LEARNING EPISODE 9

Reporting Students
Performance

My Learning Episode Overview

If we have to work with parents for the education of children, we have to inform
them about their children’s progress in school in the same way that we give the students
feedback regarding their performance. Schools vary in their practice of students’
performance. This is what you will find out in this Episode.

My Map

To realize my Intended Learning Outcomes, I will work my way through these

steps.

I will read My Learning Essentials

1

With my learning partner, i will interview at least two (2) Resource

Teachers in different schools on classroom and school practice in giving
feedback to students and reporting children's performance to parents.
2

I will observe a Homeroom Meeting

3

I will research on best practices on the reporting of grades

4

I will analyze and reflect on information gathered

5

I will come up with my learning portfolio

6
 My Learning Activities

Activity 1 – Interview

1. How do you give feedback to your students regarding their performance?

When do you give feedback?
 I give my students feedbacks about their performance in a good manner for them
to get motivated to get a better grade. I always give feedback at the end of a test
and of the grading period.

2. How do you report students’ performance to parents? Does the school have a
regular way of reporting grades to parents?
 By means of Report Card. At the end of the grading period, the report cards are
distributed to the parents.

3. What problems on grade reporting did you encounter with parents? How did
you address it/them?
 There are instances that the parents complains about the grade of their child but
my records are very transparent and open for them see.

4. Was it easy for you to report students’ performance to parents? What were
your challenges?
 Of course it’s easy because the grade that I give is authentic, the students actual
grades, but sometimes there were some students who were low achievers and I
gave them reinforcement like projects just to cope up with the class.

Activity 2 – Attendance in Homeroom Meeting

If it is possible, attend a Homeroom meeting on Card-Getting Day. Outline the parts

of the meeting. Describe how the Resource Teachers communicated learners’
assessment results and grades to parents.

What are the parts of Homeroom meeting?

The first part was taking the attendance, then to the agenda. First agenda was
about the Homeroom project, contribution for HRPTA and do’s and don’ts of the learners
inside the classroom. After that the teachers report the result of the First grading
examination. She started from those students with not so good result and some
recommendations up to the Honor List for the grading period.
How did the Resource Teachers communicate learners’ assessment and grades
to parents?

The Adviser reminded the parents/guardians to help in nurturing their children in

home and keep on guiding them in the right direction.
 My Analysis

In the Homeroom meeting, did the Teachers reporting and communicating of

grades take place smoothly? Or were there instances when discussions became
heated because of the way reporting was handled? Describe your observations?

The Homeroom Meeting was smoothly done, the teacher was

very patient waiting for other parents to come. She started the meeting
after an hour the meeting set. She first discusses the attitudes of the
learners and the performances in school. Then the comments and
suggestions for their Homeroom Projects, the HRPTA asked the parents
and guardians if there were suggestions or reactions for the HR Project.
After that the Adviser announces the Top 5 for the grading period, and
then distributed the Report Card. The teacher advice the parents with
students of low ratings/grades to accompany their children in studying
their lesson. All-in-all the meeting was done without any disturbances.

My Reflections/Insights

Grades are often a source of misunderstanding. How should I do reporting so

that it will result to effective learning?
 As a future teacher, I will do reporting of grades with corresponding
recorded evidences. So that every time students/parents/guardians will
ask why their grades were like that I have something to show them and
explain to them why and why not. Also I need to explain clearly to the
students the new grading system of the K to 12, so that they have idea
on what may happen if they will not strive more in their education. Every
assessment in the school was important, in the part of the students and
also in the teachers.

Integrating Theory and Practice

Directions: Read the items given below and choose the correct answer.

1. Why must grades be reported to parents?

I. Promote ongoing formative feedback to students
II. Ensure alignment of curriculum, instruction and assessment
III. Promote, to parents and students, credible and useful feedback

A. I only C. II only
B. I and II D. I, II and II

2. What must be done to make grade reporting meaningful?

I. The grading system must be clear to all concerned
II. The standards and competencies are known and understood by all
III. The grading system must be numerical

A. I and II C. I, II and III

B. II only D. III only

3. To make grade reporting meaningful, which must be done?

A. Announce names of students who need to help.

 B. Rank the report cards from highest to lowest then distribute the same according
to rank.
C. Explain how the grades were computed.
D. Console parents whose children are non-performing by telling them that nobody
fails.

4. What is an essential step in reporting grades to parents?

I. Explain that grades give a picture of students’ performance.
II. Explain that grades compare students’ performance against the established
standards.
III. Explain that grades compare students’ performance against other students’
performance.

A. I and II
B. II only
C. I, II and III
D. III only

My Learning Portfolio

Best Practices of schools on effective learning, grading and reporting.

1. To understand the need for a standards-based grading and reporting system, there
is no favouritism in the grading system teacher must know her/his limitations
according to that case.

2. To understand how curriculum alignment and creation of standards-based

assessments are used to form the backbone for the reporting system, experience
and knowledge must be needed because you will use that for your work.

3. Communicate how the district used research-based methods to construct a

standards-based system.

4. You have to understand how some of the district’s products and processes relate
to grading and reporting. You must compute accurate. Grading is more important
this is the reasons:

a. To communicate the achievement status of students to parents and others. To

see the progress of their child
b. To provide information that students can use for self-evaluation.
c. Select, identify, or group students for certain educational paths or programs.
d. Provide incentives to learn.
 Guidelines for Effective Grading

My Reflection

Students’ performance is very important part of the teaching-learning process. Also

known as grades, card and form 137 or 138, it is the evidence of the learners’ progress
and it must be reported to the parents for them to know their children’s progress in
school. It also serves as an evaluation on how they behave in school.

Reporting students’ performances makes the parents motivated and strives harder
to provide for their children. That is why me as a future teacher, I will make it sure that
my report is accurate, based on standard grading system, no biases nor nemesis and I
will practice transparency, if ever there are some complains about the grades, my
grades sheets are open for them to see.
 My Learning Rubric
FIELD STUDY 5, EPISODE 9 – REPORTING STUDENTS’ PERFORMANCE
Focused on: Stating the reason(s) why grades must be reported to parents. Describing what
must be done to make grade reporting meaningful

Name of FS Student: Mariefe C. Relano Date Submitted:

Learning Episodes Exemplary Superior Satisfactory Needs Improvement Year
4 3 2 1 &
Learning Activities All episodes were done All or nearly all Nearly all episodes Fewer than half of
with outstanding episodes were done were done with episodes were done; or
quality; work exceeds with high quality. acceptable quality. most objectives were
expectations met but need
4 3 2 improvement
1
Analysis of the All questions/ episodes Analysis questions Analysis questions Analysis questions
Learning Episode were answered were answered were not answered were not answered.
completely; in depth completely. completely.
answers; thoroughly Clear connection with Vaguely related to the Grammar and spelling
grounded on theories. theories. theories. unsatisfactory.
Exemplary grammar Grammar and spelling Grammar and spelling
and spelling. are superior. acceptable.
4 2 1
3
Reflections/ Reflection statements Reflection statements Reflection statements Reflection statements
Insights are profound and clear; are clear, but not are shallow; supported are unclear and shallow
supported by clearly supported by by experiences from and are not supported
experiences from the experiences from the the learning episodes. by experiences from the
learning episodes. learning episodes. learning episodes.
4 3 2 1
Learning Portfolio Portfolio is complete, Portfolio is complete, Portfolio is incomplete; Analysis questions
clear, well-organized clear, well-organized; supporting were not answered
and all supporting; most supporting documentations are
documentations are documentations are organized but are Grammar and spelling
located in sections available and logical lacking unsatisfactory
clearly designated and clearly marked
4 locations 1
3 2
Submission of Submitted before the Submitted on the Submitted a day after Submitted two days or
Learning Episode deadline deadline the deadline more after the deadline
4 3 2 1
COMMENT/S
Over-all Score Rating:
(Based on
transmutation)

Section: Filipino - 4 Course: BSED

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-below

Signature of FS Teacher above Printed Name Date