UNIVERSITY OF CALOOCAN CITY

Biglang Awa St., Corner Catleya St., EDSA, Caloocan City

COLLEGE OF EDUCATION

ASSESSMENT IN LEARNING II
SUBJECT CODE: MS 114
TOPIC OR LESSON 10: Grading and Reporting
WEEK: 12
SUB-TOPIC/S:
1.1. Development of a Grading and Reporting System
1.2. Assigning Letter Grades and Computing Grades

OVERVIEW OF THE TOPIC

The main aim of grading and reporting system is to provide results in brief and understandable form for
varied users which lead to several big questions: What should I count – just achievement, or effort, too?
How do I interpret a student’s score? Do I compare it to other students’ scores (norm-referenced), a
standard of what they can do (criterion-referenced), or some estimate of what they are able to do (learning
potential, or self-referenced)? What should my distribution of grades be, and how do I determine it?
How do I display student progress or strengths and weaknesses to students and their parents?

Of course, answers to these questions may be obtained from: 1) your school which may have some
policies or guidelines, applying what you will learn in this Chapter; 2) consulting your teaching
colleagues; and then applying your good judgment or; 3) learning from first-hand experience.
Measurement and assessment of learning are the first two steps in educational evaluation. Grading and
reporting are the two terminal stages in the process. Measurements are simply numerical aids which
guide our decisions in the educative process. It is therefore, very important that we also pay attention to
the process of giving grades and reporting these to students, parents and other stakeholders in the system.

LEARNING
OUTCOMES

Students are expected to create presentation on each type of grading and reporting system – traditional
letter-grade system, pass-fail system, checklist of objectives, letters to parents/ guardians, portfolios, and
parent-teacher conferences in terms of its uses and functions following the guidelines on the development
of a grading and reporting system.

LEARNING
OBJECTIVES
At the end of the lesson, students should be able to:

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a. Discourse the development of a grading and reporting system.
b. Analyze the process of assigning letter grades and computing grades.
c. Apply knowledge and understanding on the development of a grading and reporting system in creating
presentation on each type of grading and reporting system.

ENGAGE

Indicate on the blank before the number the type of grading and reporting system best fits each
statement. Then, explain why.

_______________________1. Provides for two-way reporting.

Explanation:
_____________________________________________________________________________________
_____________________________________________________________________________________

_______________________2. Provides most useful learning guide to student.

Explanation:
_____________________________________________________________________________________
_____________________________________________________________________________________

_______________________3. Provides least information concerning learning.

Explanation:
_____________________________________________________________________________________
_____________________________________________________________________________________

_______________________4. Most preferred by college admission officers.

Explanation:
_____________________________________________________________________________________
_____________________________________________________________________________________

_______________________5. Maybe too complex to be understood by parents.

Explanation:
_____________________________________________________________________________________
_____________________________________________________________________________________

_______________________6. Most widely used method of reporting in high school.

Explanation:
_____________________________________________________________________________________
_____________________________________________________________________________________

EXPLORE
Share your own perspective about the following questions:

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1. If you will be asked, what do you think are the important considerations in the development of a
grading and reporting system?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
______________________________________________________________________________

2. As part of the educational system’s stakeholders, how can you assure the efficiency and effectivity of
our grading and reporting system?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
______________________________________________________________________________

EXPLAIN

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. The system will most probably be a compromise because of the hosts of factors to be considered
in the preparation of such. The important thing to note, however, is that we should always keep
achievement report separate from effort expended.
Ideally, grading and reporting systems should be developed cooperatively (parents, students, and
school personnel) in order to ensure development of a more adequate system, and a system that is
understandable to all. They should thus be:

 Based on clear statement of learning objectives. The grading and reporting system needs to be
based on the same set of learning objectives that the parents, teachers and students agreed at the
beginning.

 Consistent with school standards. The system must support the school standards rather than
oppose the school standards already set.

 Based on adequate assessment. The grading and reporting system should be easily verifiable
through adequate system of testing, measurement and assessment methods.

 Based on the right level of detail. The system must be detailed enough to be diagnostic but
compact enough to be practical: not too time consuming to prepare and use, understandable to
users and easily summarized for school records purposes.

 Provide for parent-teacher conferences as needed.

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 THE BASIS OF GOOD REPORTING IS GOOD EVIDENCE

Whatever is preferred and required of the teacher when it comes to format, grading and reporting
should provide high quality information to interested person by means of any schema they can understand
and use. The basis of such high-quality information is critical evidence on student learning. Evaluation
experts stress that if one is going to make important decisions about students that have broad implications,
such as decisions involved in grading, the more that good evidence must be ready at hand (Airasian,
1994; Linn & Gronlund, 2000; Stiggins, 2001). In the absence of good evidence, even the most detailed
and hi-tech grading and reporting system is useless. It simply cannot serve the basic communication
functions for which it is intended.
There are three qualities that contribute to the goodness of evidence that are gathered on student
learning. These three qualities are described in the following table.
Quality Description Example

Refers to the appropriateness & adequacy of If an assessment is to be used to describe

interpretations made from that information students’ reading comprehension; evidence
(Linn & Gronlund, 2000) should actually reflect reading comprehension
and not other irrelevant factors.
Validity
Reliability Refers to the consistency of assessment Attain very similar scores when the same
results assessments procedures are used with the
same students at two different times, results
have a high degree of reliability.
Quality The more sources of evidence on students’ Any single source of evidence of student
learning, the better the information can be learning can be imperfect, it is essential that
reported. multiple sources of evidence in grading and
reporting students are utilized.

DEVELOPING EFFECTIVE REPORTING SYSTEM

The most critical issue to be addressed in selecting the tools included in reporting system is what
purpose or purposes it is to serve. Why we need to convey this information and what we need to
accomplish.
To determine the purpose or purpose, three aspects of communication must be considered.

Critical Aspects in Determining Communication Purposes:

1. What information or messages do we want to communicate?
2. Who is the primary audience for that message?
3. How would we like that information or message to be used?

Tools for Comprehensive Reporting System

Reporting systems most highly regarded by parents typically include a mix of traditional and
more modern reporting tools.

Tools that might be included in comprehensive reporting system:

1. Report Cards
2. Notes: Attached to Report Cards
3. Standardized Assessment Report
4. Phone Calls to Parents
5. Weekly/Monthly Progress Report
6. School Open-Houses

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7. Newsletter to Parents
8. Personal Letter to Parents
9. Evaluated Projects or Assignments
10. Portfolios or Exhibits of Students’ Work
11. Homework Assignments
12. Homework Hotlines
13. School Web Pages
14. Parent-Teacher Conferences
15. Student-Teacher Conferences
16. Student- Led Conference

Guidelines for Better Practice

To ensure better practice of grading and reporting systems, the following statements serve as
guide on how to utilize effectively the grading and reporting systems:
1. Begin with a clear statement of purpose.
2. Provide accurate and understandable descriptions of learning.
3. Use grading and reporting to enhance teaching and learning.

ASSIGNING LETTER GRADES AND COMPUTING GRADES

Grades assigned to students must include only achievement. It is very important to avoid the
temptation to include effort for less able students because it is difficult to assess effort or potential and it
is difficult to distinguish ability from achievement. Furthermore, if achievement and effort are combined
in some way, grades would mean different things for different individuals.
Grades reflected on report cards are numbers or numerical quantities arrived at after several data
on the students’ performance are combined. The following guidelines may be considered in combining
such data:

 Properly weight components to create a composite. The weights used are normally agreed upon
by the school officials e.g. how many percent goes for quizzes, unit tests, periodic tests etc. The
more scientific approach is to use a principal components analysis which is hardly practiced in
schools because of the difficulty involved.
 Put all the components on same scale to weight properly:
a. Equate ranges of scores
b. Convert all T-scores or other standard scores.

K to 12 Grading of Learning Outcomes

The K to 12 curriculums has specific assessment requirements and design catering to the delivery
modes of learning, i.e., the formal education and alternative learning system.
The K to 12 assessments is learner-centered and carefully considers its learning environment
system. The 21st century skills such as research, analytical/critical, practical and creative are part of the
indicators included in the K to 12 assessments. Both cognitive and non-cognitive skill which includes
values, motivation, attitude, behavior traits, and interpersonal relations are part of the assessment.
Formative assessment (assessment FOR learning) is given importance to ensure learning.
Learners are encouraged to take part in the process of self-assessment (assessment AS learning).
Summative forms of assessment (assessment of learning) are also part of the curriculum assessment under
the K to 12.
The K to 12 curriculum prescribes that the assessment process should utilize the wide variety of
traditional and authentic assessment tools and techniques for a valid, reliable, and realistic assessment of
learning. Traditional and authentic assessments complement each other though they are not mutually

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exclusive. Furthermore, it gives greater importance on assessing understanding and skills development
rather than on mere accumulation of content.
In K to 12 curriculums, assessment will be standards-based to ensure that there is standardization
in teaching and learning. Department of Education (DepEd) issued an order (DepEd Order No. 31, s.
2012) stating that assessment will be done in four levels and will be weighted accordingly.

These levels are the following:

Knowledge refers to the essential content of the curriculum, the facts and information that the student
acquires.

Process refers to cognitive acts that the student does on facts and information to come up with meanings
and understandings.
Understanding refers to lasting big ideas, principles, and generalizations that are fundamental to the
discipline which may be assessed using the facets of understanding.

Products/Performances refer to real-life application of understanding as shown by the student’s

performance of authentic tasks.

The assigned weight per level of assessment is shown in the following table:

Level of Assessment Percentage Weight

Knowledge 15%

Process of Skills 25%

Understanding 30%

Products/Performance 30%

TOTAL 100%

Source: DepEd Order 31, s,2012

At the end of the quarter, the student’s performance will be described based on the prescribed
level of proficiency which has equivalent numerical values. Proficiency level is computed from the sum
of all the performances of students in various levels of assessment. Each level is described as follows:
Beginning. The student at this level struggles with his/her understanding of prerequisite and fundamental
knowledge skills that have not been acquired or developed adequately.
Developing. The student at this level possesses the minimum knowledge and skills and core
understanding 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 teacher and or with some assistance from
peers, can transfer these understandings through authentic performance tasks.

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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 core
understandings, and can transfer them automatically and flexibly through authentic performance tasks.
Translating these proficiency levels into its numerical value is described in the following table.

Level of Proficiency Equivalent Numerical Value

Beginning 74% and below

Developing 75-79%

Approaching Proficiency 80-84%

Proficient 85-89%

Advance 90% and above

ELABORA
TE
Using a graphic organizer, explain the process involved in the development of grading and
reporting system.

EVALUAT
E
Create your own presentation on the different types of grading and reporting system following the
guidelines that you have learned on this module. You can use Google Jamboard, MS PowerPoint,
Google Slides or Canva for this activity.

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 SCOR
RUBRIC FOR EVALUATION E
3– The explanation is 2 – The explanation 1– The explanation is 0.5 – The 0–
RELEVAN

directly relevant to is relevant to the quite relevant to the explanation is not Has no
the topic. Every detail topic. Most of the topic. Only few of the clear and has a very explanation
CE

points toward the details contribute to details contribute to rough transition of

topic. the development of the development of the idea. The details are
the topic. topic. not relevant to the
topic.
3– The explanation 2– The explanation 1– The explanation 0.5 – The 0–
EVIDEN

ARGUM

shows at least 9 shows at least 6 to 8 shows at 3 to 5 explanation shows at Has no

CE/

correct/valid correct/valid correct/valid evidences most 2 correct/valid explanation

evidences to support evidences to support to support his/her evidences to support
his/her answer. his/her answer. answer. his/her answer.

2– The explanation is 1.5 – The 1– The explanation is 0.5 – The 0–

CLARITY

clear, has a very good explanation is clear, somewhat clear and explanation is not Has no
flow of discussion, has a good transition, has a rough transition clear and has a very explanation
every detail is most of the details from one idea to rough transition of
connected to each are connected to each another. ideas.
other. other.
2– The explanation 1.5 – The 1– The explanation 1.5 – The 0–
TECHNI-
CALITY

has no error in explanation has 1 to has 3 to 4 errors in explanation has at Has no

grammar, spelling, 2 errors in grammar, grammar, spelling, and least 5 errors in explanation
and punctuations. spelling, and punctuations. grammar, spelling,
punctuations. and punctuations.

OVERALL SCORE:

REFERENC
ES
Rosita L. Navarro, Ph.D., Rosita De Guzman-Santos, Ph.D (2013) Authentic Assessment of Student Learning
Outcomes- Assessment of Learning 2 (2nd Edition)

Rosita De Guzman-Santos, Ph.D. (2007) Advanced Methods in Educational Assessment and Evaluation-
Assessment of Learning 2

ADDITIONAL
MATERIALS

Grading and Reporting System

http://www.ruelpositive.com/grading-reporting-system

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PREPARED BY:

Ms. Desiree S. Isidro Ms. Liezl Baja Ms. Monique Patal

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