0 0 0 0
No. o f
Time
s
Tardy
Character Building
Activities
TRAITS 1 2 3 4

1 . Courtesy B B B B
2 . Honesty C C B B
3 . H e l p f u l n e s s a n d Cooperation B B A A
4 . R e s o u r c e f u l n e s s a n d Creativity C B B B
5 . Consideration for ot he rs C C B B
6. Sportsmanship B B B B
7 . Obedi ence B B A A
8 . S el f- reliance C C C B
9. Industry B B B B
1 0 . C l ea nl i ne ss a n d Orderliness B B B B
 Huling
Larangan M ark a
MARKAHAN Pasya
n g P a g - a aLEVELS
ral OF PROFECIENCY
1 2 3 4

Filipino P P A A A Passed
English AP AP AP AP AP Passed
M a t h e m ati c s D AP AP AP AP Passed
S c i e nc e D D AP AP AP Passed
Araling P a n l i p u na n (AP) AP AP AP AP AP Passed
Technology a n d A A A A A Passed
Livelihood Educ atio n
(TLE)
MAPEH B B B B B Passed
Music D B B B B Passed
Arts D D D D D Passed
P h y s i c a l Educ ation B B D D B Passed
Health B B D D B Passed
Edukasyon s a Pagpapakatao P P P P P Passed
How can you ensure
objectivity in
reporting the grades
of your students?

Recitation
 Merci !
Avez-vous des questions ?

louellamamuyac@gmail.com

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