GRADING AND REPORTING SYSTEMS

Group Term Paper

in

Ed148 - Assessment of Learning II

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

are so many factors and decisions to be considered.

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

students and their parents?

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

classroom role; 4) there is no single universally accepted grading system.

Grade is a symbol used to represent the achievement or progress of a student.

Purposes of Grading and Reporting System

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

encourage good work by students.

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

and reporting systems.

1. Instructional uses

2. Enhancing Students’ learning through: clarifying instructional objectives for them,

showing students’ strength and weaknesses, providing information on personal social

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

integrated periodic tests.

3. Report to Parents/Guardians. Grading and Reporting Systems also inform parents

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

objectives were met, so parents can better plan.

4. Administrative and Guidance Uses. The Administrative and Guidance purpose of

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

realistic educational, vocational, and personal counseling.

These three main purposes of grading and reporting by no means exhaust all possible

uses of the activity.

Types of Grading System

1.) Norm-referenced Grading System

In using norm-referenced grading system, the student performance is evaluated relative to

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

1. It is very easy to use.

2. It works well for the courses with retention policies and it’s limits only few student’s to

advance to the next level of the course.

3. It is useful if the focus is the individual achievement of the students.

4. It is appropriate to a large group of students, that is more than 40.

5. It does not encourage cooperation among the students.

6. The teacher easily identifies learning criteria the percentage of students who receive highest

grade or lowest grade.

Disadvantages

1. The performance of a student is not only determined by his achievement, but also the

achievement of other students.

2. It promotes competition among the students rather than cooperation.

3. It cannot be used when the class size is smaller than 40.

4. Not all students can pass the given subject or course.

Criterion-referenced Grading System

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.

2. It promotes cooperation among the students.

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

teacher or the institution.

Types of Reporting System

There is no single way of reporting a level of achievement of the students. Different

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.

This can be numbers, percentage, letter grade equivalent, and descriptions.

 Reporting Grades of Tertiary Level

Percentages Numbers Letters Descriptions

98-100 1.00 A+ Outstanding/Excellent

95-97 1.25 A Outstanding/Excellent

92-94 1.50 A- Very Good

89-91 1.75 B+ Very Good

86-88 2.00 B Good

83-85 2.25 B- Good

80-82 2.50 C+ Fair

77-79 2.75 C Fair

75-76 3.00 C- Passed

Below 75 5.00 D Failed

Grading System of Public Elementary and Secondary Schools

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

features of the new grading system are the following:

1. The lowest grade or the minimum performance standard for the students in public elementary

and secondary school is set at 75%. The lowest failing grade that may appar in the report card is

set at 65%.

2. The same standard shall apply to students in the Bridge Program.

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

DepEd Order 33, series 2004.

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

of secondary level, averaging across quarters shall be by subject only.

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

only those subjects got they failed.

Guidelines for Rating Elementary Pupils

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

the given table below.

Subject Area/ English Science Math Makabayan

Component
& &
Filipino Health

I-VI III-IV I-VI I-III

Periodic Test 25% 25% 25% 25%

Quizzes/ Unit 15% 15% 15% 15%

Test

Homework/ 20% 15% 20% 20%

Assignment

Projects 10% 10% 15% 15%

In-Formal/ 10%
Formal Themes

Experiments 15%

Other 15% 10% 15% 15%

Performance
Outputs

Total 100% 100% 100% 100%

 *MAKABAYAN IV-VI

HKS EPP MUSIC ART PE

IV-VI IV-VI IV-VI IV-VI IV-VI

Periodic Test 25% 25% 25% 25% 25%

Quizzes/ Unit 15% 15% 15% 15% 15%

Test

Homework/ 20% 10% 10% 10% 10%

Assignment

Projects 10% 25%% 10% 20% 10%

Other 15% 15%

Performance
Outputs

Classroom
*Musical
Activities 30%
*Art
Activities 20%

*Sports/dance
s *Cultural
Activities 30%
*Literary
Activities

Total 100% 100% 100% 100% 100%

Sample Computation for Rating in Math VI

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

multiply the corresponding weight as shown in the table below.

Measurement
of Weight Average Weight Weighted
Average
Achievement

Quizzes 15% 95 x 0.15 14.25

Class 25% 93 x 0.25 23.25

Participation

Assignments 5% 88 x 0.05 4.4

Projects 15% 90 x 0.15 13.5

Problems Sets/ 15% 94 x 0.15 14.1

Activities

Periodic Test 25% 95 x O.25 23.75

Total 100% 93.25%

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

student are shown in the given table below.

Subject Filipino English Science Math AP TLE MAPEH EP

Area/
Component

Periodic 25% 25% 25% 15% 20% 25% 25% 25%

Test

Quizzes 10% 10% 15% 20% 10% 10% 10%

Unit Test 15%

Partisipat 50% 40% 35% 30% 20% 15% 15% 40%

ion &
Performa
nce

Output 25% 25% 20% 25% 20% 25% 25% 25%

or
Project

Assignm 10%
ent

Behavior 10%

Total 100% 100% 100% 100% 100% 100% 100% 100%

Components of the Student’s Grade

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.

4. Participation/Performance. Students involvement in the learning process individually and /

or in group; students demonstration of a skill or process ( e. g., role play, theatrical

performance, music, dance, choral reading, speech delivery, experiment, etc.)

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

may involve an application or extension of students learning.

7. Behavior. Observable manifestation of students feelings, thoughts, or attitude; grade is

reflective in Edukasyon sa Pagpapahalaga although every subject teacher is expected to

contribute to the assessment of the students behavior.

Methods of Computing Final Grade

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

equal. The formula is:

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

Grade Grade Grade Grade

Mathematics IV 89 92 94 96 92.75

Final grade= First Grading Grade + Second Grading Grade + Third Grading Grade + Fourth Grading Grade

Final Grade= 89+92+94+96

Final grade = 371/4

Final Grade= 92.75

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

schools or as defined in their grading policies.

Example of cumulative method is the sum of 1/3 of the Third Grading grade and 2/3 of the

Fourth Grading grade. The formula is:

Final Grade= 1/3 (TGG) + 2/3 (FGG)

Example: The grade of Ryan Christopher in Mathematics IV is distributed in the table below.

Compute the final grade using the cumulative method.

Subject First Grading Second Grading Third Grading Fourth Grading Final Grade

Grade Grade Grade Grade

Mathematics 89 92 94 96 95.33

IV

Final Grade= 1/3 (TGG) + 2/3 (FGG)

Final Grade= 1/3 (94) + 2/3 (96)

Final Grade= 94

Final Grade= 31.33 + 64

Final Grade= 95.33

Grading System for Pupils/Students Under K-12 Curriculum

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

and Grade VII, beginning in Sy 2012-2013.

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

purpose of constructing meanings or understandings.

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

may be specific to the discipline.

4. Products/Performances Level - refers to real life application of understanding as evidenced by the students

performance of authentic tasks.

Levels of Proficiency

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

fundamental knowledge and or skills have not been acquired or developed

adequately to aid understanding.

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

through authentic performance tasks.

4. Proficiency (P)- The student at this level has developed the fundamental knowledge and skills and

core understandings,and can transfer them independently through authentic

performance tasks.

5. Advance (A)- the student at this level exceeds the core requirements in terms of

knowledge,skills,and understandings,and can transfer them automatically and

flexibly through authentic performance task.

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

following shall appear in the report card.

 Numerical Value Level of Proficiency

74% and below Beginning (B)

75-79% Developing (D)

80-84% Approaching Proficiency (AP)

85-89% Proficient (P)

90% and above Advanced (A)

Averaging Method

This shall be used in the computations of the final grade. It is the average of the four quarters rating

and is expressed in terms of proficiency level.

Promotion and Retention

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

shall be required to take the summer class.

Guidelines for effective and Fair Grading

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).

1. Describe the grading procedures to the students at the beginning of instructions.

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).

6. Take precautions to prevent cheating on tests and assessments.

7. Return and review all tests and assessment results as soon as possible.

8. Properly weigh the various types of achievement included in the grade.

9. Do not lower an achievement grade for tardiness, weak effort, or misbehavior.

10. Be fair. Avoid bias, and when in doubt, review the pieces of evidence, such as scores in the boarder line. If

still in doubt, assign the higher grade.

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.

The formula in the computation for table of equivalence is:

 TS 
P    x100%
 TI 

where,

TS - total score

TI - total number of items

P - percentage
 If the no. of items is not found in the table, use the formula to compute the percentage. To facilitate

the computation, you can utilize the excel program.

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

every educational system. Grading represents teachers evaluations through formative or

summative of students performance. Reporting is how the results of those evaluations are

communicated to students, parents, or others. Because of their fundamental nature, educators or

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.

In contrast, student assessment reports should be based on a sufficient body of evidence.

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,

timely, accurate, and useful manner.

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.