ASL-Report-4 (2) Assessment Grading System PDF

Assessment- GRADING based  LEARNING TOPICS 1 2 Nature, Purposes, and Grading Rationale of System Assigning Grades 3 Reporting to Parents  NATURE, PURPOSES AND RATIONALE OF ASSIGNING ...

Assessment- GRADING based  LEARNING TOPICS 1 2 Nature, Purposes, and Grading Rationale of System Assigning Grades 3 Reporting to Parents  NATURE, PURPOSES AND RATIONALE OF ASSIGNING  U R E F O R NAT AS S IG N IN G G RA D E S Grades are the teacher’s judgement on the performance of students based on a certain criteria. Norm-Referenced Grading In this system, grades are assigned based on how a student's performance compares to others in the class.  Criterion-Referenced Grading Grades are assigned based on specific learning criteria or standards that students are expected to meet.  Mastery-Based Grading Grades reflect whether a student has achieved mastery of a particular concept or skill.  Effort-Based Grading Grades are based on the amount of effort and improvement shown rather than strictly on performance.  Participation-Based Grading Students receive grades based on active engagement and participation in the course.  Purpos ASSIGNING e GRADoEf S Grades are essentially a way to measure or quantify learning and intellectual progress using objective criteria. They can serve many purposes: EXAMPLES OF PURPOSES FOR ASSIGNING GRADES: To Show Understanding To see how well students understand the material To Give Feedback To let students know how they’re doing and where they can improve.  To Encourage Effort To motivate students to keep working hard. To Decide Who’s Ready for the Next Level To see if students are ready to move on to harder material. To Recognize Achievement To reward students who do well.  N A LE F O R RA TIO AS S IG N IN G G R A D E S The rationale for a grading adaptation involving effort is usually to motivate the student to try harder by acknowledging increased effort in the grading systems. Examples of the rationale for assigning grades: To Measure Progress Grades help track how much a student has learned over time. To Set Clear Expectations Grades show students what’s expected and how they can succeed. To Offer Constructive Feedback Grades can help students understand their strengths and areas for growth. To Motivate and Engage Students Grades can inspire students to try their best and stay involved.  To Evaluate Readiness for Future Learning Grades help determine if a student is ready for more challenging material. GRADING SYSTEM  The system that a school has developed to guide how teachers assess and grade student's  P O S E O F PUR GRA D IN G S Y S T E M To give feedback to students so they can take charge of their learning and to provide information to who support these students. Assessment of Learning: They evaluate student understanding and mastery of course material, providing a measure of academic performance.  Feedback Mechanism: Grades offer students feedback on their strengths and areas for improvement, guiding their study habits and focus.  Standardization: Grading systems create a standardized way to compare student performance across different courses, schools, or institutions.  Motivation: Grades can motivate students to achieve their best, fostering a competitive spirit and encouraging effort and dedication. Academic Progression: They help determine whether students meet the requirements to advance to the next level of education or graduate.  Communication Tool: Grades are a communication tool between educators, students, and parents regarding academic progress and performance.  LETTER GRA D E are symbols used to represent a range of grades.  A+, A, A- indicates excellent performance. B+, B, B- indicates good performance. C+, C, C- indicates satisfactory performance. D+, D, D- indicates less than satisfactory performance  RCEN TAGE PE GRAD E In the Philippines, there are two types of grading systems used: the averaging and the cumulative grading system.  AVERAGING SYSTEM The grade of a student on a particular grading period equals the average of the grades obtained in the prior grading periods and the current grading period. Example: Student’s grade are: 80 – 1st Grading 90 – 2nd Grading 85 – 3rd Grading 90 – 4th Grading (80 + 90 + 85 + 90) / 4 = 86.25 86.25 is the final grade for the whole school year. The Department of Education makes use of the averaging grading system  CUMMULATIVE SYSTEM The student's cumulative grade is based on the total points earned divided by the total points attempted within each assignment type. The assignment type cumulative grades are then averaged together based on their weights. Homework=30%: Quiz=10%: 1) 86/100 1) 79/100 2) 92/100 2) 90/100 =178/200 which is 89 or 89% 169/200 OR 84.5% 30% (weight of this Assignment Type) 10% of 84.5 = 8.45 of 89 "points" = 26.7 Project=40%: Test=20%: 1) 94/100 1) 84/100 2) 80/100 2) 45/50 174/200 which is 87 points OR 87% =129/150 which is 86 points OR 86% 40% of 87 = 34.8 20% of 86 = 17.2  Then you add the Points of Each Type together: 26.7 +17.2 +8.45 +34.8 =87.15% which is the Cumulative Grade for the grading.  VE RB AL S CR IPT ION DE A Verbal Description in a grading system is a written explanation that accompanies a numerical or letter grade. Instead of simply stating a grade like “A” or “85”, a verbal description might say something like: “Excellent work! You demonstrate a strong understanding of the material and consistently apply the concepts effectively.” “Good effort, but some areas require further development.” WHY VERBAL DESCRIPTIONS ARE VALUABLE? Enhanced Communication Clearer Understanding Motivation and Goal Setting Documentation and Accountability Overall, verbal descriptions in grading systems are powerful tool for promoting student understanding, growth, and engagement in the learning process.  CHECKLIST In a grading system is a tool used to assess student performance based on specific criteria. It is a list of items or standards that students are expected to meet or demonstrate.  CHARACTERISTIC OF A CHECKLIST: 1. Specific Criteria 2. Observable Behaviors 3. Measurable Standards 4. Comprehensive Coverage  TYPES OF CHECKLISTS: 1. Holistic Checklist Evaluates overall performance or quality. 2. Analytic Checklist Breaks down Performance into specific components.  3. Rubric-Based checklist Combines checklist with rating scales.  BENEFITS: 1. Clarifies expectations 2. Enhances objectivity 3. Reduces grading bias 4. Facilitates feedback 5. Encourage students’ self- assessment  DIGITAL TOOLS FOR CHECKLIST: 1.Google Forms 2.Microsoft Excel 3.Rubric-maker tools (e.g., RubiStar) 4.Learning Management System (LMS)  NAR RA TIV E REP OR T S A narrative report in assessment is a qualitative evaluation method used to assess student learning outcomes, progress, or performance.  NAR RA TIV E REP OR T S It's a descriptive, story-like report that provides a comprehensive picture of a student's achievements, strengths, and weaknesses.  CHARACTERISTICS OF NARRATIVE REPORT: 1. Qualitative: Focuses on descriptive language rather than numerical grades or scores. 2. Subjective: Based on the teacher's professional judgment and observations.  3. Comprehensive: Covers various aspects of student learning, such as knowledge, skills, attitudes, and behaviors. 4. Individualized: Tailored to each student's unique needs, progress, and performance.  5. Contextual: Takes into account the learning environment, instructional strategies, and student background.  BENEFITS: 1. Provides a holistic view: 3. Supports student- Offers a comprehensive centered learning: Focuses understanding of student on individual student needs learning beyond numerical and progress. grades. 4. Enhances 2. Encourages critical communication: Facilitates thinking: Fosters teachers' meaningful dialogue between critical thinking and reflective teachers, students, and practice. parents.  BENEFITS: 5. Develops writing and communication skills: Teachers and students practice writing and communication skills  CHALLENGES AND LIMITATIONS: 1.Time-consuming: Writing narrative reports can be labor-intensive. 2.Subjective bias: Reports may reflect teacher biases or perspectives. 3.Length and detail: Reports can be lengthy and overwhelming. 4.Standardization: Difficulty in comparing reports across teachers or schools.  BEST PRACTICES FOR WRITING NARRATIVE REPORTS: 1.Use specific examples: Support claims with concrete examples. 2. Focus on learning: Emphasize student learning and progress. 3.Use clear and concise language: Avoid jargon and technical terms.  BEST PRACTICES FOR WRITING NARRATIVE REPORTS: 4.Be objective and fair: Strive for balance and accuracy. 5.Involve students: Encourage student self- assessment and reflection. REPORTING TO PARENTS  ORT CARDS REP Assessment (PBA) report card is a tool that shows how students have performed in a PBA and how their performance relates to their learning goals.  ORT CARDS REP PBAs are an alternative to traditional testing methods, and are designed to evaluate a student’s ability to apply their knowledge in real-world situations.  ORT CARDS REP PBAs can include projects, activities, and simulations that require students to create a product or answer to demonstrate their understanding.  SOME EXAMPLES OF PERFORMANCE-BASED ASSESSMENTS INCLUDE: 1. Designing and carrying out an experiment 2. Choreographing and performing a dance routine 3. Creating a report.  BENEFITS: 1. A PBA report card can help communicate a student’s performance levels to students, parents, teachers, and administrators. 2. It can also identify the assessments that were used to  OT H E R M U N IC AT IO COM N S Communication: Clear Communication with parents and guardians is crucial to ensure understanding and support for the ABG system. THE END