ProfEd-7 Chapter 7 Lecture PDF

LECTURE IN PROFED 7 ASSESSMENT IN LEARNING 2 BY: MARGARITA A. GALANG Instructor-CTE  7.1 Functions of Grading and Reporting Systems  Grading and Reporting student’s progress is one of the vital role of teachers.  Its main obje...

LECTURE IN PROFED 7 ASSESSMENT IN LEARNING 2 BY: MARGARITA A. GALANG Instructor-CTE  7.1 Functions of Grading and Reporting Systems  Grading and Reporting student’s progress is one of the vital role of teachers.  Its main objective is to provide results in brief and understandable form for varied users.  Grading and reporting sometimes gives teachers the dilemma of either passing or failing their students. CHAPTER 7: GRADING AND REPORTING  Questions, such as, (1) “What should I count – just achievement or effort too?” (2) “How do I interpret a student’s score? Do I need to compare it with others (norm referenced), to a standard of what they can do (criterion referenced), or some estimate of what they are able to do (learning potential or self referenced)” (3) “What should my grade distribution be and how do I determine it?” (4) “How do I display my students’ progress (strengths and weaknesses) to them, to their parents and other stakeholders?”  Answers to those questions may be obtained from: (1) your school which may have some policies and guidelines in computing and reporting grades; (2) consulting your teaching colleagues; and (3) applying your good judgment or learning from first-hand experience.  Important Functions of GRADING AND REPORTING in the Educative Process 1. Enhancing students’ learning a. Clarifying instructional objectives for them b. Showing students’ strengths and weaknesses c. Providing information on personal-social development d. Enhancing students’ motivation e. Indicating where teaching might be modified 2. Reports to parents/guardians a. It communicates objectives to parents so they can help promote learning. b. Communicate how well objectives were met, so parents can plan better. 3. Administrative and guidance uses a. Helping to decide promotion, graduation, honors, etc. b. Reporting achievements to other schools or to employers. c. Providing input for realistic educational, vocational and personal counseling. Remarks: Teachers must remember that grades and report cards should promote and enhance learning rather than frustrate and discouraged students. 7.2 Types of Grading and Reporting Systems The type of grading used depends on the extent to which more descriptive and informative summaries are required by school authorities or by the stakeholder in general.  Major TYPES of GRADING and REPORTING SYSTEM (1) Traditional letter-grade system - It summarizes students’ performance by means of letters. Ex. A for Excellent; C for Average; D for Needing Improvement; and F for Failure Advantage/Disadvantage: Easy to understand but difficult to interpret. (2) Pass-Fail - It utilizes a dichotomous grading system. Its either the student complied and reached certain standards, in which case, he passes otherwise he fails. - Commonly applies in college but not practiced in basic education. Disadvantage: It does not provide much information; students tend to work for the minimum (just to pass) (3) Checklists of objectives - The objectives of the course are enumerated. - After each objective, the students’ level of achievement is indicated. - A very detailed reporting system and tends to be more informative. Disadvantage: Very time consuming to prepare. There is a potential problem of keeping the list manageable and understandable. (4) Letters to parents/guardians - Useful supplement to grades. Disadvantage: - They are very time consuming to prepare. - The accounts of weaknesses are often misinterpreted by parents/guardians. - They are not characterized as systematic nor cumulative. (5) Portfolios (6) Parent-Teacher Conferences (PTC) - Commonly used in elementary schools - It requires that parents come for a conference with the teacher to discuss the pupil’s progress Disadvantage: It is of limited value as a report, since most parents do not come for such conferences. 7.3 Development of a Grading and Reporting System  Grading and reporting systems are guided by the functions to be served by such in the educative process.  Ideally, it should be developed cooperatively in order to ensure adequacy and that it is understandable to all. Bases for Grading and Reporting (1) Based on clear statement of learning objectives. - the grading and reporting systems needs to be based on the same set of learning objectives that the parents, teachers and students agreed upon (2) Consistent with school standards. - the system must support the school standards that is already set rather than oppose them (3) Based on adequate assessments. - the grading and reporting system should be easily verifiable through adequate system of testing, measurement and assessment methods (4) Based on the right level of detail. - the system must be detailed enough to be diagnostic but compact enough to be practical (5) Provision for parent-teacher conference as needed. 7.4 Assigning Grades and Computing Grades  Grades assigned to students must include ONLY achievements.  Avoid the temptation to include effort for less able students.  Ifachievement and effort are combined in some way, grades would mean different thing for different individuals.  Grades reflected on report cards are numbers or numerical quantities arrived at after several data on the students’ performance are combined. Guidelines that may be considered in Computing Grades (1) Properly weight each component to create a composite. (2) Put all components on same scale to weight properly: (i) equate ranges of scores (ii) convert all to T-scores or other standard scores 7.5 Norm or Criterion-Referenced Grading  Grades may reflect relative performance that is, score compared to other students (where you rank). This system is commonly known as norm-referenced grading system.  In this system, (a) grade depends on what group you are in and not just your own performance; (b) typical grade may be shifted up or down, depending on group’s ability; and (c) widely used since most classroom testing is norm-referenced.  Grades may also reflect absolute performance, that is score compared to specified performance standards (what you can do). This system is commonly known as criterion-referenced grading system.  In this system, (a) grades does not depend on what group you are in; (b) grading is a complex task, since grades must: b.1 clearly define the domain b.2 clearly define and justify the performance standards; and b.3 be based on criterion-referenced assessments (c) conditions are hard to meet except in complete mastery learning settings.  Grades may also reflect learning ability or improvement performance, that is score compared to “learning potential” or “past performance”.  In this system, (a) grades are inconsistent; (b) reliably estimating learning ability is very difficult; and (c) one cannot reliably measure change with classroom measure. 7.6 Distribution of Grades and Guidelines for Effective Grading  How should grades be distributed? The norm-referenced and criterion-referenced distribution of grades have been in practice for years now.  The normal curve distribution is always applied for grade distribution. In using such, one must consider the following: (1) set fair ranges of grades for different groups and courses; (2) standards and ranges should be understood and followed by all teachers; and (3) it can be well defended if it considers a large group of students. 7.7 Guidelines for Effective Grading The following guidelines for effective grading and reporting are recommended for use in Philippine educational setting: (1) Describe grading procedures to students at the beginning of instruction. (2) Clarify that course grade will be based on achievement only. (3) Explain how other factors (effort, work habits, etc.) will be reported. (4) Relate grading procedures to intended learning outcomes. (5) Obtain valid evidence for assigning grades. (6) Try to prevent cheating. (7) Return and review all test results as soon as possible. (8) Properly weight the various types of achievements included in the grade. (9) Do not lower an achievement grade for tardiness, weak effort or misbehavior. (10)Be fair. Avoid bias. When in doubt, review the evidence. If still in doubt, give the higher grade. 7.8 Conducting Parent-Teacher Conferences Guidelines for a good conference (1) Make plans ❑ Review your goals. ❑ Organize the information to be presented. ❑ Make list of points to cover and questions to ask. (2) Start positive and maintain a positive focus. ❑ Present student’s strengths. ❑ Be helpful to have example of work to show strengths and needs. ❑ Compare the previous and present work to show improvement. (3) Encourage parents to participate and share information. ❑ Be willing to listen and answer questions. (4) Plan actions cooperatively. (5) End with positive comment. (6) Use good human relations skills.  Simulation of Parent-Teacher Conference (PTC)  Simulate a 1 – hour PTC PERFORMANCE TASK #4 Rubrics for the Conduct of Virtual PTC End of Chapter 7! ☺☺☺ End of the Course! ☺☺☺