GRADING

AND
REPORTING
 CED
GROUP 10 7
MEMBERS

ABALUNAN , DAPHNIE JOY

BARRINUEVO, KRISTINE
JAVIER CAMILLE
LOPEZ, JOY ANN
ORMACIDO, JOVIC
PASILONA, JENELYN
 OBJECTIVES
At the end of the Chapter, you should be able to:
• explain the functions of grading and reporting;
• distinguish between criterion-referenced and norm-
referenced grading;
•compute grades in accordance with the current DepEd
policy on grading system and
•cite points to observe when reporting students' progress to
both students and parents.
 Introduction

Based on the author's experience both as a parent and as a school head, grades
are very contentious. There is no Card-giving
Day where there is no parent complaint or question about a child's grade.
Complaints come in these forms: "The grade should be
higher; it should not be a failing grade; teacher does not explain well; teacher
did not accept a project submitted an hour or so after her/his deadline".
Therefore, grading and reporting as a way of
communicating assessment results should never be taken for granted.
 Introduction
We cannot blame students and parents for their grade consciousness. Ours is still a
world that puts emphasis on grades.
When you enroll in a college course, you have to meet a minimum Grade Point
Average that is required; when you apply for and enjoy a scholarship grant, you
have to meet and maintain certain grade; and
when you apply for a job, you have to present your grades because of
all the things that people ask, grades are always a part. So grades are indeed
important. But the competency that grades should reflect are as important. It will
help students to get good grades if teachers discuss assessment and grades before
conducting the assessment. Reviewing test results with students after assessment
test is important. However, communicating with students - as a class or individually
before assessment is equally important.
 Seven things to consider
discussing with your students
before assessing:

1 . Explain where the test

fits the bigger picture. 5 Clarify the testing
environment.

2 6
Share how the test Make any transition to
results will affect their computers or tablets
overall class grade easy.

3  Pre-empt questions
about what their data will
look like and who will be
7  Provides the dates of the
next assessment.

seeing it.

4 Take the fear out of the

testing jargon.
 Functions of
Grading and Reporting Systems
Grading and reporting systems have some very important functions in the educative
process. Some of these important functions are enumerated below:
 a) Enhancing students' learning through: clarifying instructional objectives for them, showing
students' strengths and weaknesses, providing information on personal-social development,
enhancing students? motivation (e.g., short-term goals) and indicating where teaching might be
modified. These can be achieved through day-to-day tests and feedback and integrated periodic
tests.
 b) Reports to parents/guardians Grading and reporting systems also inform parents and
guardians of students on the progress of their wards. Likewise, grades and reports communicate
objectives to parents, so they can help promote learning and likewise, communicate how well
objectives were met, so parents can better plan. 
c) Administrative and guidance uses. The administrative and guidance purposes of grading and
reporting consist in: 
(1) helping to decide promotion, graduation, honors, athletic eligibility;
 (2) reporting achievements to other schools or to employers; and
 (3) providing input for realistic educational, vocational and personal counseling.
These three main purposes of grading and reporting by no means exhaust all possible uses of the
activity.
Why Communicate Assessment Result

We document our assessment processes for

accountability, institutional and individual memory.
Documenting the decisions made means learned
lessons. Assessment results that have been
thoroughly discussed should be communicated
clearly and accurately to learners as well as
parents for improved learning.

 Sharing assessment results is an opportunity to tell

an important and meaningful story. Your role is to
educate stakeholders about context, background,
methods, results of assessment and to involve
them in making sense of the results and identifying
possible solutions or next steps. These can be
done during Parents-Teachers Conference.
 Some Pointers in Communicating Assessment Results

In order to effectively communicate our assessment results, we need to

do the following:

1) to establish learning outcomes related to what we are assessing;

2) document the process we used to assess the outcomes;
3) tie the results back to our learning outcomes to communicate whether
the program or service "worked” as we intended and
4) take note of decisions made as a result of the assessment process.
This is the essence of outcomes based teaching and learning.
We all agree that students are key education stakeholders. When they are
involved in the assessment process and in their own learning, the result is
an improvement in achievement. An objective, transparent and respectful
assessment feedback to students drives home the points which the
students need to work upon.
 Giving Feedback to Students and Parents
after Assessments

Giving feedback is never easy. It is important that the feedback process is handled delicately.
Below are some points can guide the teacher is assessor during feedback 

•A cliché, which works effectively, is to open the session with a positive feedback.
•Know the expectation of the student/parent from the feedback session: it acts as a
compass for the teacher as assessor.
•Be very specific and stick to the pre-defined parameters or competencies to make
reference. 
•Cite examples whenever possible to help the student/parent understand better.
•Involve the student/parent. Feedback has to be a dialogue and not a monologue
which means that the student/parent should be given an opportunity to discuss
student's/parent's aspirations, motivations and experience of the assessments.
•Be patient and display great listening skills to create the required trust and rapport
with the student/parent.
•Allow the student/parent to explain the intent behind his/ her action and differing
opinion whenever appropriate.
 •Refrain from passing a judgmental statement; your statements have to be
suggestive rather than stated as absolute truths.
Reporting Students' Progress and Grades to
Parents
 
•Students' progress and grades are reported to
parents through Report Card, Parents Teachers
conference and written conferences. They
are explained below.

Report Card. The Report Card is a standard method

of reporting students' progress and grades to parents.
See sample report card for junior and senior high
school from the Department of Education.
 Report cards convey letter grades like A, B, C, D and F
sometimes with or so a student may get an A+ or A-, B+ or B-,
etc. Some report cards convey numerical grades such as 85
in Math, 93 in English and 88 in Biology. Still other report
cards simply have Pass or Fail. The DepEd Student Report
Card include affective characteristics such as Maka-Diyos,
Maka-tao, Maka- bansa and Maka-kalikasan. Written
Progress Reports. These can be weekly, bi-weekly or monthly
reports of the student's progress and achievement (McMillan,
2007). These written reports may include the student’s
performance on tests and quizzes projects oral report, they
also can include information about student behavior, as well
as suggestions for how parents can help the student improve
his/her performance.
 PARENT-TEACHER
CONFERENCES

According to Durham (2006) asserts that "parent-teacher

conferences are both a responsibility and an opportunity"
Announce the date for card- Practice good communication
1 6
giving in advance. skills.
Don't talk about other
2 Be positive in approach 7
students

Be objective . End with an encouraging

3 8
note in the same way that
you began with a positive
4 Have a listening ear. note.

Don't project an "omniscient

5
"image. You don't know all the
answers to questions
 Why Report/Communicate Assessment
Results

We document our assessment processes for accountability. So

teaching leads to assessing learning, reporting and communicating
assessment results. These assessment results should communicated
clearly and accurately to learners as well as parents for improved
learning.

 Sharing assessment results is an opportunity to tell an

important and meaningful story. Your role is to educate
stakeholders about context, background, methods, results of
assessment and to involve them in making sense of the results and
identifying possible solutions or next steps. This is reporting.

We all agree that students are key education stakeholders.

When they are involved in the assessment process and in their own
learning, the result is an improvement in achievement. An objective,
transparent and respectful assessment feedback to students drives
home the points which the students need to work upon.