GRADING AND

REPORTING
Assessment of
Learning 2
CRIS VINCENT M. OLVIDA

Grading and reporting systems have

some very important functions in the
educative process. Some of these
important functions are enumerated
below:

Enhancing students learning

trough:

Clarity instructional objectives for

them, showing students strength and
weaknesses, providing information on
personal-social development,
enhancing students motivation(e.g.,
short term goals) and indicating
where teaching might modified.

GRADING AND REPORTING

Reports to parents/ guardians
Grading and reporting systems also
informs parents/ guardians of students on
the progress and work
Administrative and Guidance uses
The administrative and guidance purpose
of grading and reporting consist in helping
to decide promotion, graduation, honors,
athletic eligibility, reporting achievements
to other schools or to employers, providing
input for realistic educational, vocational,
and personal counseling.

TYPES OF GRADING AND

REPORTING SYSTEMS
Traditional letter-grade system
Easy and can average them
But of limited value when used as the sole report, because:
they end up being a combination of achievement, eff ort,
work habits, behavior
teachers diff er in how many high (or low) grades they give
they are therefore hard to interpret
they do not indicate patterns of strength and weakness
Pass-fail
Popular in some elementary schools
Used to allow exploration in high school/college
Should be kept to the minimum, because:
do not provide much information
students work to the minimum
In mastery learning courses, can leave blank till mastery
threshold reached

TYPES OF GRADING AND

REPORTING SYSTEMS
Checklists of objectives
Most common in elementary school
Can either replace or supplement letter grades
Each item in the checklist can be rated: Outstanding,
Satisfactory, Unsatisfactory; A, B, C, etc.
Problem is to keep the list manageable and understandable

Letters to parents/guardians
Useful supplement to grades
Limited value as sole report, because:
very time consuming
accounts of weaknesses often misinterpreted
not systematic or cumulative

Great tact needed in presenting problems (lying, etc.)

TYPES OF GRADING AND

REPORTING SYSTEMS
Portfolios
Set of purposefully selected work, with commentary by student
and teacher
Useful for:
showing students strengths and weaknesses
illustrating range of student work
showing progress over time or stages of a project
teaching students about objectives/standards they are to meet

Parent-teacher conferences
Used mostly in elementary school
Portfolios (when used) are useful basis for discussion
Useful for:
two-way fl ow of information
getting more information and cooperation from parents
Limited in value as the major report, because
time consuming
provides no systematic record of progress

SYSTEMS WITH MULTIPLE FORMS OF

GRADING AND REPORTING
Guided by the functions to be
served
will probably be a compromise, because
functions often conflict
but always keep achievement separate
from effort

Developed cooperatively (parents,

students, school personnel)

more adequate system

more understandable to all

SYSTEMS WITH MULTIPLE FORMS OF

GRADING AND REPORTING

Based on clear statement of learning

objectives
are the same objectives that guided instruction and
assessment
some are general, some are course-specific
aim is to report progress on those objectives
practicalities may impose limits, but should always
keep the focus on objectives

Consistent with school standards

should support, not undermine, school standards
should use the schools categories for grades and
performance standards

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