RAY-ANNE CAUGMOC BSED-FILIPINO 3B

EDUC 108 – ASSESSMENT IN LEARNING 2

MODULE 7: Module Assessment Tasks

1. Explain the functions of grading and reporting;

The purpose of a grading system is to provide feedback to students so they

can take charge of their learning and to provide information to all who support
these students—teachers, special educators, parents, and others. While
reporting provides information and the purpose of preparing a report is to
provide information to various levels of management.

Improving the learning of students. Teachers should explain the

instructional objectives to students or show them their strengths and flaws in
order to improve their learning. The grading and reporting system also keeps
parents and guardians informed about their children's development. Grading
and reporting might determine promotion, graduation honors, and even
athletic eligibility, and other prizes for administrative purposes. It gives
information for realistic educational, vocational, and personal counseling in
guidance applications. It will be determined by grading and reporting who
should be subjected to home visits, remedial lessons, and enhancement
programs.

Grading and reporting systems must make it clear which abilities a student
has mastered and which areas require further instruction or practice. The goal
of this article is to highlight the important approaches that schools should use
to guarantee that their grading and reporting systems promote the
establishment of a loving, egalitarian, creative, and dynamic learning culture.

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 2. Using a Venn Diagram compare and contrast criterion-referenced and norm-
referenced grading.

Norm-referenced grading
Criterion-referenced grading -on the basis of a pre-
Both factors determined formula for
-based on a predetermined influence a
criterion determining the percentage
student's or ratio of pupils in a class
-compare performance grade.
who will get each grade or
without using pre-established mark.
benchmarks

-compare the students'

performance to that of other
students

3. How do you compute grades in accordance with the current DepEd policy
on grading system? Give an example for a subject from Grade 6 and from
Grade 11.
• To begin, add up each component's total score. Second, multiply the
quotient by 100 percent after dividing the entire raw score by the
greatest possible score. Convert Percentage Scores to Weighted Scores
in the third step. Multiply the Percentage Score by the component's
weight. Fourth, add each component's Weighted Scores. The Initial
Grade will be the outcome. Finally, use the Transmutation Table to
convert the Initial Grade. Individual grades are assigned to each area
of MAPEH, which includes Music, Arts, Physical Education, and Health.

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 4. Give a list of do's to and don't 's when reporting students' progress to both
students and parents.

Do’s Don’ts

❖ Begin with something ❖ It's important to remember that

wonderful about their child. this is a collaborative effort.

❖ During the conference, give an ❖ Do not show up unprepared.

example of a student's
reflection. ❖ Don't bring up any other pupils.

❖ Give instances of how you ❖ Don't portray yourself as

communicate at school and "omniscient."
what your expectations are.

❖ In the same manner that you

began on a positive note, end
on a positive note.

5. Should you grade effort, motivation and participation or product and

performance only?

• I would rather grade product and performance considering effort into

consideration while evaluating a student's achievement is a contentious
topic, especially among general educators. Researchers that study
grading systems in general education advocate that effort be indicated
separately from the letter grade, or that several grades be offered.

6. If you get high grades or high scores does it follow that you learned a lot?
Explain your answer.

• School grades do not always represent your intellect. A grade in a topic

reflects how much you've learned about that subject rather than your
intelligence. Grades are influenced by hard work, parental support, and
the quality of instruction.

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 7. Student B says, "I study for learning not for grades." What does he mean?

• Good study habits may boost your self-esteem, competence, and

confidence. They can also help with exam and deadline anxiety. Your
capacity to acquire and remember information may be improved with
good study techniques. Students who employ excellent study
techniques may feel that their time and effort are more valued.

8. Teacher tells her students: "It is you who make your grades. I just record them.
Don't blame anybody else if you don't make good grades." Do you agree?

• Yes, since we, as students, are the ones who determine our future.
Educators are just there to guide us.

9. "You got an "F" in all your subject. How can they call this a progress report
card?" What does this statement imply about schools' grading and reporting
practices?

• The basic explanation is that "F" stands for "fail," while the other four
grades are more or less regarded.

10. When it comes to giving grades some teachers are "'madamot" (stingy).
Others are overgenerous. How can these be avoided?

• In the realm of grading, these situations are unavoidable because

each instructor has their unique method of grading considering the
appropriate grading system.

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