FS

Learning Episode 9

5 Reporting
Students Performance

Rafallo, Mark Anthony N.

BSED TLE-4B

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 My Learning Episode Overview

If we have to work with parents for the education of children, we have to

inform them about their children’s progress in school in the same way that we give
the students feedback regarding their performance. Schools vary in their practice
of students’ performance. This is what you will find out in this Episode.

My Map

To realize my Intended Learning Outcomes, I will work my way through

these steps.

I will read My Learing Essentials

1

With my learning partner, i will interview at least two (2) Resource

Teachers in different schools on classroom and school practice in giving
feedback to students and reporting children's performance to parents.
2

I will observe a Homeroom Meeting

3

I will research on best practices on the reporting of grades

4

I will analyze and reflect on nformation gathered

5

I will come up with my learning portfolio

6

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 My Learning Activities

Activity 1 – Interview

1. How do you give feedback to your students regarding their

performance?
When do you give feedback?

I give my students feedbacks about their performance in a good manner for them
to get motivated to get a better grade. I always give feedback at the end of a test
and of the grading period.

2. How do you report students’ performance to parents? Does the

school have a regular way of reporting grades to parents?

By means of Report Card. At the end of the grading period, the report cards are
distributed to the parents.

3. What problems on grade reporting did you encounter with parents?

How did you address it/them?

There are instances that the parents complains about the grade of their child but
my records are very transparent and open for them see.

4. Was it easy for you to report students’ performance to parents? What

were your challenges?

Of course it’s easy because the grade that I give is authentic, the students actual
grades, but sometimes there were some students who were low achievers and I
gave them reinforcement like projects just to cope up with the class.

Activity 2 – Attendance in Homeroom Meeting

If it is possible, attend a Homeroom meeting on Card-Getting Day. Outline

the parts of the meeting. Describe how the Resource Teachers communicated
learners’ assessment results and grades to parents.

What are the parts of Homeroom meeting?

The first part was taking the attendance, then to the agenda. First agenda
was about the Homeroom project, contribution for HRPTA and do’s and don’ts of
the learners inside the classroom. After that the teachers report the result of the

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First grading examination. She started from those students with not so good result
and some recommendations up to the Honor List for the grading period.

How did the Resource Teachers communicate learners’ assessment and

grades to parents?

The Adviser reminded the parents/guardians to help in nurturing their

children in home and keep on guiding them in the right direction.

My Analysis

In the Homeroom meeting, did the Teachers reporting and

communicating of grades take place smoothly? Or were there instances
when discussions became heated because of the way reporting was
handled? Describe your observations?

The Homeroom Meeting was smoothly done, the teacher was

very patient waiting for other parents to come. She started the meeting
after an hour the meeting set. She first discusses the attitudes of the
learners and the performances in school. Then the comments and
suggestions for their Homeroom Projects, the HRPTA asked the parents
and guardians if there were suggestions or reactions for the HR Project.
After that the Adviser announces the Top 5 for the grading period, and
then distributed the Report Card. The teacher advice the parents with
students of low ratings/grades to accompany their children in studying
their lesson. All-in-all the meeting was done without any disturbances.

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 Integrating Theory and Practice

Directions: Read the items given below and choose the correct answer.

1. Why must grades be reported to parents?

I. Promote ongoing formative feedback to students
II. Ensure alignment of curriculum, instruction and assessment
III. Promote, to parents and students, credible and useful feedback

A. I only C. II only
B. I and II D. I, II and II

2. What must be done to make grade reporting meaningful?

I. The grading system must be clear to all concerned
II. The standards and competencies are known and understood by all
III.The grading system must be numerical

A. I and II
B. II only
C. I, II and III
D. III only

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3. To make grade reporting meaningful, which must be done?

A. Announce names of students who need to help.

B. Rank the report cards from highest to lowest then distribute the same
according to rank.
C. Explain how the grades were computed.
D. Console parents whose children are non-performing by telling them that
nobody fails.

4. What is an essential step in reporting grades to parents?

I. Explain that grades give a picture of students’ performance.
II. Explain that grades compare students’ performance against the
established standards.
III. Explain that grades compare students’ performance against other
students’ performance.

A. I and II
B. II only
C. I, II and III
D. III only

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My Learning Portfolio

Best Practices of schools on effective learning, grading and reporting.

1. To understand the need for a standards-based grading and reporting

system, there is no favouritism in the grading system teacher must know
her/his limitations according to that case.

2. To understand how curriculum alignment and creation of standards-based

assessments are used to form the backbone for the reporting system,
experience and knowledge must be needed because you will use that for
your work.

3. Communicate how the district used research-based methods to construct a

standards-based system.

4. You have to understand how some of the district’s products and processes
relate to grading and reporting. You must compute accurate. Grading is
more important this is the reasons:

a. To communicate the achievement status of students to parents and

others. To see the progress of their child
b. To provide information that students can use for self-evaluation.
c. Select, identify, or group students for certain educational paths or
programs.
d. Provide incentives to learn.

Guidelines for Effective Grading

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 My Reflection

Students’ performance is very important part of the teaching-learning

process. Also known as grades, card and form 137 or 138, it is the
evidence of the learners’ progress and it must be reported to the parents
for them to know their children’s progress in school. It also serves as an
evaluation on how they behave in school.

Reporting students’ performances makes the parents motivated and

strives harder to provide for their children. That is why me as a future
teacher, I will make it sure that my report is accurate, based on standard
grading system, no biases nor nemesis and I will practice transparency, if

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ever there are some complains about the grades, my grades sheets are
open for them to see.

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 My Learning Rubric
Field Study 5, Episode 9 – REPORTING STUDENTS’ PERFORMANCE
Name of FS Student: Mark Anthony N. Rafallo Date Submitted: ___________
Year & Section: 4-B Course: BSED
Learning Episodes Exemplary Superior Satisfactory Needs
4 3 2 Improvement
1
All tasks were done with All or nearly all tasks Nearly all tasks were Fewer than half of
outstanding quality; work were done with high done with acceptable tasks were done; or
Learning Activities exceeds expectatio quality. quality. most objectives
were met but need
improvement.
4 3 2 1
All questions were Analysis questions were Analysis questions were Analysis questions
answered completely; in answered completely. not answered were not answered.
Analysis of the Learning depth answers; completely.
Episode thoroughly grounded on Clear connection with Vaguely related to the Grammar and
theories. Exemplary theories. theories spelling
grammar and spelling. unsatisfactory
Grammar and spelling Grammar and spelling
are superior. acceptable 1
3 2
4
Reflection statements Reflection statements Reflection statements Reflection
are profound and clear; are clear, but not clearly are shallow; supported statements are
Reflections/ Insights supported by supported by by experiences from the unclear and
experiences from the experiences from the learning episodes shallow and are not
learning episodes learning episodes supported by
experiences from
the learning
episodes
4 3 2 1
Portfolio is complete, Portfolio is complete, Portfolio is incomplete; Analysis questions
clear, well-organized and clear, well-organized; supporting were not answered.
Learning Portfolio all supporting; most supporting documentations are
documentations are documentations are organized but are Grammar and
located in sections available and logical and lacking spelling
clearly designated clearly marked locations unsatisfactory
3 1
4 2
Submission of Learning Submitted before the Submitted on the Submitted a day after Submitted two days
Episode deadline deadline the deadline or more after the
deadline
4 3 2 1
COMMENT/S Rating:
Over-all score (Based on
transmutation)

TRANSMUTATION OF SCORE TO GRADE/ RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7 below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.50 5.00
99 96 93 90 87 84 81 78 75 72 71-below

_____________________
Signature of FS Teacher Date: _________________

Above Printed Name

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