Profed 7: Assessment in Learning 2

Lecture in Profed 7: Assessment in Learning 2

• Course is taught by Margarita A. Galang, Instructor-CTE
• Grading and reporting systems are vital for teachers to monitor student progress.
• The main goal of these systems is to provide concise and clear results for various stakeholders.
• A dilemma arises for teachers in these systems, as they must decide between passing or failing a student.

Functions of Grading and Reporting Systems

• Teachers have various questions about the use of grading and reporting systems.
• Teachers must address the issue of whether achievement or effort should be considered.
• Educators must decide how a student's grade should reflect their position compared with the rest of the class, against a standard, or their learning potential.
• Determining a fair grade distribution and how to present student progress/strengths and weaknesses to students, parents, and other stakeholders are key aspects of grading.

Sources for Answers

• School policies and guidelines on computing and reporting grades can provide answers to teacher's questions.
• Consulting colleagues about their experience and perspective is valuable.
• Using experience and sound judgment is another option.

Important Functions of Grading and Reporting

• Grading and reporting enhance student learning by clarifying objectives, showing strengths and weaknesses, helping with personal development, boosting motivation, and highlighting areas where teaching needs adjustment.
• Reporting to parents/guardians communicates course objectives, helps parents aid student learning and better plan for their child's needs, as well as helps communicate if the objectives were met and how to approach future goals.
• Providing data to administrators and guidance counselors helps with promotion decisions, graduation, honors, and reporting to other schools or to employers; it also informs educational, vocational, or personal counseling.
• Grading should enhance learning, instead of discouraging students

Types of Grading Systems

• The type depends on the needed detail for descriptive and informative summaries that school authorities require.

Major Types of Grading and Reporting Systems

• (1) Traditional Letter-Grade System*

• Summarizes student performance using letters, like A (Excellent), C (Average), D (Needing Improvement), and F (Failure).

• Advantage: Easy to understand

• Disadvantage: Difficult to interpret

• (2) Pass-Fail System*

• Uses a dichotomous (two-part) system

• Students either meet standards to pass or fail.

• Advantage: Straightforward

• Disadvantage: Less informative; students might not work as hard just to pass.

• (3) Checklists of Objectives*

• Lists course objectives and indicates student achievement levels per objective.

• Detailed reporting, making it more informative.

• Disadvantage: Very time-consuming to prepare and maintain a manageable list.

• (4) Letters to Parents/Guardians*

• Useful supplements to grades.

• Disadvantage: Very time-consuming to prepare. Accounts of weakness may be misinterpreted by parents/guardians. Not systematic or cumulative.

• (5) Portfolios*

• Useful in schools, but has a disadvantage that parents don't consistently attend conferences

• (6) Parent-Teacher Conferences (PTC)*

• Used for discussion and feedback between parents and educators about students' progress.

Development of a Grading and Reporting System

• Grading and reporting should guide the educational process.
• These systems should be developed cooperatively to be both adequate and easily understood by all stakeholders

Bases for Grading and Reporting

• (1) Based on Clear Statement of Learning Objectives*

• Grading and reporting should be based on the same agreed-upon set of learning objectives.

• (2) Consistent with School Standards*

• The system should support existing school standards instead of contradicting them.

• (3) Based on Adequate Assessments*

• Grading and reporting systems should be verifiable using suitable testing, measurement, and assessment strategies.

• (4) Based on the Right Level of Detail*

• The system needs to encompass enough detail to provide detailed feedback and diagnosis but should not be of such length or detail to become cumbersome in use

• (5) Provision for Parent-Teacher Conferences as Needed*

Assigning and Computing Grades

• Grades must solely reflect student achievements, not effort.
• Avoid mixing grading achievement with extra effort.
• Combining achievement and effort can lead to misinterpretations in grading.

Norm or Criterion-Referenced Grading

• System of grading wherein scores are either compared to other students scores or with predefined standards.

Distribution of Grades and Guidelines for Effective Grading

• The normal curve distribution is often used in grading.
• Teachers need to establish suitable ranges of grades according to courses, student groups and standards

Guidelines for Effective Grading

• Provide a clear explanation of the grading procedures to students.
• Ensure that grades will only be based on achievement.
• Clarify how supplementary data (effort, work habits, etc.) are factored into the report.
• Connect grading procedures and practices to desired learning goals.
• Gather complete and valid evidence in grading.

Preventing Cheating and Addressing Other Concerns

• Teachers should take steps to prevent cheating.
• Scores should be reviewed.
• Teachers should weigh different aspects of student work fairly.
• Avoid lowering grades for tardiness, weak effort, or misbehavior.

Conducting Parent-Teacher Conferences (PTC)

• Guidelines for good PTCs include planning, a positive focus (presenting strengths), parent participation, cooperative action planning, and a positive conclusion.
• Simulations are to be used for preparation purposes.

This quiz explores the grading and reporting systems used in education, specifically in the context of Profed 7 course. It highlights the challenges teachers face regarding student evaluation, fairness, and effective communication of academic progress to stakeholders. Discover key factors that influence grading decisions and reporting processes.