Republic of the Philippines

PANGASINAN STATE UNIVERSITY

Bayambang Campus
COLLEGE OF TEACHER EDUCATION
Bayambang, Pangasinan
S.Y. 2022-2023

Written Report in Assessment

in Learning 2

Submitted by:

Francine Whey M. Diolazo

Jonathan A. Gagar
BEE-EGE III-1

Submitted to:

Mr. Peter Pat-Rick B. Miguel

Instructor

October 25, 2022

What and Why Performance Assessment UNIT II: A

I. UNIT/ TOPIC/ SUBJECT MATTER

Unit 4: Communicating Authentic Assessment Result

Topic: C. Grading and Report
 Nature, purpose, and rationale for assigning grades

II. OBJECTIVES

At the end of the discussion, the student will be able to:

a. Define the Grading and Report;
b. Explain the nature and purpose of Grading and Report
c. Utilize the grading and reporting systems effectively using the guidelines

III. INTRODUCTION

Assigning student’s grades is an important component of teaching and many school districts
issue progress reports, interim reports, or midterm grades as well as final semester grades.
Traditionally these reports were printed on paper and sent home with students or mailed to students’
homes. Increasingly, school districts are using web-based grade management systems that allow
parents to access their child’s grades on each individual assessment as well as the progress reports and
final grades.
Grading can be frustrating for teachers as there are many factors to consider. In addition, report
cards typically summarize in the brief format a variety of assessments and so cannot provide much
information about students’ strengths and weaknesses. This means that report cards focus more on the
assessment of learning than the assessment for learning. There are several decisions that must be made
when assigning students’ grades and schools often have detailed policies that teachers must follow. In
the next section, we consider the major questions associated with grading.

IV. BODY

Grading and Reporting are the two final stages of educational evaluation. A grading system is a
system developed by schools to guide teachers in how to evaluate and grade student work. Whereas a
reporting system is a system developed by schools to organize assignment scores in grade books
(online or paper) and to determine final grades on report cards and transcripts.
The purpose of the grading system is to provide feedback to students so they can take control
of their own learning and to inform all those who support these students—teachers, special educators,
parents, and others. The purpose of the reporting system is to communicate student results to families,
colleges, and employers. Most importantly, these systems must convey clear information about the
skills students have mastered or areas where they need more support or practice.

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What and Why Performance Assessment UNIT II: A

Function of Grading and Reporting System

The grading and Report system have some very important functions in the education process.
Some of these important functions are enumerated below:
1. Enhancing students learning
2. Report to Parents/Guardians
3. Administrative and Guidance uses

Types of Grading and Reporting Systems

The type of Grading used depends on the extent to which more descriptive informative
summaries are required by school authorities or by the stakeholders in general
a. Traditional letter-grade system
b. pass-fail
c. Checklist of objectives
d. Letter to parents/guardians
e. Portfolio
f. Parent-teacher conference.

Development of Grading and Reporting System

Grading and Reporting system should be developed cooperatively (parents, students, school
personnel) to ensure the development of a more adequate system and a system that is understandable
to all. They should thus be:
1. based on clear statements of learning objectives.
2. Consistent with school standards.
3. Based on adequate assessment.
4. Based on the right level of detail.
5. Provide for Parent-Teacher conferences as needed.

Norm-Referenced Grading System refers to a grading system where a student’s

performance is evaluated relative to the performance of the other students. In Norm-Reference
Grading System the following are observed:
a. Grade depends on what group you are in.
b. Typical grades may be shifted up or down.
c. Widely use because much classroom testing is in norm-reference.

Criterion-Referenced Grading System students are evaluated against an absolute scale (e.g.

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What and Why Performance Assessment UNIT II: A

95-100 = A, 88-94 = B, etc.). In Criterion-Reference Grading System the following are observed:
a. grades do NOT depend on what you are in, but only on your performance compared to a set
of standards.
b. Grading is a complex task, because grades must be clearly defining the domain, clearly
define and justify the performance standards, and be based on criterion-references
assessment.

There are guidelines for effective grading and reporting recommended for used in Philippine
schools:
1.) Describe grading procedures to students at the beginning of instruction.
2.) Clarify the course grade will be based on achievements only.
3.) Explain how other factors (effort, habits, etc.) will be reported.
4.) Relate grading procedures to intended learning outcomes.
5.) Obtain valid evidence (test, etc.) for assessing grades.
6.) Prevent cheating.
7.) Return and review all test results as soon as possible.
8.) Properly weight the various types of achievement included in the grades.
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 highest
grade.

Conducting Parent – Teacher Conference

Below are the guidelines for a good conference.
1.) Make plans.
2.) Start positive and maintain a positive focus.
3.) Encourage parents to participate and share information.
4.) Plan actions cooperatively.
5.) End with a positive comment.
6.) Use good human relations.

V. CONCLUSION

What do educators require in order to create grading and reporting practices that provide
accurate information about student learning? Clear thinking, careful planning, excellent
communication skills, and a genuine concern for the well-being of students are required. Combining
these abilities with our current understanding of effective practice will undoubtedly result in more
efficient and effective reporting.

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What and Why Performance Assessment UNIT II: A

VI. REFERENCES

Laosinguan, L. (2022). PROCESS ORIENTED ASSESSMENT. Retrieved from

https://www.academia.edu/30918884/PROCESS_ORIENTED_ASSESSMENT

Nozaleda, B. (2021). Process-Oriented Performance Based Assessment. Retrieved from

https://www.youtube.com/watch?
v=W5sSEEKbEoE&t=600s&ab_channel=BryanNozaleda

Nozaleda, B. (2021). Process Oriented Learning Competencies and Task Designing.

Retrieved from https://www.youtube.com/watch?
v=yTT_vW4qouk&ab_channel=BryanNozaleda

Study Guide in PROF ED 108 ASSESSMENT IN LEARNING 2, (2022). PERFORMANCE

ASSESSMENT. pp. 1-3

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