Jerome H.

Lacsina
BSE Filipino

Mar. 25, 2015

1:00 P.M.
PAMANTASAN NG LUNGSOD NG MAYNILA
College of Education
Assessment of Learning I
MODULE8

I. Terminologies
A. Average Grading System
- is a representation (often numerical) of the overall scholastic standing of students
used for evaluation
- is based on the grades in all subjects taken at a particular level including subjects
taken outside of the curriculum
B. Criterion-reference Grading
- involves determining a students grade by comparing his or her achievements with
clearly stated criteria for learning outcomes and clearly stated standards for particular
levels of performance.
- There is no pre-determined grade distribution to be generated and a students grades is
in no way influenced by the performance of others.
- Theoretically, all students within a particular cohort could receive very high (or very
low) grades depending solely on the levels of individuals performances against the
established criteria and standards.
- The goal of criterion-referencing is to report student achievement against objective
reference points that are independent of the cohort being assessed.
C. Cumulative Grading System
- it is a weighted average based on the grades obtained in all the courses you have taken
- To calculate your cumulative average, you multiply the grade received in a course by
the number of units in this course. Use this formula for each course you have
completed. Then, add these numbers up and divide this total by the total number of
units this number is your CA.
D. K-12 grading System
- Levels of Proficiency
At the end of the quarter, the performance of students shall be described in the report
card, based on the following levels of proficiency:

Beginning The student at this level struggles with his/her understanding;

prerequisite and fundamental knowledge and or skills have not been acquired or
developed adequately to aid understanding.
Developing The student at this level possesses the minimum knowledge and skills
and core understandings, but needs help throughout the performance of authentic
tasks.

Approaching Proficiency The student at this level has developed the fundamental
knowledge and skills and core understandings and with little guidance from the

Jerome H. Lacsina
BSE Filipino

Mar. 25, 2015

1:00 P.M.

teacher and/or with some assistance from peers, can transfer these understandings
through authentic performance tasks.
Proficient The student at this level has developed the fundamental knowledge and
skills and core understandings, and can transfer them independently through authentic
performance tasks.
Advanced The student at this level exceeds the core requirements in terms of
knowledge, skills and understandings, and can transfer them automatically and
flexibly through authentic performance tasks.

The level of proficiency at which the student if performing shall be based on a

numerical value which is arrived at after summing up the results of the students performance
on the various levels of assessment. The numerical values are as follows:

Level of Proficiency

Equivalent Numerical Value

Beginning

74% and below

Developing

75 79%

Approaching Proficiency

80 84%

Proficient

85 89%

Advanced

90% and above

What shall appear in the report card is not the numerical value, but the equivalent
level of proficiency, abbreviated as follows:
B for Beginning;
D for Developing;
AP for Approaching Proficiency;
P for Proficient; and
A for Advanced
E. Norm-reference Grading
- Students are awarded their grades on the basis of their ranking within a particular
cohort.
- Norm-referencing involves fitting a ranked list of students raw scores to a pre

determined distribution for awarding grades.

- Usually, grades are spread to fit a bell curve (a normal distribution in statistical
terminology), either by qualitative, informal rough-reckoning or by statistical
techniques of varying complexity.
Jerome H. Lacsina
BSE Filipino

Mar. 25, 2015

1:00 P.M.

F. Standardized Test Scoring

- is administered and scored in a consistent, or "standard", manner
- standardized tests are designed in such a way that the questions, conditions for
administering, scoring procedures, and interpretations are consistent and are
administered and scored in a predetermined, standard manner.

III. Significance and Relevance of Grading System

The process of assigning grades or merely judgments of aptitude has assuredly
been in existence as long as formal education, but has likely evolved most rapidly over the
past century and a half with the development of higher education.
The necessity for an assessment of a students ability in a particular area was the
reason for the development of grading procedures and is still thought to be the main purpose
of grading today as well. Although the main objective of grading continues to be assessment,
what is the purpose of this assessment? For instance, are students given grades as an
assessment of their abilities as an opportunity for self-improvement in unsatisfactory areas or
a suitable way for other parties to easily quantify the amount and quality of the knowledge a
student has without direct interaction? Both of these are true and common purposes of
grading. The original purpose of grading set forth in colonial times was an evaluation for the
purpose of student improvement, which leads to greater learning and expansion of the mind
the true underlying reason for the existence of education. However, grades are more
commonly now looked upon as a measure of student aptitude for outside sources and less for
their self-improvement nature.
Grading is the process of a teachers arriving at and recording a summarizing,
Symbolic remark on the academic performance of his or her students. Grading should express
neither approval nor disapproval of students as persons. The purpose of a grading system is to
give the teacher a regular way to transmit to students, and to other persons who may be
concerned with the intellectual development of students, value judgments made by the
teacher. Chapel Hill
This description clearly states that grades are just as much for students as they are for
anyone with a vested interest in the intellectual development of the student. While the

inherent purpose of grades was the recognition of opportunities for increased learning for the
sake of education, grading for the purpose of judgment has evolved to be the standard today.
This could be due in large part to the number of different individuals and bodies that rely on
grades to make informed judgments regarding students.

Jerome H. Lacsina
BSE Filipino
III. Insights

Mar. 25, 2015

1:00 P.M.

One of the more obvious purposes for grades is to provide feedback about
student achievement. Studies have consistently shown support for this purpose.
When used for guidance purposes, grades help counselors provide direction for
students. Specifically, counselors use grades to recommend to individual students
courses they should or should not take and schools and occupations they might
consider.
Teachers also use grades to make initial decisions about student strengths and
weaknesses in order to group them for instruction.
Those who advocate using grades to motivate students assume that they
encourage students to try harder both from negative and positive perspectives. On the
negative side, receiving a low grade is believed to motivate students to try harder. On
the positive side, it is assumed that receiving a high grade will motivate students to
continue or renew their efforts.

References:
http://ii.library.jhu.edu/tag/criterion-referenced-grading/
http://en.wikipedia.org/wiki/Academic_grading_in_the_Philippines
http://www.science.mcmaster.ca/associatedean/undergraduate/faq/1-associate-dean/14-what-is-a-cumulativeaverage-and-how-is-it-calculated?format=pdf
http://imusinstitute.net/v3/grading-system-k-12-program-department-education/