Republic of the Philippines

BULACAN STATE OF UNIVERSITY

COLLEGE OF EDUCATION
City of Malolos, Bulacan

A SEMI-DETAILED LESSON PLAN

LEARNING GUIDE IN ASSESSMENT OF STUDENT LEARNING 2 WITH FOCUS

ON TRAINERS METHODOLOGY 1 & 2 FOR 3RD YEAR

I. Objectives
At the end of the lesson, students should be able to:
1. Identify the learning outcomes of K to 12 grading systems.
2. Enumerate the advantages and disadvantages of the different grading and
reporting methods.
3. Design a traditional and modern reporting tool for an effective reporting system.
4. Manifest the value of awareness in planning and implementing Parent-Teacher
Conference.

II. Content
Topic: Grading and Reporting System
References:
● “Assessment of Student Learning 2” Cajigal, R., & Mantuano, M. L. (n.d.).
Assessment of Learning 2. Adriana Publishing.
● Parent-Teacher Conferences (for Parents) - Nemours KidsHealth. (n.d.).
Kidshealth.org. https://kidshealth.org/en/parents/parent-teacher-conferences.html
● How to make the most of Parent-Teacher Conferences
https://teach.com/resources/parent-teacher-conferences-guide/. Retrieved February
2021.

Teaching Strategies: Discussion

Teaching Materials: PowerPoint Presentation, Laptop

III. Teaching Methodology

A. Preliminary Activities
1. Routinary Activity
1.1. Prayer
1.2. Greetings
1.3. Checking the cleanliness of the classroom
1.4. Checking the complete uniform and I.D
 1.5. Checking the attendance

2. Review

The student – teacher will have a short recapitulation of the lesson tackled
previously by asking the students what they have learned in the previous lesson
about Designing and Evaluating Portfolio Assessment in the Classroom.

3. Motivation

Your Words Sounds Familiar

Direction: The student will identify some indirect words that are connected to the
next topic that will be discussed. Each student will be given a point in every
correct answer for their recitation.

1. Gray Then See Stem

Correct Answer: Grading System
2. Cone Fair Rains
Correct Answer: Conference
3. Ray Part Thing Sea Steam
Correct Answer: Reporting System
4. May Thaw Odds
Correct Answer: Methods
5. Pay Rent
Correct Answer: Parent
6. Butter Pray Tease
Correct Answer: Better Practice
7. Tea Chair
Correct Answer: Teacher
8. Trade Dish Shoe Null
Correct Answer: Traditional
9. Guy Day Lean Eyes
Correct Answer: Guidelines
10. Pour Pose Sees
 Correct Answer: Purposes

B. Lesson Proper
Presentation:

1. K to 12 Grading of Learning Outcomes

What is the K to 12 Program?

Kindergarten and 12 years of basic education; primary education (6 years),

Junior High School (4 years), and Senior High School (2 years) are implemented
for making more globally competitive individuals.

The K to 12 curriculum 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 are learner-centered and carefully considers its

learning environment system. The 21st century skills such as research,
analytical/critical, and practical and creative are part of the indicators included in
the K to 12 assessments. Both the cognitive and non-cognitive skills which
include 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 k to
12.

The K to 12 curriculum prescribes that the assessment process should

utilize a 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 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. The 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.
 ● 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 facts of understanding.
● Products/Performances refer to real-life application of
understanding as shown by the students’ performance or 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%

Product/Performance 30%

TOTAL 100%
0
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 students 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 peer, 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 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 (B) 74% and Below

Developing (D) 75 – 79%

Approaching Proficiency (AP) 80 – 84%

Proficient (P) 85 – 89%

Advanced (A) 90% and Above

Comparison of Levels of Proficiency

Indicator Beginning Developing Approaching Proficiency Advanced

Proficiency

Acquisition of Struggling Minimum Fundamental Fundamental Exceeding

knowledge, or have
skills, and not
understanding acquired

Transfer of Needs help With little Independent Automatic

knowledge/ guidance and
Application of from the Flexible
knowledge teacher or
some
assistance
from peers

2. The Effects of Grading on Students

Over the years, students have also been made on how grades and
comments of teachers written student papers might affect students' achievement.
An early investigation by Page (1958) focused specifically on this issue. In the
said study, 74 school teachers administered a test to students in their classes and
scored in the usual. A numerical score was assigned to each student's paper and
on the basis of the scores obtained, a corresponding letter grade of A, B, C, D or E
was given. Next teachers randomly divided the students' papers into three groups.

First Group
Received only numerical score and letter grade
Second Group
Score and grade, received standard comments:
A. Excellent, keep it up;
B. Good work, keep it up;
C. Perhaps try to do still better?
D. Let's bring this up: and F. Let's raise this grade
Third Group
Score, letter grades and variety of individualized comments

The results showed that students who received the standard comments with
that grade achieved significantly higher scores than those who received only a
score and grade. Those students who received individualized comments did even
better. This led him to conclude that grades can have a beneficial effect on
students learning when accompanied by specific or individualized comments from
the teacher (Stewart & White, 1976)

Based on the study presented in the previous paragraphs it's relevance are:
1. Illustrated that while grades may not be compulsory for teaching or
learning. It can be used in positive ways to enhance students' achievement
and performance.
2. It showed that positive effects can be gained with relatively little effort on
the part of teachers. Stamps or stickers with standard comments as these
could be easily produced for teachers to use. Yet the effect of this simple
effort has a significant positive effect on students' performance.

3. Building a Grading and Reporting System

3.1 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 persons 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 and 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 the students' learning. These three qualities are described in
the following table.
 Quality Description Example

Validity Refers to the If an assessment is to

appropriateness and be used to describe
adequacy of students reading
interpretation made comprehension; the
from that information evidence should
(Linn & Gronlund, actually reflect reading
2000). comprehension and not
other irrelevant factors.

Reliability Refers to the Attain very similar

consistency assessment scores when the same
results. assessment procedures
are used with the same
students at two
different times, results
have a high degree of
reliability.

Quantity The more sources of Any single source of

evidence on students' evidence of student
learning the better the learning can be
information can be imperfect.
reported.

3.2 Major Purposes of Grading and Reporting

The following are the major purposes of grading and reporting.
● To communicate the achievements/status of students to parents and others
● To provide information that students can use for self-evaluation
● To select, identify or group students for certain educational paths or
programs
● To provide incentives for students to learn
● To evaluate the effectiveness of instructional programs
● To provides evidence of students’ lack of effort or inappropriate
responsibility

Below are possible sources of grading and reporting system

❖ Major Exams or Compositions
❖ Class Quizzes
❖ Reports or Projects
❖ Students’ Portfolios
❖ Exhibits of Students’ Works
❖ Laboratory Projects
 ❖ Students’ Notebook or Journals
❖ Class Observation
❖ Oral Presentation
❖ Homework Completion
❖ Homework Quality
❖ Class Participants
❖ Work Habits and Neatness
❖ Effort
❖ Attendance
❖ Punctuality of Assignments
❖ Class Behavior or Attitude
❖ Progress Made

3.3 Grading and Reporting Methods

3.3.1 Letter Grades
➢ The most common and best known of all grading methods
➢ Mostly composed of five-level grading scale
➢ Letter Grade Descriptors.
Despite their apparent simplicity, the true meaning of letter grades is not
always clear. What the teachers would like to communicate with a
particular letter grade and what parents interpret that grade to mean, often
are not the same (Waltman & Frisbie, 1994). To give more clarity to the
meaning of letter grade is paired with an explanatory word or phrase.
Descriptors must be carefully chosen, to avoid additional complications
and misunderstanding.
Advantages:
● A brief description of students’ achievement and level of
performance including students’ potentials can be provided to
parents and other interested persons.
● Based on parents’ experience when they were still studying, it is
easier for them to believe and understand what letter grade means.
Disadvantages:
● Requires abstraction of a great deal of information into a single
symbol (Stiggins, 2001)
● Despite educators’ best effort, letter grades tend to be interpreted
by my parents in strictly norm-referred terms cut-offs between
great categories are always arbitrary and difficult to justify.
● Lacks the richness of other more detailed reporting methods such
as standards-based grading, mastery grading and narrative.
GRADE Criterion- Norm- Combined Norm- Based on
Referenced Referenced Referenced and improvement
(Standards- Criterion and
Based) Referenced

A -Outstanding Outstanding: Outstanding: very Outstanding:

or advanced among the high level of much
-Complete highest or performance improvement
knowledge best on most or all
of all content performance targets
-Mastery of
all targets
-Exceed
standards.

B -Very good Very good: Very good: better Very good:

or proficient performs than average some
-Complete above the performance improvement
knowledge class on most or all
of most average targets
content
-Mastery of
all targets
-Meets most
standards

C -Acceptable Average: Average: Acceptable:

or basic performance some
command of at the class improvement
only basic average on some
concepts or targets
skills
-Mastery of
some targets
-Meets some
standards

D -Making Poor: below Below Average or Making

progress or the class weak: minimum progress:
developing average performance for Minimal
-Lacks passing progress on
knowledge most targets
of most
content
-Mastery of
only a few
 targets
-Meets only
a few
standards

F - Unsatisfacto Unsatisfactory: Unsatisfactor

Unsatisfactor ry: far below lacks sufficient y: no
y: lacks average; knowledge to pass improvement
knowledge among the on any targets
of content; worst in the
-No mastery class
of targets
-Does not
meet any
standards

3.3.2 Percentage Grades

● Are the ultimate multi-category grading method.
● Can range from 0 to 100 generally more popular among high
school teachers than elementary teachers

Advantages:

● Allows for maximum discriminators in evaluation of students'

achievement and performance.
● Maximizes the variation among students, making it easier to
choose students for honors or representatives for special programs.

Disadvantages:

● Requires a great deal of abstraction

● Interpretation of meaning of a percentage grade is extremely
difficult
● The cut-offs are no less arbitrary but a lot more
● Because of a large number of grade categories, it is less reliable
and more subjective

3.3.3 Standard-Based Grading

Standards-based grading (SBG) is a system of education which focuses

on student learning and grades based on demonstrated understanding of
 specific concepts. Instead of a simple letter, students receive grades in
multiple different learning targets and can see which concepts they
understood well and which they need to improve on.

In an effort to bring greater clarity and specificity to the grading process,

many schools initiated standards-based grading procedures and reporting
forms. Guskey and Bailey (2001) identify four steps in developing standards-
based grading. These steps are:

1. Identify the major learning goals or standards that students will be

expected to achieve at each grade level or in each course of study
2. Establish performance indicators for the learning goals.
3. Determine graduated level of quality (benchmarks) for assessing
each goal or standard.
4. Develop reporting tools that communicate teachers' judgments of
students' learning progress and culminating achievement in relation
to the learning goals and standards.

Advantages:

● When clear learning goals or standards are established, standards-

based grading offers meaningful information about students'
achievement and performance to students, parents and to others.
● If information is detailed, it can be useful for diagnostic and
prescriptive purposes.
● Facilitates teaching and learning processes better than any other
grading method.

Disadvantages

● Takes a lot of effort.

● Often too complicated for parents to understand.
● May not communicate the appropriateness of students' progress.

3.3.4 Pass/Fail Grading

Simplest alternative grading method available to educators reduces

the number of grade categories to just two: Pass or Fail in the late 1800s
Pass/Fall grading was originally introduced in college-level courses in the
college in order for students to give more importance to learning and less to
grades they attained By Jessening the emphasis on grades, many educators
believed that students would be encouraged to take more challenging
subjects.

Pass/Fall was popular in most universities and colleges in the 1970s.

These universities and colleges utilized this pass/fail grading to various
programs.

Advantages:

● Simplifies the grading process for teachers and students.

● Use of a single minimal cut-off and only two grade categories
improve the reliability of grade assignments.
● Pass/Fall grading has the potential to make learning environments
more relaxed by focusing students attention on learning rather than
on grade (Goldstein & Tiller 1971).
● Pass/Fail grading is what students will face in many real-life
situations.

Disadvantages:

● Students gain very little prescriptive information.

● Students spend less time studying it pass/fail grading is used than
when a wider range of grading system is utilized,
● Students only study to attain a minimum passing level and show
less effort in striving for excellence.

Method Advantages Disadvantages

Letter Grade ● Convenient ● Broad, sometimes

● Concise unclear indication
● Familiar of performance;
● Often include a
jumble of factors
including effort
and improvement.

Percentage ● Easy to calculate, ● Broad, sometimes

Grade record, and unclear indication
combine; of performance;
● Familiar false sense of
difference between
 close scores;
● High scores do not
necessarily signify
mastery.

Standard-Based ● Focus on high ● May not reflect

standards for all student learning in
students; many areas;
● Pre-established ● Does not include
performance levels effort or
improvement

Pass/Fail ● Simple; ● Little

● Consistent with discrimination in
mastery of learning performance;
● Less emphasis on
high performance

4. Developing Effective Reporting System

The most critical issue to be addressed in selecting the tools included in

the 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 purposes, three aspects of communication

must be considered.

Critical Aspects in Determining Communication Purposes:

a. What information or message do we want to communicate?
b. Who is the primary audience for that message?
c. How would we like that information por message to be used?

5. Tools for Comprehensive Reporting Systems

Reporting systems most highly regarded by parents typically included a

mix of traditional and more modern reporting tools.

Tools that might be included in a comprehensive reporting system.

 1. Report cards.
2. Notes: Attached to report cards
3. Standardized assessment report
4. Phone calls to parent
5. Weekly/monthly progress reports
6. School Open-Hours
7. Newsletter to Parents
8. Personal Letter to Parents
9. Evaluated Projects or Assessment
10. Portfolios or Exhibits of Students’ Work
11. Homework Assessments.
12. Homework Hotlines
13. Schools Web Pages
14. Parent-Teacher Conferences.
15. Student-Led Conference

6. Guidelines for Better Practice

To ensure better practise of grading and reporting system, The following

statements serves as guide on how to utilize effectively the grading and reporting
system.

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.

Do’s and Don’ts of Effective Grading

DO's DON'TS

Use well thought out professional Depend entirely on number crunching.

judgment.

Try everything you can to score and Allow personal bias to affect grades.
grade fairly.

Grade according to pre – established Grade on the curve using the class as
learning targets and standards. the norm group.

Clearly inform students and parents of Keep grading procedure secrets.

grading procedures at the beginning of
the semester.

Base grade primarily on student Use effort improvement, attitudes and

performance. motivation for borderline students.
Rely most on current information. Penalize poorly performing students
early in the semester.

Mark grade and return assessment to Return assessment weeks later with
students as soon as possible and with little or no feedback.
as much feedback as possible.

Review borderline cases carefully, Be inflexible with borderline cases.

when in doubt, assign the higher grade.

Convert scores to the same scale Use zero scores indiscriminately when
before combining. averaging grades.

Weight scores before combining. Include extra credit assignments that

are not related to the learning targets.

Use a sufficient number of combining. Rely on one of two assessments for a

semester grade.

Be willing to change grades when Lower grades for cheating,

wanted. misbehaving, tardiness or abuse.

7. Planning and Implementing Parent-Teacher Conference

The parent-teacher conference is the most common way teachers

communicate with parents about student progress. It is typically a face-to-face
discussion, through phone conferences and calls can also be used. Parent-teacher
conferences may be initiated by either the teacher or the parent, based on purpose.

There are two types of parent-teacher conferences, based on two purposes.

a. Group Conferences
These are conducted in the beginning of the year to communicate
school and class policies, class content, evaluation procedures,
expectations, and procedures for getting in touch with teachers.

b. Individual Conferences
These are conducted to discuss the individual student’s
achievement, progress or difficulties.

It is important to plan the conference to be prepared. It means having all

the information well-organized in advance and knowing what to achieve from the
conference. It will include a list of areas pertaining to students that need to be
discussed with parents. The conference is an ideal time to discuss and point out
specific areas of strength and weaknesses that are not communicated through the
report card. Note that conference is not a lecture type of gathering or meeting, it is
a conversation. Listening is the primary key to understanding. Listening to parents
will help the teacher understand the student better.

McMillan (2007) shared the following checklist in preparing for parent-

teacher conferences.

Checklist for Conducting Parent-Teacher Conferences

☑ Plan each conference in advance.

☑ Conduct the conference in a private, quiet, and comfortable setting.
☑ Begin with class discussion of positive student performances.
☑ Establish an informal, professional tone.
☑ Encourage parent participation in the conference.
☑ Be frank in reviewing student strengths and weakness.
☑ Review language skills.
☑ Review learning targets with examples of student performances that show
progress.
☑ Avoid discussing other students and teachers.
☑ Avoid bluffing.
☑ Identify two or three areas to work on in a plan of action.

Parents’ Guide to Parent-Teacher Conferences

To ensure better outcomes in the interest of child development,

preparation is key for parent-teacher conferences and any parent-teacher meeting.
These encounters are often brief, so it benefits the adult stakeholders to make
efficient use of time and address concerns, clarify any confusion and walk away
with specific answers. To achieve that, here are some useful tips:

Parents’ Parent-Teacher Conference To-Do List:

● Plan ahead. Determine what you need to know.

● Make a list of questions. Review them and prioritize them.
● Identify goals. Find out what the teacher expects from your child and why.
● Listen to the teacher. Focus on responses and be ready to follow up.
● Seek at-home strategies. Request tips on how to improve learning at home.
● Plan regular updates. Set a schedule for regular feedback on your child’s
progress.
● Get answers. Review your original list of questions before you leave.

A parent-teacher conference is a great opportunity for teachers to:

 ● share academic progress and growth based on classroom observations,
testing data, assessments, portfolios, and assignments
● learn from parents or guardians so you can be better informed about
students' strengths, needs, behaviors, and learning styles
● discuss enrichment or intervention strategies to support students' learning
● discuss issues that may be interfering with students' learning and growth

A parent–teacher conference is a great opportunity for parents to:

● discuss your child's progress

● share your child's strengths and needs
● work with the teacher to help your child do well in school

Recommendation for Effective Parent-Teacher Conferences

Recommendation for Teachers:

Before the Conference During the Conference After the Conference

Encourage the parents Provide child care, Provide parents with a

to review student work refreshments, and telephone number and
at home, note concerns transportations if schedule of specific
or questions, and bring necessary. times so that they may
those to the conference. call you with concerns.

Schedule times that are Show multiple samples Follow up on any

convenient for both of student work and questions or concerns
working and non- discuss specific to raise during the
working parents. suggestions for conference.
improvement.

Notify parents well Actively listen and Plan a time to meet

ahead of scheduled avoid the use of again if necessary.
conference time educational jargon.

Provide staff Communicate Encourage parents to

development for new expectations and discuss the conference
teachers on the purpose describe how parents with their child.
for conferences, can help.
preparation, and
scheduling.

Consider alternative Develop a system for Ask parents for a

locations such as on-going written evaluation of
church or community communication with the conference and
center for parents’ each parent that encourage them to
convenience. recognizes parents as make suggestions.
partners.

Print conference Provide resources and Debrief with colleagues

schedules and materials materials that parents to look for ways to
in multiple languages, might use at home to improve future
if necessary. strengthen a student's conferences.
skills.

Recommendation for Parents:

Before the Conference During the Conference After the Conference

Check in with kids about Get contact information Contact the teacher with
how they're doing on for the teacher and ask any questions you didn't
homework and in each what the best form of have time to ask.
subject. Review contact is (letter, email,
homework and any phone call, message via
recent projects, tests, student-teacher-parent
quizzes, report cards, or web portal, etc.)
progress reports.

Ask if there are questions Take notes. Review your notes about
or issues your child what you and the teacher
wants you to discuss with will do to support
learning, then make
the teacher.
detailed plans about how
and when you will help
your child.

Plan to bring something Ask to see classwork and If you still have concerns
to take notes with (paper homework samples, tests or do not agree with an
and pen or a laptop or and quizzes, and evaluation, put your
thoughts in writing and
other device). standardized testing.
schedule a meeting with
the teacher or an
administrator as soon as
mutually convenient.
 Share a few things about Ask your questions and Check in with the teacher
your child with the share information about to follow up on your
teacher — interests, your child. child's progress.
strengths, favorite
subjects — to help the
teacher know your child
better.

Write down questions or Make the most of this Review what was
topics you'd like the time by focusing on your discussed at the
conference to cover. child's learning. conference with your
child, including any
Depending on your
special learning plans,
situation, you may want and share the positive
to ask about. comments the teacher
made.

If any school-related Summarize the main Consider sending a

problems arise, contact points of the discussion thank-you note to the
the teacher or other to confirm details and teacher and any other
educator who took the
school staff by phone or any next steps.
time to attend the
email. conference.

C. Comparison and Abstraction

The teacher will ask the students, what is the difference between grading
and the reporting system?

IV. Application

Direction: The students will design a traditional and modern reporting tool for an
effective reporting system. They are free to choose from any of the traditional and
modern tools in creating their activity. They will be graded using the rubrics below:

Relevance 40%
Creativity 30%
Originality 30%
 Total 100%

V. Evaluation

Reflection
Direction: The teacher will ask the students to write a reflection about the importance of
awareness in planning and implementing a Parent-Teacher Conference. The content of
the reflection must contain at least a minimum of 500 words. The students will be graded
using the rubrics below:

Relevance 40%
Originality 30%
Grammar 30%

Total 100%

VI. Post Assessment

Direction: Read the following questions carefully. Choose the letter of the correct
answer.

1. He is the one who shares the checklist in preparing for the parent-teacher conference.

a. Guskey (2001)
b. Bailey (2001)
c. McMillan (2007)

2. The Department of Education issued an order stating that assessment will be done in
four levels and will be weighted accordingly.

a. DepEd Order No. 31, s. 2012

b. DepEd Order No. 32, s. 2011
c. DepEd Order No. 31, s. 2018

3. Communicate expectations and describe how parents can help.

a. Before The Conference

b. After The Conference
c. During Conference

4. Encourage parents to discuss the conference with their child.

 a. Before The Conference
b. After The Conference
c. During The Conference

5. It is conducted to discuss the individual student’s achievement, progress or difficulties.

a. Group Conferences
b. Individual Conferences
c. Pair Conferences

Answer Key

1. c.
2. a.
3. c.
4. b.
5. b.

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