GRADING AND

REPORTING
This chapter attempts to simplify and minimize the task of
complexities by describing the various types of grading and
reporting system and provide guidelines for their effective use…
The main aim of grading and reporting system is to
provide results in brief, understandable form of varied
users which lead to several big questions..
• What should I count
• How do I interpret student’s score
• Do I compare it to other students scores
(norm referenced)
• What should my distribution of scores be
• How do I display student progress and weaknesses to
students and their parents
 And the answers to that question
may be obtained from:

•Schools that may have some policies or guidelines

•Consulting your colleague, and then applying some

your good judgement

•Learning form first hand experience

 Measurement and assessment of learning are
the first two stages in educational evaluation

 Grading and reporting are the two terminal

stages in the process

 Measurements are simply numerical aids which

guide our decisions in the educative process.
 It is therefore important to know the
process of giving grades and reporting
these to the students and parents and
other stake holders in the system.
Functions of Grading and
Reporting Systems
A. Enhancing Student’s Learning

Clarifying instructional objects for them

Showing students’ strengths and weaknesses
Providing information on personal and social
development
Indicates where teaching might be modified

These can be achieved through day to day test,

feedback, and integrated periodic test.
B. Reports to Parents and Guardians
- is a way of communication from teacher to
parents on the progress of the learners

C. Administrative and Guidance Uses

1. Helping to decide promotion, graduation, honors,
athletic eligibility
2. Reporting achievements to other schools or to
employers
3. Providing input for realistic educational, vocational
and personal counting
Types of Grading and Reporting System:
A. Traditional letter-grade system
- Students’ performances are summarized in means
of letters thus, A stands for excellent, C stands for
average, D stands for needing improvement and an F is
failure.

B. Pass-fail
- System that utilizes a dichotomous grade system
C. Checklists of objectives
- This system is a very detailed and time
consuming when prepared
Levels of achievement arraged respectively:
Outstanding, Very Good, Good Fair and Poor

D. Letters to Parents/guardians
- Are useful supplements to grades and are very
time consuming when prepared and can be
misinterpreted sometimes.
E. Portfolios
- Is a set of purposefully selected works, with
commentary by students and teacher.
It also shows the weaknesses and strengths and
the progress of the learner.

F. Parent-teacher conferences
- This requires that parents of pupils come for a
conference with the teacher to discuss the pupils
progress.
Development of a Grading and Reporting System

Grading and reporting systems should be developed

cooperatively (parents, students, school personnel) in
order to ensure development of a more adequate
system.

Guidelines in developing a grading and reporting

system are as follows….
Based on a clear statement of learning objectives

Consistent with school standards

Based on adequate assessment

Based on a right level of detail

Provide for parent-teacher conferences as needed

Assigning Letter Grades and Computing Grades
Grades reflected on report cards are numbers or
numerical quantities arrived at several data on
students’ performance are combined, thus the
guidelines below must be consider in combining such
data:
 Properly weight each component to create a
composite

Put all components to same scale to weight properly

a. equate ranges of score,
b. convert all to T-scores or other standard scores
Norm or Criterion-Referenced Grading
When grades are compared to other students, (where you
rank) it is called Norm-Referencing. In such a system:

a. Grade depends on what group you are in, not just your
own performance
b. Typical grade may be shifted down or up, depending
on group’s ability
c. It is the widely used system
Grades that reflect absolute performance or compared
to a specified standards is called Criterion – referenced
grading.
• Your grades or performance are compared to a set of
performance standards
• Grading is a complex task, because grades must:
i. clearly define the domain
ii. Clearly define and justify the performance standards
iii. Be based on criterion-referenced assessment
• Conditions are hard to meet except in complete mastery
learning setting.
Grades may also reflect learning ability or
improvement performance , in such a system:

• Grades are inconsistent with a standard-based

system system because now, each child is his or her
own standard.
• Reliably estimating learning ability is very difficult
• One cannot reliably measure change with
classroom measures
• Therefore, should only be used as a supplement.
In summary, this chapter focuses on Grading and Reporting
System in terms of its:

 Functions

 Types and Forms

 Development

 Assigning letter grades and computing grades

 Norm or Criterion referenced grading