1. 1.

Chapter 8 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…
2. 2. 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
3. 3. 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
4. 4. 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.
5. 5. 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 failjure.
6. 6. 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.
7. 7. 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
8. 8. Grading and reporting systems should be developed cooperatively (parents, students,
school personnel)inorder to ensure development of a more adequate system Guidelines in
developing a grading and reporting system are as follows….
9. 9. o Based on a clear statement of learning objectives oConsistent with school standards
oBased on adequate assessment oBased on a right level of detail oProvide for parent-
teacher conferences as needed
10. 10. .
11. 11. 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
12. 12. 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 ii. Be based on criterion-
referenced assessment • Conditions are hard to meet except in complete mastery learning
setting.
13. 13. 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, shuld only be used as a
supplement.