GROUP SCRIPT – AL2

TOPIC: “Communicating Authentic Assessment Results”

[Scene 1: Group Introduction]

Narrator: "Hello everyone! Welcome to the Edugrade Insights, our beloved viewers! Now, we're
here to gain a new learning about 'Communicating Authentic Assessment Results'. Let's dive right
in!"

[Scene 2: Nature, Purpose and Rationale for Assigning Grades]

Boy 1: (Facing the invisible audience, acting as a professional teacher) "Grades, my dear
students, are not just arbitrary numbers or letters. They are a reflection of your learning progress.
They help teachers, like me, identify your strengths and areas for improvement."
 Nature of assigning grades - according to Mckeachie(1986), is processed through
absolute grading as it is the only form of assigning grades that is compatible with mastery
of teaching and learning strategies.
 Purpose of assigning grades - based on Walvoord, B. and V. Anderson(1998)
-As an evaluation;
-As source of communicating to students, parents, graduate schools, professional
schools, and future employers about a student's performance in college and potential for
further success;
-As a source of motivation to students for continued learning and improvement rationale
of assigning grades- one reason for evaluating students is to be able to label them in the
basis of their performance, in turn, has been criticized of three levels:
o Level 1- the concern is merely that we are not correctly dumping individuals
into the rights piles
o Level 2- questions are raised about whether grades are reliable enough to
allow students to be sorted effectively
o Level 3- this criticism is far too tame. The trouble is not that we are sorting
students badly a problem that logically should be addressed by trying to do it
better
Girl 2: (Pops up with a sign saying 'Feedback') "Exactly! And they also provide feedback to you
about your performance."
 Effective feedback assists the learner to reflect on their learning and their learning
strategies so they can make adjustments to make better progress in their learning.

[Scene 3: Grading Systems]

Narrator: "Now, let's talk about different grading systems."

[Scene 4: Letter Grades]

Girl 3: (Holding up flashcards with letters A, B, C, D, F) "Letter grades are pretty common. They
range from A to F, with A being excellent and F, well, you know..."
 In authentic assessment, letter grades serve as a concise way to communicate a student's
performance. They offer a quick summary, but the challenge lies in ensuring they
authentically represent a student's abilities. The essay should explore the significance of
letter grades in this context, addressing issues such as subjectivity, the need for detailed
feedback, and the balance between standardized evaluation and recognizing individual
strengths. Additionally, it could discuss alternative assessment methods that provide a
more comprehensive understanding of a student's skills and knowledge.

[Scene 5: Percentage Grades]

Boy 2: (On a whiteboard, writing percentages) "Percentage grades are another method. They're
calculated by averaging your scores or cumulatively adding them up."
 How do I calculate a percentage grade?
 Divide the given mark by the possible mark. The answer will be a decimal. Multiply the
decimal by 100 to calculate the percentage.
[Scene 6: Verbal Descriptors]
Girl 4: (Holding a microphone, pretending to be a news reporter) "Verbal descriptors, folks! These
are words or phrases that describe your performance. Like 'Excellent', 'Good', 'Needs
Improvement'."
 Verbal or Grade descriptors consist of characteristics of performance at each grade, it is
also intended to help teachers explain the academic: requirements. Well written grade
descriptors are an essential tool in helping students to understand the marks that they
have been awarded and why they have been awarded them.

[Scene 7: Checklists]
Girl5: (Showing a checklist) "Checklists are used for specific skills or tasks. If you've completed
them, you get a check. Simple as that!"
 Checklist is an assessment tool that lists the specific criteria for the skills, behaviors, or
attitudes that participants should demonstrate to show successful learning from training.
Checklists usually feature statements or questions about the participant's performance of
each criteria.

[Scene 8: Narrative Reports]

Boy 1: (Typing on a laptop) "Narrative reports are detailed written feedback about your
performance. They're like a story of your academic journey."
 Narrative report- describes the things or event that have taken place in the past through
the logical progression of the relevant fact
 Contents of a narrative report
o Introduction- a short summary of the subject of the study must be included in the
presentation of your narrative report.
o Knowledge - contains all the details related to your main subject.
o Observations- the things you have noticed and the things you have learned by
observation are listed in this section.
o Recommendations - in this portion of recommendations, you reflect on concluding
what was addressed in the previous pages.

[Scene 9: Reporting to Parents]

Narrator: "Now, how do we communicate these grades to parents?"

[Scene 10: Report Cards]

Girl 2: (Holding a giant report card) "Behold, the report card! It's a summary of your grades and
progress."
 The purpose of a report card is to inform a child's parents of his or her academic progress
during the school year. Many parents consider it the MOST important document that they
receive from the school..

[Scene 11: Conclusion]

Ending statement: "And that's a wrap on 'Communicating Authentic Assessment Results'!
Remember, grades are just one part of your learning journey. Keep exploring, keep learning!
Keep tuning in Edugrade Insights, where learning's never delayed and helping you take a smooth
flight."

[Video animation Ends]

Assigning of roles:

Narrator: Jean Mikhaila Realiza Boy 2: Justine Rey Jurayan Olinao

Boy 1: Carlo Rubi Girl 4: Ivy Samillano Pascua
Girl 2: Faith Joy Oroyan Neri Girl 5: Charisma Karyll Rivera
Girl 3: Caty Acenas Obedencio