PROF ED 12 | FIELD STUDY 1

JERVYN E. GUIANAN | Fourth Year Block-A

Episode 13
Assessment Of Learning (Summative Assessment)

Activity 13.1 Aligning Assessment Task with the Learning Outcome

Resource Teacher: Eralyn D. Darca Teacher’s Signature: ___________________

School: Rapu-Rapu Central School
Grade/Year: Two
Subject Area: Filipino Date: November 28, 2022
OBSERVE
• Observe at least 3 classes - 1 Physical or Biological Science or Math, English, Filipino;
1 Social Science or Literature/Panitikan, ESP and 1 P.E/Computer/EPP/TLE.

the learning
did Teacher
t Task (How

outcome/s?

outcome/s?
Assessmen

assessmen

improve on
Outcome/s

assess the

t tool/task
aligned to
Learning
Subjects

learning

aligned,
Specify

Is the

If not

it.
To dance tango Written quiz- No Performance
Enumerate the test - Let
P.E/EPP/TLE steps of tango in students
order. dance
tango.
Pagsurat kan The students are Yes
numero sa simbolo task to write
MAth
asin sa tataramon number in symbols
and in words
Pagsasabi ng The students are Yes
mensaheng nais task to read an
Filipino ipabatid ng advertisement and
nabasang give their own
patalastas opinion about it.

ANALYZE
1. Are all the assessment tasks aligned to the learning outcome?
- Yes, all the assessment task are aligned with the expected learning outcome.

2. What are possible consequences if teacher’s assessment tasks are not aligned
to learning outcome/s? Does this affect assessment results? How?
 - Yes, alignment between assessment tasks and learning outcomes is crucial for
an effective teaching-learning process. When assessment tasks are aligned with
the learning outcomes, it ensures that the tasks are measuring the knowledge
and skills that students are intended to learn. This allows the teacher to have a
clear understanding of what the students have learned and what areas they may
need additional support in.

3. Why should assessment tasks be aligned to the learning outcomes?

- It is used for accurate evaluation of student performance in a particular lesson
or topic, it is essential that the assessment tasks correspond to the learning
outcomes that were set for that lesson or topic. This way, the assessment
tasks will effectively measure the knowledge and skills that students are
intended to acquire during the learning process.

REFLECT
• Reflect on past assessments you have been through. Were they all aligned with what
your teacher taught (with learning outcomes?
- As I reflect on the past assessments I have completed, I recall that all of the
assessments were aligned with the learning outcomes established by the
teacher, which ensured that the assessments were measuring the knowledge
and skills that were intended to be taught in the class.

• How did this affect your performance? As a future teacher, what lesson do you learn
from this past experience and from this observation?
- I remember that my performance was not affected because all the
assessments I received were aligned with the intended learning outcomes
established by the teacher. This ensured that the assessments were
measuring the knowledge and skills that were intended to be taught in the
class. Through this experience, I learned the importance of understanding
and applying the steps involved in creating a lesson plan.

LINK Theory to Practice

1. Here is a learning outcome: Describe a person by the use of a metaphor.

Here is the test item: Describe a classmate or teacher by way of a metaphor.

Is the test item aligned to the learning outcome?

A. No C. Yes
B. Somewhat D. Yes, if teacher is not included
2. Learning outcome: Conduct an investigation to prove that plants can manufacture
their own food.
Test item: Can plants manufacture their own food? Explain your answer.
.
Is the test item aligned to the learning outcome?
A. No C. Yes
B. Somewhat D. Yes, if explain your answer is
dropped

3. Learning outcome: Demonstrate the inductive method of teaching

Test: Outline the steps of the inductive method of teaching.

Is the test item aligned to the learning outcome?

A. No C. Yes
B. Somewhat D. Yes, if teacher is not included

4. Which assessment task is aligned to this learning outcome: Compute the mean if the
scores are 50, 50, 50, 48, 47, 46, 45, 44, 43, 43, 42, 41, 40.
A. What is a mean?
B. Is mean a measure of variability?
C. What is the mean of 50, 50, 50, 48, 47, 46, 45, 44, 43, 43, 42, 41, 40
D. Is mean the same as average?

5. Learning Outcome: To observe subject-verb agreement as one speaks.

Test: Give the correct form of the verb.
1. Dogs (howl).
2. A cat (meow).
3. Birds (fly).
Is the test aligned to the learning outcome?
A. No C. Yes
B. Somewhat D. Yes, there are 3 items on subject-
verb agreement

6. Here is a lesson objective/intended learning outcome: “illustrate the law of supply and
demand with your original concrete example”. For content validity, which test item is
aligned?
A. Define the law of supply and demand and illustrate it with an example.
B. Illustrate the law of supply and demand with a drawing.
C. Illustrate the law of supply and demand with a concrete, original example.
D. Explain the law of supply and demand and illustrate it with a diagram.

7. Teacher B wrote this learning outcome: “To interpret a given quotation.” For content
validity which should ask?
 A. Interpret Nietzsche’s statement: “He who has a why to live for can bear with
almost any how.”
B. Do you believe in Nietzsche’s statement “He who has a why to live for can bear
with almost anyhow?”
C. What is true in Nietzsche’s statement “He who has a why to live for can bear with
almost anyhow?”
D. Nietzsche was an atheist. Do you believe that he can give this statement “He who
has a why to live
for can bear with almost any how?”

8. After teaching them the process of experimenting, Teacher J wanted his students to
be able set up an experiment to find an answer to a scientific problem. Which will he ask
students to do?
A. Set up and experience to find out if aerial plants can also live on land.
B. Can aerial plants also live on land? Research on experiments already conducted.
Present your finding
in class.
C. Observe if aerial plants can survive when planted in soil. Note your observations
and present them
in class.
D. Research on the answers to this scientific problem: Can plans survive when
transferred in soil?

9. Here is an intended learning outcome of a Health teacher: “Identify skill-related

fitness and activities suitable for the individual.” Does her test item measure this
particular outcome and therefore has content validity?
Question
1. Identify the components of Physical Fitness under the skill-related activities.
A. Body composition C. flexibility
B. Agility D. organic vigor
A. Yes, very much.
B. Yes because it asks something about skill-related activities.
C. No.
D. No, the options have nothing to do with skill-related activities.
Activity 13.2 Observing the Use of Traditional Assessment Tools
OBSERVE
Direction: Put a check (√) on the test which teacher used. From your teacher’s test
items, give an example.

Type of Traditional Put a Learning Sample Test Comments (Is the

Assessment Check Outcome Item of assessment tool
Tool/Paper and (√) Assessed Resource constructed in
Pencil Test Here Teacher accordance with
established
guidelines?) Explain
your answer.
Selected Response
Type
1. Alternate Not observed Not observed Not observed
response
2. Matching Type  Pagsurat kan Match the Yes, I do believe that
numero sa number symbol the assessment is
simbolo asin sa in column A connected with the
tataramon with the learning outcome
number word in
column B
3. Multiple Choice Not observed Not observed Not observed

Type of Traditional Put a Learning Sample Test Comments (Is

Assessment Check Outcome Item of the assessment
Tool/Paper and (√) if Assessed Resource tool constructed
Pencil Test Resource Teacher in accordance
Teacher with established
used it. guidelines?)
Explain your
answer.
Constructed-
Response Type
1. Completion Not Not observed Not observed Not observed
observed
2. Short answer type  Naipapaliwana Yes, I do believe
g ang that the
kahalagahan assessment is
ng kumunidad. connected with
the learning
outcome
3. Problem solving  Pag sulat at Yes, I do believe
pag analisa ng that the
 numero sa assessment is
simbolo at connected with
numero sa the learning
slaita. outcome
4. Essay - restricted Not Not observed Not observed Not observed
observed
5. Essay-non- Not Not observed Not observed Not observed
restricted observed

ANALYZE
1. Which assessment tools/tasks were most commonly used by teacher? Which
ones were rarely used? Why were they rarely used?
- They commonly use short-answer and matching, I do believe that the reason
behind this is that the class I observe is a grade two level, therefore it is easier
for them to use this rather than essay types. Problem solving may not be that
common but is essential l specially for the math subject.

2. Based on your answers found in the tables above in which type of assessment
tools and tasks were the Resource Teachers most skilled in test construction?
Least skilled?
- I do believe that as a teacher you need to be skilled and familiar with most of
these assessment tools and task but rather need to chose appropriate one for
your students.

3. Can an essay or other written requirements, even if it is a written paper-and-

pencil test, be considered an authentic form of assessment? Explain your
answer.
- Yes, for me an essay or written test can be considered an authentic form of
assessment if it closely mirrors real-world problem-solving or performance
tasks, and if it requires students to apply their knowledge and thinking skills in
a meaningful way.

REFLECT
How good are you at constructing traditional assessment tools? Which do you find most
difficult to construct? Any lesson/s learned?
- In my experience, constructing traditional assessment tools such as multiple-
choice questions can be challenging. It can be difficult because you need to
come up with multiple plausible answer choices for each question and it can
be time-consuming to ensure that the choices are grammatically correct,
appropriate and not leading. While I may not be an expert in constructing
these types of assessments, I've found that the process of crafting multiple-
choice questions requires a significant amount of thought and effort to ensure
that they effectively assess student understanding and do not have any
potential bias.
LINK Theory to Practice
Here is the learning outcome of this Activity: Critique traditional tools and tasks
for learning in the context of established guidelines on test construction.

1. Which assessment task is aligned to the learning outcome given above?

A. True-False test – An assessment task must be aligned to the learning outcome.
B. Column 1 presents the learning outcomes. Column 2 has the assessment tasks.
Determine alignment
of assessment with learning outcome.
C. Here are 5 test items. Evaluate them on the basis of established guidelines in test
construction.
D. Is an essay more reliable than a multiple choice test?

2. What’s WRONG with this TRUE-FALSE test item? Filipinos are sociable but lazy.
A. Opinionated C. Very short
B. Not fit for a T-F test D. Sweeping

3. Is this test item in accordance with rules on test construction?

Write everything you learned from this course.
A. No C. Somewhat
B. Yes D. No, opinionated

4. In a matching type of test, which should be found in the first column?

A. Options C. Distracters
B. Premises D. Jokers

5. In a multiple choice type of test, one option among 4 was not chosen by any
examinee. What is TRUE of that option?
A. Implausible C. Plausible
B. Realistic D. Unattractive

6. The students were at a loss as to what answer to give in a completion type of test
since there were so many blanks. Which is TRUE of the test item?
A. Too complex C. Over mutilated
B. Unattractive D. Implausible
Activity 13.3 Observing the Use of Non-traditional Assessment Tools and Scoring
Rubrics

OBSERVE

One example of a product assessed. (Put a photo

Teaching Artifacts. INCLUDE THE RUBRIC IN MY

Authentic Assessment/ Non- Traditional/ Alternative

of the product/documented performance in My

holistic rubric? INCLUDE THE RUBRIC IN MY

assessed. Which was used analytic rubric or
Describe how the product/performance was

Comment/s (is the scoring rubric constructed

How a product/ performance was assessed
Sample of Product/ Performance Assessed
Learning Outcome Assessed

TEACHING ARTIFACTS.

TEACHING ARTIFACTS.

according to standards?
Not Not observed Not Not
1.Product

observed observed observed

Pagsasabi Not Not

ng observed observed
mensaheng
nais
ipabatid ng
nabasang
2. Performance

patalastas

ANALYZE
1. Between analytic and holistic rubrics which one was more used? Why do you
think that type of rubric was used more?
Answer:
Based on my experience, one of the most commonly used forms of
assessment is the analytic rubric. This is because analytic rubrics allow for the
measurement of different aspects of student performance and they are able to
assess students individually.
2. Based on your answers in #1, what can you say about the scoring rubrics made
and used by the Resource Teachers?
- Not observed

3. Will it make a difference in assessment of student work if teacher would rate the
product or performance without scoring rubrics? Explain.
Answer:
Yes, I do believe that rubrics are crucial in making the assessment
process clear, transparent, and fair for both the students and the teacher, and it
ensures that the assessment results are valid, reliable and consistent.

4. If you were to improve on one scoring rubric used, which one and how?
Answer:
For me, the use of a rubric is dependent on its ability to aid students in
understanding the expectations and improving their performance. As long as the
rubric helps students learn how to follow the instructions and how to make
progress in their performance, it is a useful tool for assessment.

5. Can an essay or other written requirements, even if it is a written paper-and-

pencil test, be considered an authentic form of assessment? Explain answer.
Answer:
Yes, for me an essay or written test can be considered an authentic form
of assessment if it closely mirrors real-world problem-solving or performance
tasks, and if it requires students to apply their knowledge and thinking skills in a
meaningful way.

6. Can rubrics help make students to become self-directed or independent

learners? Do rubrics contribute to assessment AS learning (self-assessment)?
What if there were no rubrics in assessment?
Answer:
Yes, rubrics can help students become more self-directed and
independent by providing clear guidelines for tasks. Without a rubric, students
may become confused and not meet the intended goals.

Does the Scoring Rubric in this FS Book 1 help you come up with better output?
Answer:
Yes, it serves as a guide on what I should do and how it can be done,
REFLECT
Are authentic assessment tools and tasks new? Reflect on your experiences of tests for
all the years as a student.
- As I recall, during my elementary school days, exams were mostly composed
of multiple choice, matching, and memorization. But when I was in high
school, the exams required more critical thinking, such as writing reaction
papers, and focused more on developing skills through integration and
application rather than just memorization.

LINK Theory to Practice

1. To pinpoint which part of the lesson needs more explanation, which scoring rubric
can help?
I. Analytic
II. Holistic
A. I only C. II only
B. I and II D. No need for rubric

2. I want to know how skilled the students have become in research report. Which
assessment task will be valid?
A. Make students defend research report before a panel.
B. Make students write the research report.
C. Group the students for research report writing.
D. Make students conduct an action research.

3. I want to get a global view of a student’s performance. Which rubric is most fit?
A. Analytic C. Holistic
B. Itemized D. Analytic and holistic

4. Which can prove that students are now capable of sewing after a 200-hour course?
A. Presentation of a product they have sewn
B. Operation of the sewing machine
C. Drawing a pattern for a set of pajamas
D. Labeling the parts of a sewing machine

5. Which is the most reliable way of determining whether or not the student can now
dance tango?
A. Performance test
B. Oral test
C. Written test on steps of tango
D. Written test illustrating the steps
Activity 13.4 Scrutinizing the Types and Parts of a Portfolio

OBSERVE
What a Portfolio Includes
Elements of a Portfolio Present? Missing?
1. Clear objectives – the
objectives of the
lesson/unit/course are clear 
which serve as bases for
selection.
2. Explicit guidelines for
selection -What, when,
where, how are 
products/documented
performances selected?
3. Comprehensible criteria –
the criteria against which the

portfolio is graded must be
understood by the learners.
4. Selective significant
pieces – The portfolio

includes only the selected
significant materials.
5. Student’s reflection –
there is evidence that

students reflected on their
learning.
6. Evidence of student
participation in selection of
content of portfolio – there is

proof that students took part
in the selection of the
content of the portfolio.

ANALYZE
1. With OBE in mind, which should be the basis for the selection of pieces of
evidence to show that what the student was supposed to learn was learned?
Answer:
In line with Outcomes-Based Education (OBE) approach, I believe that
student activities and outputs should serve as the primary source of evidence for
determining whether students have learned what was expected of them. These
 activities and outputs should be collected and kept in a portfolio to allow the
teacher to evaluate the student's progress throughout a particular lesson.

2. Scrutinize the elements of this portfolio. Based on the parts, under which type of
portfolio does this fall?
Answer:
Based on the inclusion of student activities and outputs, written or artistic
reflections, and the option for students to choose which of their performances or
products to include, the portfolio described above would likely be considered a
best work or showcase portfolio. This type of portfolio is characterized by the
selection of student work that demonstrates their comprehension of a particular
lesson, unit, or course, as well as their progress towards meeting the learning
objectives.

Elements of a Portfolio (Which type of portfolio?)

1. Cover Letter-” About the Author” and “What My Portfolio Shows About My Progress
as a Learner”
2. Table of Contents with numbered pages
3. Entries-both core (require items) and optional items (chosen by students).
4. Dates on all entries to facilitate prof of growth over time.
5. Drafts of aural/oral and written products and revised revisions. i. (first drafts and
corrected/revised versions.)
6. Student’s Reflections

3. Where and when does the teacher make use of each of the 3 types of portfolios?
Answer:
A teacher's portfolio is an important tool that can be used to understand
and track student progress and development over time. It can help teachers
evaluate student performance, identify areas of strength and weakness, and set
goals to support student growth. Additionally, a teacher's portfolio can be used to
highlight student achievements at the end of a year or semester, showcase their
best work for vocational or educational applications, and communicate student
abilities to future educators. It can be used as a medium to document student's
learning and progress, evaluate the effectiveness of instruction, and make
informed decisions about student's placement or advancement.

REFLECT

Have portfolios made the learning assessment process more inconvenient? Is

the effort exerted on portfolio assessment commensurate to the improvement of
learning and development of learners’ metacognitive process that result from the use of
portfolio?
Answer:
 Yes, portfolios can be a valuable tool for assessment, but the effort required to
create and maintain them needs to be weighed against the potential benefits for student
learning and development by the teacher. It's important to consider the context and
purpose of the assessment and to have the necessary resources and support in place
to make it an effective tool.

LINK Theory to Practice

1. A portfolio is synonymous to a folder of files. Is this CORRECT?
A. No C. Yes
B. Somewhat D. Sometimes

2. Which is an essential part of a portfolio?

A. Student’s reflection on his portfolio
B. Display portfolio for everyone to see student development
C. Artistic design to show student’s artistic talent
D. Student’s self-rating

3. I need to prove that I have fully developed the skill at writing a research report. Which
type of portfolio is MOST APPROPRIATE?
A. Showcase portfolio C. Development portfolio
B. Assessment portfolio D. Process portfolio

4. Which portfolio can prove that an improvement has taken place in the way students
pronounce words?
A. Showcase portfolio C. Assessment portfolio
B. Development portfolio D. Process portfolio

5. I want to know if my students can now focus the microscope properly. With which
portfolio am I concerns?
A. Showcase portfolio C. Assessment portfolio
B. Development portfolio D. Process portfolio
Activity 13.5 Determining the Level of Teacher’s Questions

LINK Theory to Practice

1. Is my thinking CORRECT?” asks a student to himself.
In which level of cognitive process is he?
A. Self-system C. Metacognition
B. Analysis D. Application

2. Formulate a 5-item imperfect matching type of test, is a test item on the level of which
cognitive process?
A. Creating C. Self-system thinking
B. Analyzing D. Evaluating

3. Which one demonstrates self-system thinking?

A. Ask the question “What has this lesson to do with me?”
B. Critic up with a solution to the given problem.
C. Come up with a solution to the given problem.
D. Relate your present lesson to past lessons.

4. Paraphrase the first stanza of Rizal’s “My Last Farewell” calls for __________.
A. Analyzing
B. Understanding
C. Evaluating
D. Applying

5. How would you rate students’ ability to reason out logically is a question to test
students’ ability to________.
A. engage in metacognition
B. analyze
C. do self-system thinking
D. evaluate
Activity 13.6 Analyzing a Table of Specifications

LINK Theory to Practice

1. In Teacher R’s Table of Specifications (TOS), 60 percent of the 1 st grading test items
are applying questions based on Bloom’s taxonomy. A review of her test shows that
50% are remembering items, 20% are analyzing questions and 30% are applying
questions.
Is Teacher’s test aligned with her TOS?
A. No.
B. No, her analyzing questions is supposed to be 60%
C. Yes.
D. Yes, her applying questions are also analyzing questions, too.

2. What is a function of a TOS?

To ensure the __________.
A. content validity of a test C. reasonable length of a test
B. predictive validity of a test D. predictive validity of a test

3. A TOS ensures alignment of test with learning outcomes. Is the statement TRUE?
A. Very true C. False
B. Sometimes true D. Sometimes true, sometimes false

4. In a TOS, the number of hours spent on a learning outcome determines the number
of test items to be asked. Is this CORRECT?
A. No C. Not always
B. Yes D. Depends on the level of the
questions asked

5. The following are found in a TOS EXCEPT __________.

A. Teaching-learning activities
B. Number of hours devoted to a topic
C. Cognitive level of test items
D. Number of test items

6. “It’s just not fair. I studied everything we discussed in class about the Philippines and the things
she made a big deal about, like comparing the Philippines

And to think all she asked was ‘What’s the capital of Singapore?

What does the conversation imply about the kind of test they took?
A. Lacks content validity
B. Has content validity
C. Lacks reliability
 D. Lacks construct validity

Activity 13.7 Computing Student’s Grades based on DepEd Grading System

LINK Theory to Practice

1. Which is the percentage contribution of quarterly assessment to the grade of the
student from Grades 1 to 10?
A. 15% C. 25%
B. 20% D. 30%

2. Does quarterly assessment have the same percentage weights for all the subjects,
for all the tracks in Grades 11-12?
A. Yes C. Yes, only for the academic track
B. No D. It depends on schools

3. Which is the percentage contribution of written work to the grade of the Grade 1-10
student in Science and Math?
A. 50% C. 40%
B. 20% D. 30%

4. In MAPEH and TLE, which contribute/s heaviest to the student grade?

A. Performance tasks C. Quarterly assessment
B. Written work D. Quarterly assessment and
performance tasks

5. Based on percentage contribution to the grade, what can be inferred from the
DepEd’s emphasis on learning and assessment?
A. The emphasis depends on the grade level of the subjects.
B. All components are being emphasized.
C. The emphasis for all Grades 1-10 subjects is on performance tasks.
D. The emphasis is on quarterly assessment.

6. A student gets a numerical grade of 80. What is his descriptor for his level of
proficiency?
A. Satisfactory C. Very Satisfactory
B. Fairly Satisfactory D. Did not meet expectations

7. I get a grade of 90. What is its descriptor?

A. Very Satisfactory C. Advanced
B. Beginning D. Outstanding

8. Which is described as “did not meet expectations”?

A. Below 75% C. Below 74%
B. Below 76% D. Below 72%
9. If a student failed to meet standards, which descriptor applies?
A. Developing C. Poor
B. Beginning D. Did not meet expectations

10. How is the final grade per subject for Grades 11 and 12 obtained?
A. Get the average of the grades for the 2 Quarters
B. Get the average of the grades for the 4 Quarters
C. Get the average of the grades of all subjects for the 2 semesters
D. Get the average of the grades of all subjects for the 4 semesters.

11. Which is/are TRUE of MAPEH when it comes to grade computation?

I. The quarterly grade is the average of the quarterly grades in the four areas –
Music, Arts, Physical Education and Health (MAPEH)
II. Individual grades are given to each area (MAPEH)
III. There is one grade for Music and Arts, PE and Health because they are related.
A. I only C. I and III
B. I and II D. II only

12. Which is TRUE of Kindergarten grades?

A. Grades are computed like the grades in Grade 1.
B. There are numerical grades with descriptions.
C. There are no numerical grades.
D. Remarks like Passed and Failed are used.

13. At the end of the school year, which is/are TRUE of grades?
I. The General Average is computed by dividing the sum of all final grades by the
total number of learning areas.
II. Each learning area has equal weight in computing for the General Average.
III. The Final Grade per learning area and the General Average are reported as
whole numbers.
A. I and II C. I and III
B. II and III D. I, II and III

14. Who is retained in the same grade level for Grades 1 to 10? Any students who did
not meet expectations __________.
A. in three or more learning areas
B. in 2 learning areas
C. in four learning areas
D. as shown in the general average

15. What happens when a student in Grade 1 to 10 did not meet expectations in two
learning areas?
A. Retained in the same grade level
B. Promoted to the next grade level after passing remedial classes for learning
areas with failing
 mark
C. Promoted in the next grade level but has back subjects in the lower grade
level
D. Is not accepted for enrollment in the school

Activity 13.8 Reporting Students’ Performance

LINK Theory to Practice

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 III D. I, II and III

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

5. What does criterion -referenced grading mean?

A. Grading on the curve
B. Grading against standards
C. Comparing grades with average grade
D. Interpreting grades based on Mean

6. What must be done to make grades meaningful?

A. Interpret grades against standards.
B. Compute grades accurately.
C. Compare individual grades against mean.
D. Compare grades of boys and girls.