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Chapter 8Grading and ReportingThis 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 countHow do I interpret
students scoreDo I compare it to other students scores(norm
referenced)What should my distribution of scores beHow 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 guidelinesConsulting your colleague,
and then applying some your good judgementLearning form first hand
experience
Measurement and assessment of learning are the first two stages
in educational evaluationGrading 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 students and parents and other stake holders in the system
Functions of Grading and Reporting Systems
Enhancing students learning Clarifying instructional objectives
for themShowing students strengths ad weaknessesProviding
information on personal and social developmentIndicates where
teaching might be modifiedThese can be achieved through day to day
test, Feedbakc and Integrated periodic tests.
b. Reports to parents and guardiansIs a way of communication
from teacher to parents on the progress of the learnerC.
Administrative and Guidance Uses.Helping to decide promotion,
graduation, honors, athletic eligibilityReporting achievement to
other schools or to employersProviding input for realistic
educational, vocational, and personal counting
Types of Grading and Reporting SystemsTraditional letter-grade
systemStudents 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 failjure.
B. Pass-failSystem that utilizes a dichotomous grade systemC.
Checklists of objectivesThis system is a very detailed and time
consuming when preparedLevels of achievement arraged
respectively:Outstanding, Very Good, Good Fair and PoorD. Letters
to Parents/guardiansAre 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 teacherIt also shows the weaknesses and
strengths and the progress of the learner.F. Parent-teacher
conferencesThis requires that parents of pupils come for a
conference with the teacher to discuss the pupils progress
Development of a Grading and Reporting SystemGrading and
reporting systems should be developed cooperatively (parents,
students, school personnel)inorder to ensure development of a more
adequate systemGuidelines in developing a grading and reporting
system are as follows.
Based on a clear statement of learning objectivesConsistent with
school standardsBased on adequate assessmentBased on a right level
of detailProvide for parent-teacher conferences as needed
Assigning Letter Grades and Computing GradesGrades reflected on
report cards are numbers or numerical quantities arrived at several
data on the students performance are combined, thus the guidelines
below must be consider in combining such data:Properly Weight each
componentto create a composite.Put all components o same scale to
weight properlya. equate ranges of scoreb. or, convert all to
T-scores or other standard scores
Norm or Criterion-Referenced GradingWhen 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 performanceb. Typical grade may be shifted down or up,
depending on groups abilityc. 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
standardsGrading is a complex task, because grades must: i. clearly
define the domainii. Clearly define and justify the performance
standardsii. Be based on criterion-referenced assessmentConditions
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
difficultOne cannot reliably measure change with classroom
measuresTherefore, shuld only be used as a supplement.
In summary this chapter focuses on Grading and Reporting systems
in terms of its..Functions Types and formsDevelopment Assigning
letter grades and computing gradesNorm or Criterion referenced
grading
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