Angel Grace G.

Martillas
FIL3B
MODULE 7: Module Assessment
Tasks

1. Explain the functions of grading and reporting;

A grading system's purpose is to provide feedback to

students so they can take charge of their learning and to provide
information to all those who support these students, including
teachers, special educators, parents, and others. In addition, a
reporting system's purpose is to communicate students'
achievements to their families, post-secondary institutions, and
employers. This also helps to improve students' learning by
clarifying instructional objectives for them. Displaying students'
strengths and weaknesses, providing information on personal-
social development, increasing students' motivation, and indicating
where teaching should be changed. It is best accomplished
through daily tests and feedback, as well as periodic integrated
summaries, reports to parents/guardians, and communication of
objectives to parents, so they can help promote learning. It also
communicates how well objectives are met, allowing parents to
better plan. Finally, it has administrative and guidance
applications. It helps with promotion, graduation, and honors
decisions, as well as reporting achievements to other schools or
employers. It also provides input for realistic educational,
vocational, and personal counseling.

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

norm- referenced grading.

 c
a
 p
i
b

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.

For Grades 1-10

The average of the Quarterly Grades (QG) produces the Final Grade.

The General Average is computed by dividing the sum of all final

grades by the total number of learning areas. Each learning area has

equal weight.

The Final Grade in each learning area and the General Average are
reported as whole numbers. Table 8 shows an example of the Final
Grades of the different learning areas and General Average of a Grade 4
student.

Final Grades and General Average

For Grades 11 and 12

The two quarters determine the Final Grade in a semester.

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

Do’s
Do offer parents important
information when they need it.
Do assist students in
developing and maintaining
positive and healthy peer
relationships within your school
community, as well as
assisting parents in
understanding how they can
best support their children.
Do provide regular updates.
Don’ts
Don’t leave the details about a
student progress to a parent’s
imagination.
Don't wait until the end of the
grading period to give students
feedback.
Don't wait for parents to inquire
about their child's current
educational status or future
plans.

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

and performance only?
Yes, as this is a very important factor that a student should
have. Effort, motivation, and participation, or product and
performance, are the basis for a student's performing well in
school. Ability-based grades would reward those who excel at a
specific set of tasks. Meanwhile, those who are perceived to have
made the most progress would be rewarded with growth-based
grades. Finally, effort-based grades encourage hard work
regardless of the outcome.
6. If you get high grades or high scores, does it follow that you learned a
lot? Explain your answer.
I think so, because in every effort that I made, I gave my
best and I studied hard just to get a high score and high
grades, and I also make sure that in everything that I do, I
also learn. 

7. Student B says, "I study for learning not for grades." What does he
mean?
He means that he doesn't care about his grades as much as he
cares about learning something that he can apply in real-life
situations. Grades don’t define who we are and what we are
capable of. Grades are important. But so do other factors, such
as personality. Don't let your grades define you because you are
much more than that.

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, because teacher only records our grades, it is us who
makes our grades. We should not blame others nor to blame
ourselves. Don’t let our grades define who we are because we
are much more than that.

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?
They call it a "progress card" as it shows that the child is
learning something, but it’s not enough throughout the
criteria or the expected output. The letter "f" represents
failure. For example, an "f" on your report card or progress
report indicates that you are failing that class.

10. When it comes to giving grades some teachers are "'madamot"

(stingy). Others are overgenerous. How can these be avoided?
As a teacher, they all have their own decisions and they should
not let other people control them. Giving good grades to deserving
students, but "madamot" teachers have their own standards that a
student should meet, and if that standard is not met by the student,
the teacher will give a grade that is above the students'
expectations. I think this can be avoided by following the order set
by the Deped or Ched. Teachers should separate their personal
problems from school towards the performance of the child. They
should not let their egos eat them.