Professional Documents
Culture Documents
in
Submitted by:
Amada, Wedsea
Camral, Jose Vanny
Malcontento, Tina Marie
Meniel, Kygen
Serdena, Dona Grace
Verjes, Kathleen Diane
BSED 3-1
Table of Contents
GRADING AND REPORTING SYSTEMS
Introduction
Purposes of Grading and Reporting Systems
Functions of Grading and Reporting Systems
Types of Grading System
Norm-referenced Grading System
Criterion-referenced Grading System
Types of Reporting System
Grading System of Public Elementary and Secondary Schools
Guidelines for Rating Elementary Pupils
Guidelines for Rating Secondary Students
Components of the Student’s Grade
Methods of Computing Final Grade
Grading System for Pupils/Students
Under K-12 Curriculum
Levels of Assessment
Two Methods of Teaching Observation
Student Self-report
Constructed-response Format
Selected-response Format
Rating Scale
Semantic Differential Scale
Checklist
I. Introduction
Grading is one of the many activities of classroom teacher to professionally judge the
achievements of the students. This involves the collection and evaluation of proofs regarding the
performance or achievement of the learners within a specified period of time. Through this
process, different types of descriptive information and ways of measuring the performance of the
students that summarize their accomplishments are converted to grade or marks. Grading and
reporting the progress of the students are two of the most difficult tasks of teachers because there
One of more frustrating aspects of teaching is that of grading and reporting student progress
since there are so many factors to consider, and so many decisions to be made. This Chapter
attempts to simplify this task and to minimize some of the complexities by describing the various
types of grading and reporting systems and providing guidelines for their effective use. The main
aim of grading and re8porting system is to provide results in brief, understandable form for
varied users which lead to several big questions: what should I count-just achievement or effort,
too? How do I interpret a student’s score? Do I compare it to other students’ scores (norm
referenced), a standard of what they can do (criterion-referenced), or some estimate of what they
are able to do (learning potential, or self-referenced)? What should my distribution of grades be,
and how do I determine it? How do I display student progress or strengths and weaknesses to
Of course, answers to these questions may be obtained from: 1) your school which may have
some policies or guidelines, applying what you learn in this Chapter; 2) consulting your teaching
colleagues; and then applying your good judgment or; 3) learning from first-hand experience.
III. Body
Grading is the process of judging the quality of the performance of a student. The
reasons why teachers find grading demanding are: 1) they have insufficient, formal instruction in
grading; 2) they have to make judgment based on incomplete evidence; 3) they have conflict
Grading and reporting systems serve many purposes, but no single method serves or the
purposes well. They are used to; communicate the achievement of the students, provide students
information to improve there self evaluation; provide incentives for students to learn. Select or
group students or asserting educational path of progress; evaluate the effectiveness of the
program; inform the teacher about what students have and have not learn; and motivate and
Different schools have different grading and reporting systems they are designed to serve
many purposes in educational system. Linn (2009) provided the following purposes of grading
1. Instructional uses
development, enhancing students motivation (e.g. Short-term goals) and indicating where
teaching might be modified. This can be achieve through day to day tests and feedback and
and guardians of students on progress of their wards. Likewise, grades and reports communicate
objectives to parents, so they can help promote learning and likewise, communicate how well
grading and reporting consist in: 1.) helping to design promotion, graduation, honors, athletic
eligibility; 2.) reporting achievement to other schools or to employers; and 3) providing input for
These three main purposes of grading and reporting by no means exhaust all possible
the performance of other students within the group. The performance of a student will depend on
the performance of other student in the class. This grading system is also known as “grading on
the curve”. The teacher will be the one to set how many percent of the students in the class
assigned each grade if it is not stated in the grading policy of the institution, otherwise follow
what is stated in the grading policy. Percentile rank stanines are some examples of norm
reference grading.
Advantages
2. It works well for the courses with retention policies and it’s limits only few student’s to
6. The teacher easily identifies learning criteria the percentage of students who receive highest
Disadvantages
1. The performance of a student is not only determined by his achievement, but also the
In this type of grading system, the student performance is evaluated against a certain
criteria or standard. The student must get a grade higher than or equal to a given standard to pass
a certain test.
Advantages
1. The performance of the students will not be affected by the performance of the whole class.
3. All students may pass the subject or course when they meet the standard set by the teacher.
Disadvantages
1. It is difficult to set a reasonable standard if it is not stated in the grading policies of the
institution.
2. All students may not pass the subject or course when they do not met the standard set by the
colleges and universities utilize different symbols to describe and report the level of performance
or achievement of their students. This will depend on the grading policies of the said institution.
In case of Basic Education, the grading system being used is based on DepEd Order
Number 33, Series 2004, replacing the DECS Order No. 70, series 1998. The new grading
system of DepEd is about giving grades that are mainly based on the students performance. The
and secondary school is set at 75%. The lowest failing grade that may appar in the report card is
set at 65%.
3. In assessing the learning outcomes, the construction of test items consist of basic terms
(factual information) 60%. Moderately difficult or more advanced questions 30%, and HOTS
(item for distinguishing for honor students) 10%. Questions in each category should have
different weights. Test and non-test items should cover only materials actually taken up in the
class.
4. Grading system by subject shall follow the guidelines in Enclosure 1 and Enclosure 2 of
5. Transmutation tables shall not be used in the computation of grades. Test scores shall be
recorded as a raw scores, totaled at the end of each grading period, and then computed as
percentage [(students score÷highest possible score) x 100%]. This is also known as the Table of
Equivalence.
6. The final grade shall be determined by averaging the marks for the four quarters. In the case
7. Promotion at the Secondary Level shall be by subject. A Students shall be retained in the year
level if he or she incures failures of 3 units or more during the regular school year and is an able
to make-up for the failed subjects during the summer sessions. Retained students need to repeat
The guidelines for rating the performance of elementary pupils are based on the
Enclosure 1 of DepEd Order No. 33, s.2004. The percentage distribution of weights for
elementary pupils are periodic test (25%) and other measures of achievement (75%) as shown in
In-Formal/ 10%
Formal Themes
Experiments 15%
Classroom
*Musical
Activities 30%
*Art
Activities 20%
*Sports/dance
s *Cultural
Activities 30%
*Literary
Activities
To compute the rating of each student in Math VI class in a grading period, get the
average of all the ratings entered in the class record under each measure of achievement, then
Measurement
of Weight Average Weight Weighted
Average
Achievement
Participation
Activities
Hence, the grade of a certain student in Math VI for a grading period is 93.25% or 93%.
Guidelines for Rating Secondary Students
The guidelines for rating he performance of secondary students are based on the
Enclosure 2 of DepEd Order No.33, s.2004. The percentage distribution of weight for secondary
Assignm 10%
ent
Behavior 10%
Below are the different components needed for the computations of grades of the students
for the secondary level in each subject area from Enclosure 2 of DepEd Order No. 33,S.2004.
1. Periodic Test. Summative assessment of students learning at the end of the quarter.
2. Quiz. Summative assessment of students learning at the end of the lessons; quizzes given for
formative purposes are not considered in the computation of the students grade but as
basis for making decision whether to proceed to the next lesson or to reteach.
3. Unit Test. Summative assessment of the students learning at the end of the unit.
5. Project/Output. Product of a skill or proces (e.,g., book report, book/movie review, journal,
research, etc.)
6. Assignment. Work usually done outside the classroom in preparation for the next lesson and
There are two common methods of computing the final grade. These are the averaging
method and cumulative method. The computation of the final grade will depend on the grading
policy of the school, or colleges, and universities. In the case of public elementary and secondary
schools, averaging method is utilized as defined in the DepEd Order No. 33,S 2004.
Averaging Method. In this method, the weights of the grade in each grading period are
Final grade = First Grading Grade + Second Grading Grade + Third Grading Grade + Fourth Grading Grade
Example: The grade of Benjamin in Mathematics IV is shown below. Find the Final grade.
Subject First Grading Second Grading Third Grading Fourth Grading Final Grade
Mathematics IV 89 92 94 96 92.75
Final grade= First Grading Grade + Second Grading Grade + Third Grading Grade + Fourth Grading Grade
Cumulative Method. In this method, the final grade gives a higher weight on the present grade
than the previous grade. The percentage of the present and previous grades will depend on the
policy of the school, most especially in the private schools as defined by the manual of private
Example of cumulative method is the sum of 1/3 of the Third Grading grade and 2/3 of the
Example: The grade of Ryan Christopher in Mathematics IV is distributed in the table below.
Subject First Grading Second Grading Third Grading Fourth Grading Final Grade
Mathematics 89 92 94 96 95.33
IV
Final Grade= 94
The grading system for pupils/students in the K-12 Curriculum is based on DepEd Order Number 73,
series 2012 known as the “Guidelines on the Assessment and Rating of Learning Outcomes Under the K to 12
Basic Education Curriculum Enclosure No. 1”. This is applicable only for pupils/students enrolled in Grade 1
The assessment of the performance of the learners under K-12 Curriculum shall be holistic, with
emphasis on the formative or developmental purpose of quality. Assuring student learning. It is also standards-
based for the teacher has to make sure that he will teach the learners based on the standards given and the
students have to meet or even exceed them. In this case, the students attainment of the standards is very
important in terms of the content and performance of the learners for this is the evidence of learning.
Levels of Assessment
Formative assessment will be used to measure the attainment of the learning outcomes as defined in
the learning standards which ensure the quality of learning. They shall be the focus of summative assessments
and shall be the basis for grading at the end of the instruction.
1. Knowledge Level - refers to the substantive content of the curriculum, the facts and information that the
student acquire.
2. Process Level - refers to the cognitive operations that the student performs on facts and information for the
3. Understanding Level - refers to the enduring big ideas, principles, and generalizations inherent to the
discipline, which may be assessed using the facets of understanding or other indicators of understanding which
4. Products/Performances Level - refers to real life application of understanding as evidenced by the students
The performance of the students shall be described in their report card, based on the following levels
of proficiency.
1. Beginning (B) - The students at this level struggles with his/her understanding ; pre requisite and
2. Developing (D) - The students at this level possesses the minimum knowledge and skills and core
understandings, but needs help through the performance and authentic tasks.
3. Approaching Proficiency (AP) - The student at this level has developed the fundamental
knowledge and skills and core understanding and,with little guidance from the
teacher and/or with some assistance from peers,can transfer these understandings
4. Proficiency (P)- The student at this level has developed the fundamental knowledge and skills and
performance tasks.
5. Advance (A)- the student at this level exceeds the core requirements in terms of
In order to determine the level of proficiency of the students, numerical value is important.To get it,compute
first the sum of all the results of the student’s performance on the various levels of assessment. After which,the
Averaging Method
This shall be used in the computations of the final grade. It is the average of the four quarters rating
The promotion and retention of the students shall be by subject. A students whose proficiency level is
Beginning (B) at the end of each quarter shall be required for a remedial class after class hours so he can catch
up on the next grading period. When a student remains at the proficiency level at the end of the school year, he
Miller, Lim and Gronlund (2009) suggested the following guidelines for effective and fair grading and
this can be adopted in the Philippine educational system, most specially in the Higher Education Institutions
(HEIs).
2. Make clear to the students that the course grade will be based on achievement only.
3. Explain how other elements will be reported such as efforts, work habits, and personal-social characteristics.
4. Relate the grading procedures to the intended learning outcomes (instructional goals and objectives.)
5. Obtain valid evidence as basis for reporting grades (e.g, tests, assessments, reports, or ratings).
7. Return and review all tests and assessment results as soon as possible.
10. Be fair. Avoid bias, and when in doubt, review the pieces of evidence, such as scores in the boarder line. If
Table of Equivalence
Table of Equivalence is utilized in the computation of percentage of the scores in each subject. Take
note that this is mandated only for elementary and secondary public schools based on DepEd Order No. 33, s.
2004.
TS
P x100%
TI
where,
TS - total score
P - percentage
If the no. of items is not found in the table, use the formula to compute the percentage. To facilitate
Example of Table of Equivalence for 50-items, 40-items, 30-items, 20-items, and 10-items
50-items Percentage 40-items Percentage 30-items Percentage 20-items Percentage 10-items Percentage
1 2 1 3 1 3 1 5 1 10
2 4 2 5 2 7 2 10 2 20
3 6 3 8 3 10 3 15 3 30
4 8 4 10 4 13 4 20 4 40
5 10 5 13 5 17 5 25 5 50
6 12 6 15 6 20 6 30 6 60
7 14 7 18 7 23 7 35 7 70
8 16 8 20 8 27 8 40 8 80
9 18 9 23 9 30 9 45 9 90
10 20 10 25 10 33 10 50 10 100
11 22 11 28 11 37 11 55
12 24 12 30 12 40 12 60
13 26 13 33 13 43 13 65
14 28 14 35 14 47 14 70
15 30 15 38 15 50 15 75
16 32 16 40 16 53 16 80
17 34 17 43 17 57 17 85
18 36 18 45 18 60 18 90
19 38 19 48 19 63 19 95
20 40 20 50 20 67 20 100
21 42 21 53 21 70
22 44 22 55 22 73
23 46 23 58 23 77
24 48 24 60 24 80
25 50 25 63 25 83
26 52 26 65 26 87
27 54 27 68 27 90
28 56 28 70 28 93
29 58 29 73 29 97
30 60 30 75 30 100
31 62 31 78
32 64 32 80
33 66 33 83
34 68 34 85
35 70 35 88
36 72 36 90
37 74 37 93
38 76 38 95
39 78 39 98
40 80 40 100
41 82
42 84
43 86
44 88
45 90
46 92
47 94
48 96
49 98
50 100
III.
In this chapter, we learn that grading and reporting are foundational elements in nearly
summative of students performance. Reporting is how the results of those evaluations are
we, as a future teachers must ensure that grading and reporting always meet the criteria for
validity and reliability. And because of their primary communication purpose, we must also
ensure that grading and reporting are meaningful, accurate, and fair. For us, the purpose of
grading is to describe how well students have achieved the learning objectives or goals
established for a class course of study. Grades should reflect students performance on specific
learning criteria. Establishing clearly articulated criteria for grades makes the grading process
more fair and equitable. Unfortunately, different teachers often use widely varying criteria in
determining students grades, and students often aren’t well-informed about those criteria.
Reporting should be meaningful for the educational teaching and learning process. We know that
this system helps to identify clear curricular aims or learning objectives. We recommend to this
approach that taking advantage of Internet technologies, as well as structuring reporting to reflect
the variety of needs of different school levels report cards should be designed appropriately. In
addition, student assessment reports should provide a summary of student learning in clearly,
It is time to change our traditional approaches for grading and reporting in our nation’s
schools. The scaling-up process of the suggested approach for grading and reporting will
enhance student learning. Reporting must be valid, reliable, fair, and useful; nothing less should
be expected if we want to link grading and reporting with students mastery of content and
practice standards. Standards-based grading and reporting has so much more to offer over the
traditional scattershot approach. All grading and reporting should start by having a clear purpose,
followed by an in -depth understanding of the various criteria that can be used. Equally important
is the effort to explicitly link curriculum standards with grading and reporting system. We are
striving for consistency, validity, and fairness in grading and reporting practices. We are striving
for enough detail to allow grading and reporting to serve as a road map of student progress in
achieving their learning goals. This will assist us as we work to close the gap between current
and desired states of learning and levels of achievement. Ultimately, grading and reporting are
other important tools for what matters most: improving student learning.