Unit 4 – Communicating Authentic

Assessment Results

REPORT FOR:
MR. JOSE DE LEON

REPORT BY:

Villasis, Lorenzo
Andaya, Robert Louie
Aniban, Jhonrick
De Vera, Christofer Lloyd
Geromo, Florence Mae
Rodaje, Jan Berlyn
Relota, Roberto
Salibay, Jedediah Shane P.
Soriano, Mary Rose

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 Table of contents

Overview of the report 3

Expected Learning Outcomes 3
Discussion/Body of the report.
A. Effective Communication 4
1. What to communicate 4
2. Why communicate 4
3. How to communicate - Managing message quality
Managing interpersonal dynamics 4-5

B. Portfolio as a Communication Medium 6

1. Portfolios and authentic assessment 6
Nature and characteristics 6
Analyzing the key components of portfolios
2. E. Portfolio 7
3. type and uses 8

C. Grading and Reporting 10

1. Nature, purpose and rationale for assigning grades 10-11
2. Grading Systems - Letter grades 12-13
Percentage grades 14
Verbal descriptors 14-15
Checklists 15
Narrative reports 16-18
Report cards 18-21
Parent-teacher conference 21-23
Other communications 23

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Overview of the report:
This unit is about communicating authentic assessment results. Main topics
are Effective Communication, Portfolio as a Communication Medium, and
Grading and Reporting. This topic will introduce us why is it that these
topics are important to understand and how to apply such.

Expected learning outcomes:

Understand completely why is it that portfolios, grading and reporting is an
effective communication in relation with students and teachers. Be able to
communicate right with the students. Know and create rubrics for grading.
Understand the sub topics in grading and reporting topic to be possible to
create right grading methods.

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Effective Communication

Effective Communication is about something other than trading

information. It’s tied in with understanding the feeling and expectations
behind the information. Just as having the option to unmistakably pass on
a message, you need to likewise tune in such that acquires the full
significance of what’s being said and causes the other individual to feel
heard and comprehended. (Robinson, L. Effective Communication)

1) What is Communicate?
- Communicating is important in the daily lives of people, by
using this tool we can exchange information’s to others that
can give us ideas, knowledge, and motivations.
- Communication is a process of exchanging information, it
involves one sender that encodes a message and a
recipients or receiver that decodes the message.
There are different categories of communication.
1. Verbal Communication- an interaction that involves
vocalizing the thoughts of a sender through face to face,
telephone, radio or television and other media.
2. Non-Verbal Communication-an interaction that uses body
language, sign language or gesture to communicate.
3. Written Communication- is a type of communication that
express there thoughts or information through writing or
typing a letter, e-mail, posting status on social media,
books, magazine, messenger, and SMS.
4. Visualization-using of pictures, graphs and charts to
communicate.
Communication is a helpful tool to seek and share
information but there are hindrances in communicating, this
is challenging for us people because this hindrances can
cause misunderstanding. The following are barriers in
communication;
1. Culture and Language Differences.
2. Lack of Interest
3. Lack of Communication Skills
4. Noise
5. Distractions
6. Different Perspectives
7. Emotional State.

2) Why Communicate?
-Communicating is one of the activities that people do in their daily
lives. It is a tool that can motivate, influence and bring out changes
in our and others' attitudes.(General, 2010)

General Objectives of Communication

1. We can communicate to persuade- meaning to let everyone
do something by commanding or promoting them.
2. We communicate in order to give or provide
information’s.

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 3. We communicate seeking information- If we want to know
some information we ask someone that can provide us
information.
4. We communicate to express our thoughts and emotions.

Synthesis:
Communicating is a daily activity of every human, it cannot be control it’s just happen
suddenly. Communicating is helpful way to seek information but there are barriers that
challenge us on how to communicate. It cam also applied in different categories such as
verbal, non-verbal, written and visual.
Communicating is important to us because we can seek, provide information and it can
be a way to express our thoughts and feelings in different kinds of media or in face to
face talk.

Robinson, L. (n.d.). Effective Communication.

https://www.helpguide.org/articles/relationships-communication/effective-
communication.htm

2011-2021, (. (n.d.). What is Communication? https://www.skillsyouneed.com/ips/what-

is-communication.html
General, I. (2010, February 13). Why do we communicate?
https://www.communicationtheory.org/why-do-we-
communicate/#:~:text=Communication%20is%20a%20tool%20with,and%20is%20a
%20social%20activity.

How to communicate

Authentic Assessment

When considering how to assess student learning in a course, most instructors would
agree that the ideal assessment would be one that not only assesses students’ learning;
it also teaches students and improves their skills and understanding of course content.
One fundamental aspect of such assessments is that they are authentic.

An authentic assignment is one that requires application of what students have learned
to a new situation, and that demands judgment to determine what information and skills
are relevant and how they should be used. Authentic assignments often focus on
messy, complex real-world situations and their accompanying constraints; they can
involve a real-world audience of stakeholders or “clients” as well. According to Grant
Wiggins (1998), an assignment is authentic if it

 is realistic.
 requires judgment and innovation.

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  asks the student to “do” the subject.
 replicates or simulates the contexts in which adults are “tested” in the workplace
or in civic or personal life.
 assesses the student’s ability to efficiently and effectively use a repertoire of
knowledge and skills to negotiate a complex task.
 allows appropriate opportunities to rehearse, practice, consult resources, and get
feedback on and refine performances and products.

Authentic assessments can be contrasted with conventional test questions, which are
often indirect measures of a student’s ability to apply the knowledge and skills gained in
a course. Conventional tests have an important place in college courses, but cannot
take the place of authentic assessments. The table below, drawn from Wiggins,
illustrates the differences between typical tests and authentic assessments.

Indicators of
Typical tests Authentic tasks
authenticity
Require a high-
quality product Correctness is
or performance, not the only
Require correct and a criterion;
responses justification of students must
the solutions to be able to justify
problems their answers.
encountered
Should be
Must be The tasks and
known in
unknown to the standards for
advance to
student in judgment should
students as
advance to be be known or
much as
valid predictable.
possible
The context and
Are tied to real-
Are constraints of
world contexts
disconnected the task are like
and constraints;
from real-world those
require the
contexts and encountered by
student to “do”
constraints practitioners in
the subject.
the discipline.
Are integrated
challenges in The task is
Contain items
which a range of multifaceted and
that isolate
skills and complex, even if
particular skills
knowledge must there is a right
or facts
be used in answer.
coordination
Involve complex
tasks that for The validity of
which there may the assessment
Include easily
be no right is not sacrificed
scored items
answer, and that in favor of
may not be reliable scoring.
easily scored
Students may
Are “one shot”; use particular
Are iterative;
students get one knowledge or
contain recurring
chance to show skills in several
tasks
their learning different ways or
contexts.
Provide a score Provide usable The assessment
diagnostic is designed to
information improve future

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 performance,
and students are
about students’
important
skills and
“consumers” of
knowledge
such
information.

Authentic assessments have several advantages over conventional tests. They are
likely to be more valid than conventional tests, particularly for learning outcomes that
require higher-order thinking skills. Because they involve real-world tasks, they are also
likely to be more interesting for students, and thus more motivating. And finally, they can
provide more specific and usable information about what students have succeeded in
learning as well as what they have not learned.

However, authentic assessments may require more time and effort on an instructor’s
part to develop, and may be more difficult to grade. To address the difficulty of grading
authentic assessments, it is often useful to create a grading rubric that specifies the
traits that will be evaluated and the criteria by which they will be judged.

Examples of Authentic Assessments

Provide a case study of a patient

Nursing and ask students to assess and
create a plan of care
Develop a
business/marketing/sales plan
Business for an imaginary (or real)
company in a student's area of
interest.
Troubleshoot a problemmatic
piece of code; Develop a
Computer Science website/app to solve a particular
problem and/or meet a set of
criteria
Examine/critique a case study
Psychology from multiple theoretical
positions
Consider how a community
Public Affairs or agency might be impacted by a
Service Learning particular challenge (budget
Courses cuts, infrastructure outage,
public health crisis, etc.)
Draw a diagram of how a
Biology/Chemistry process works, indicating what
happens if X occurs
Engage in a role play of a
particular event in history;
History Describe what might have
happened if one element of a
historical event had changed.

Synthesis
- Based on what I’ve learned and understand, basically authentic assessment is
based on a real situation and tested by the teacher or adults. This will help the
student to truly understand the lesson because seeing and doing it personally
improves the chance that they will remember it incase something similar
happens.

References

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https://citl.indiana.edu/teaching-resources/assessing-student-learning/authentic-
assessment/index.html

B. Portfolio as a Communication Medium

Portfolios and Authentic Assessment

What is a Portfolio?

A portfolio is not the pile of student work that accumulates over a semester or
year. Rather, a portfolio contains a purposefully selected subset of student work.
"Purposefully" selecting student work means deciding what type of story you want the
portfolio to tell. All decisions about a portfolio assignment begin with the type of story or
purpose for the portfolio. The particular purpose(s) served, the number and type of
items included, the process for selecting the items to be included, how and whether
students respond to the items selected, and other decisions vary from portfolio to
portfolio and serve to define what each portfolio looks like.
Are Portfolios Authentic Assessment?
Student portfolios have most commonly been associated with collections of
artwork and, to a lesser extent, collections of writing. Students in these disciplines are
performing authentic tasks which capture meaningful application of knowledge and
skills. Their portfolios often tell compelling stories of the growth of the students' talents
and showcase their skills through a collection of authentic performances. Furthermore,
in the more thoughtful portfolio assignments, students are asked to reflect on their work,
to engage in self-assessment and goal-setting. Those are two of the most authentic
skills students need to develop to successfully manage in the real world.
Nature and Characteristics of Portfolio
 Focus is on development of self-evaluation skills.
 Teacher and students must meet to discuss evaluations (teachers can get a good
window into students’ understanding of their progress).
 In addition to improving instruction, the goal is to help student internalize criteria for
excellence.
 Can be used for student-directed conferences with parents.
 Focus is on evaluation of student work in its entirety and certifying accomplishment.
 Teacher should provide student with clear guidelines about content of portfolio and
scoring criteria.
 If used to assess program goals, the content and organization of portfolios must be
highly standardized.

Key Components of Portfolio

1. The Cover Letter. This element tells about the author of the portfolio and what the
portfolio shows about the author’s progress as a learner. It summarizes the evidence of
the student’s learning and progress.
2. Table of Contents. Shown in this element are the detailed contents in the portfolio.
3. Entries. Entries in the student portfolio can either be core or optional. Core entries
are items the student have to include, while optional are entries of student choice. The
core elements provide a common base from which to make decisions on assessment.
The optional items permit each student to represent his or her uniqueness.
4. Dates. Specific dates have to be included for all entries to facilitate evidence of
growth overtime.
5. Drafts. Drafts of oral, aural, and written products and revised versions have to be
included in the portfolio.

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6. Reflections. It can appear in the different stages in the learning process. Through
reflections students can express their feelings regarding their progress and or
themselves as learners.
Questions that student have to consider in making reflections for each item in the
portfolio follows.
 What did I learn from it?
 What did I do well?
 Why did I choose this item?
 What do I want to improve in the item?
 How do I feel about my performance?
 What were the problem areas or difficulties encountered?

Synthesis:
 In this topic, I have learned about the definition of portfolio and how it became an
authentic assessment. I have realized after studying this topic that using a portfolio
as an assessment tool is a good choice since with it, educators could see not just
the creativity and achievements of the students, but also how the students used their
learnings in creating the portfolio. With portfolios, students can showcase their skills
and it is also a good communication tool between the teachers and the students. I
have also learned in this topic the different components of a portfolio and their
functions.

References:

Chapter 20 Essential Elements of a Portfolio. (2011, May 3). Retrieved January 22,
2021, from http://ed103shibboleth.blogspot.com/2011/05/chapter-20-essential-
elements-of.html

Mueller, J. (2018). Portfolios (Authentic Assessment Toolbox). Retrieved January 22,

2021, from http://jfmueller.faculty.noctrl.edu/toolbox/portfolios.htm#are

Portfolio Assessment - PDF. (n.d.). Retrieved January 22, 2021, from

https://www.geneseo.edu/sites/default/files/sites/education/p12resources-portfolio-
assessment.pdf

Topic: E porfolio
An ePortfolio is an collection of evidence in an electronic format in showcases of
learning over time. When you think about your e- porfolio and the types of evidence that
it contains, it is about to think carefully on it’s purpose and intended evidence. ePortfolio
is in the reflection and the learning, making the connections between ePortfolio and
learnings.
It may contain all or some of the following:
• Files of various formats (text, pictures, videos,etc.)
• Evidence related to courses taken, programs of study etc.
• Writing samples ( which might includes several drafts to show development and
improvement)
• Projects prepared for class or extracurricular activities
• Evidence of creativity and performance
• Evidence of extracurricular or co-curricular activities, including examples of
Leader ship

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  Evaluations, Analysis and Recommendations.

Types and Uses

The sections that follow emphasize that identifying specific goals or purposes for
assigning a portfolio is the first and most critical step in creating such an assignment.
Just as identifying a standard guides the rest of the steps of developing an authentic
assessment, identifying the purpose(s) for a portfolio influences all the other decisions
involved in producing a portfolio assignment. I will list several of the most common
purposes here, and then I will elaborate on how each purpose affects the other
decisions in the section below.

Purposes

Why might you use a portfolio assignment? Portfolios typically are created for one of the
following three purposes: to show growth, to showcase current abilities, and to evaluate
cumulative achievement. Some examples of such purposes include

1. Growth Portfolios

a. to show growth or change over time

b. to help develop process skills such as self-evaluation and goal-setting

c. to identify strengths and weaknesses

d. to track the development of one more products/performances

2. Showcase Portfolios

a. to showcase end-of-year/semester accomplishments

b. to prepare a sample of best work for employment or college admission

c. to showcase student perceptions of favorite, best or most important work

d. to communicate a student's current aptitudes to future teachers

3. Evaluation Portfolios

a. to document achievement for grading purposes

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b. to document progress towards standards

c. to place students appropriately

The growth portfolio emphasizes the process of learning whereas the showcase
portfolio emphasizes the products of learning. Of course, a portfolio may tell more than
one story, including more than one category above. For example, a showcase portfolio
might also be used for evaluation purposes, and a growth portfolio might also showcase
"final" performances or products. What is critical is that the purpose(s) is clear
throughout the process to student, teacher and any other pertinent audience. To
elaborate on how the purpose affects the portfolio assignment let me answer the
question.
Synthesis
- Using portfolio has a positive effect to both students and teachers. The students
can look on their previous activities to reflect and understand their past lessons
clearly. While it helps the teachers to track the student’s knowledge and
understanding. This will tell the cognitive development of the students.

References
http://jfmueller.faculty.noctrl.edu/toolbox/portfolios.htm

TYPES OF ePORTFORLIOS
Showcase - These ePortfolio is primarily a way to demonstrate showcase the highlights
of a student’s academic career.
Learning ePortfolios – These Portfolios are typcally created by students as part of a
course to demonstrate learning and learning process. These portfolios support the idea
of formative feedback as an essential part of learning process.
Assessment – Using both formative and summative assessment feedback was
provided to colleges, departments and instructors on the quality of evidence students
used in their portfolios to demonstrate our general education competencies.
Synthesis
After studying this topic, I’ve learned the importance and purpose of ePortfolio, it can
helps learners develop new or deeper learning, which result in higher grades, also it will
help learners develop a better sense of themselves as students and as individuals,
shared with friends and family members and showcase learners achievement when
they are applying for a job.

Reference
https://en.m.wikipedia.org/wiki/Electronic_portfolio
https://www.clemson.edu/academics/programs/eportfolio/information.html

C.1. Nature, Purpose and Rationale for assigning grades

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What is the Nature of assigning grades?

The nature of assigning grade according to McKeachie (1986), is processed

through absolute grading as it is the only form of assigning grades that is compatible
with the mastery of teaching and learning strategies. Through this process, the
instructor is expected to be able to understand and describe the learner’s behaviors at
the end of the class session and determine the grading components that identifies and
measures the evaluation performance of the students. The objectives of every
discussion in a class session is given to the students to help them with learning and
guide them for their achievement measures.

Every achievement are measured, the instructors are comparing the results with
standards and criterions. The students that do not meet the criterion are expected to
study further, rewrite their paper, or make changes in their works in order to be
evaluated again. This process continues until the learners achieve the passing level of
the instructor’s criterion and standards. The instructor’s standards and criterion are the
key factors to achieve a successful grading method.

What is the Purpose of assigning grades?

Based on Walvoord, B. & V. Anderson in 1998 the purpose of assigning grades is
the following:

 as an evaluation of student work;

 as a means 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;

 as a means of organizing a lesson, a unit, or a semester in that grades mark

transitions in a course and bring closure to it.

According to Walvoord & Anderson (1998), the purpose of assigning

grades is that, it evaluate the works of the students, it serves as the mean of
communication with the students, parents, graduate schools, professional
schools, and future employers about the performance of the students in college
and their potential. It also serves as a source of motivation for students that will
help them continue to learn and to improve, and it organizes a lesson, unit or
semester that marks the transition of grades in a course and brings closure to the
students.

Assigning grades provides feedback to the students on their own learning

and the things that they understand and do not understand, and the things the
students need to improve. Assigning grades also helps the instructors determine
their students’ learning and can inform them the future teaching decisions they
can make. It is used as an evaluation of the students’ work that accurately
reflects the quality of their understanding and is graded fairly. Accuracy and

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 fairness in grading may take a lot of time, and college instructors used it in a
short supply. When the students are not satisfied with the grades that they got,
they sometimes protest for their grades and it results a headache to the
instructors. Some instructors notices that the students’ and their own focus gets
in their way when they are assigning numbers that acts as a way of promoting
actual learning.

What is the rationale of assigning grades?

Grading rationale sorting- One reason for evaluating students is to be able to

label them in the basis of their performance and thus to sort them like so many
potatoes. Sorting, in turn, has been criticized at each of the three levels, but for
very different reasons.

 Level 1- the concern is merely that we are not correctly dumping

individuals into the right piles. 
 Level 2- questions are raised about whether grades are reliable enough
to allow students to be sorted effectively. 
 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. 

Grading Rationale motivation- One of the major motives behind assessment in

general is to motivate students to work harder so that they will receive a
favorable evaluation. Indeed, given the extent to which A’s and F’s function as
rewards and punishments rather than as useful feedback, grades are
counterproductive regardless of whether they are intentionally used for this
purpose.

Rationale Feedback- Some educators insist that their purpose in evaluating

students is neither to sort them nor to motivate them, but simply to provide
feedback so they can learn more effectively tomorrow than they did today. From
a Level 2 perspective, this is an entirely legitimate goal — and grades are an
entirely inadequate means of reaching it.( 1-14.)

Synthesis:

After this topic, I learned how much time the teacher should take to give a
students’ a right grade. Now, it makes sense that teachers are striving hard to make us
learn from them. From this topic, I learned the other basis of the teacher by computing
and giving grades to every student. The purpose of the grades and its importance. I also
learned on the way of the teachers to motivate their students.

Reference:
Butler, R. (1987). Task-Involving and Ego-Involving Properties of Evaluation. Journal of
Educational Psychology, 79, p. 474-482.
https://www.alfiekohn.org/article/grading/

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Butler, R. (1998). Enhancing and Undermining Intrinsic Motivation. British Journal of
Educational Psychology, 58, p. 1-14. https://www.alfiekohn.org/article/grading/

McKeachie, W. (1986). Assigning Course Grade. Retrieved January 22, 2021, from
https://citl.illinois.edu/citl-101/measurement-evaluation/exam-scoring/assigning-
course-grades

Walvoord, B. & Anderson V. (1998). Effective Grading: A Tool for Learning and
Assessment. Retrieved January 22,2021, from
https://cft.vanderbilt.edu/guides-sub-pages/grading-student-work/

C.2 Grading Systems - Letter grades

Grading system is a method used by teachers to assess students’ educational

performance. In early times, simple marking procedure was used by educators. But
now, a proper grading system is followed by every educational institute. The grades
such as A, A-, A+, B, B-, B+, C, D E and so on are used to evaluate the performance of
a student in a test, presentation or final examination.

 The grading system is based on an advanced marking pattern.

 The grading system has reduced the scoring pressure of students.
 Grading system let the students identify their weaknesses and strengths.
 Grading system make the study easier.
 Grading system reflect a student learning progress and achievement.

Types of Grading Systems

There are 7 types of grading systems available. They are:

Percentage Grading – From 0 to 100 Percent.

Letter grading and variations – From A Grade to F Grade.
Norm-referenced grading – Comparing students to each other usually letter grades.
Mastery grading – Grading students as “masters” or “passers” when their attainment
reaches a prespecified level.
Pass/Fail – Using the Common Scale as Pass/Fail
Standards grading (or Absolute-Standards grading) – Comparing student
performance to a pre-established standard (level) of performance
Narrative grading -Writing Comments about students

Letter grade are symbols used to represent a range of grades. Each letter has a
corresponding percentage. Most colleges and University are using these grading
system. Using a series of letters (often A, B, C, D, F) or letters with plusses and
minuses as an ordered category scale - can be done in a norm- referenced (standards-
based) manner.
Here is the example of letter grade:

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.

REFERENCES:

How to Convert Your GPA to a 4.0 Scale. (2020, October 15). Retrieved January 22,
2021, from https://pages.collegeboard.org/how-to-convert-gpa-4.0-scale

Reddy, C., By, Chitra Reddy12 years of Experience within the International BPO/
Operations and Recruitment Areas. Extensive experience in Complete
Recruitment Life Cycle - Sourcing, Reddy, C., & 12 years of Experience within the
International BPO/ Operations and Recruitment Areas. Extensive experience in
Complete Recruitment Life Cycle - Sourcing. (2020, June 26). Grading System in
Education: Advantages and Disadvantages. Retrieved January 22, 2021, from
https://content.wisestep.com/advantages-disadvantages-grading-system-
education/

Advantages and Disadvantages of School's Grading System. (2017, June 22).

Retrieved January 22, 2021, from https://taylorwilson.atavist.com/advantages-and-
disadvantages-of-schools-grading-system#:~:text=Grading%20system%20is%20a
%20method,pro6cedure%20was%20used%20by%20educators.&text=The
%20grades%20such%20as%20A,test%2C%20presentation%20or%20final
%20examination.

Percentage grade:
• Percentage grades is the total of your grades from your performances or outputs.
There are various types of computing your grade percentage. Below is an example how
to.
Find your overall grade in the class. Take the number of points you have earned
on every assignment and add them together. Then divide this number by the
number of possible points in the entire course. So if, for instance, you have

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 earned 850 points total in a class where there were 1,000 possible points, your
grade percentage in that class is 85. This is considered a "B" grade on an
average grade scale.
This is an example of percentage grade equal to.

University of Santo Tomas Grade Point System

Grade Point
Equivalence

Equivalence Description
1.00 96–100% Excellent
1.25 94–95% Very Good
1.50 92–93% Very Good
1.75 89–91% Good
2.00 87–88% Good
2.25 84–86% Good
2.50 82–83% Fair
2.75 79–81% Fair
3.00 75–78% Pass
5.00 Below 75% Failure
INC Incomplete
FA Failure due to Absences
WP Withdrew with Permission
WF Withdrew without Permission (Failure)

Synthesis:
• Percentage grade is important for you to see your total grade. Computing your
grade percentage is very important for you to know if you are a dean listed
student. If you are performing quite great compared to other students.

Reference:

https://sciencing.com/calculate-percentage-grade-6181770.html

Verbal descriptors:
• Verbal descriptors are grading criteria. These are created to know how to label the
grades of the students may it be for percentage grading or output grading.

You can make one of your own for basis. To make one you have to know the grades of
the output of your students or their percentage grade. You can also create a criteria if
you already have a right expectation(Expected grades to have for the students.) or
computation for grade.
This is an example of verbal descriptor:

STANDARD LEVELS OF ACHIEVEMENT

TYPE

Grade Point 0.0 2.67 3.00 3.33 3.67 4.00 4.33

Letter Grade F B- B B+ A- A A+

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 STANDARD LEVELS OF ACHIEVEMENT
TYPE

% Bands 0-69% 70- 73- 77- 80- 85- 90-

72% 76% 79% 84% 89% 100%

Marks/20 0-13.5 14 15 15.5 16- 17- 18-20

16.5 17.5

Levels Level 1 Level 2 Level 3 Level 4

Labels Fails to meet A moderate A high level of A very high to

threshold level of level of achievement outstanding level o
achievement achievement achievement

In verbal descriptor or in criteria, per labels should be described. Review and

revise to ensure appropriateness and relevance of the created criteria.

Synthesis:
• Without a verbal descriptor, it is impossible for a person to know the current
level of a grade. Verbal descriptor is needed for someone to know the label of
their grade, if they passed or not, if their grade is excellent or average.

Reference:

https://ctet.royalroads.ca/writing-effective-assessment-criteria

Checklist:

There is a variety of checklist. Checklist for exams, outputs to be finished in a certain

week, checklist for portfolio. This topic is about grading checklist. In other words
“rubrics”. Rubrics is a grading guide. It contains specific explanations what to put in your
output.

Synthesis:
• In this case checklist is a guide for grading. It give certain explanations what to
put in your output so that you will be graded right.

Reference:

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https://teaching.berkeley.edu/resources/assessment-and-evaluation/design-
assessment/rubrics

Narrative Report
The narrative report describes the things or events that have taken place in the
past through the logical progression of the relevant facts.
To reliably shed more light on the things or incidents that occurred, a heavy emphasis
on description is used.

Contents of a Narrative Report

1. Introduction - A short summary of the subject of the study must be included
in the presentation of your narrative report. This is the first part of the report
that requires a generic declaration like a study to convey what the rest of the
paper/report would be about. Much as with other piece of literature, the
introduction should be able to mention the key argument the article is
attempting to make briefly but also correctly.

2. Knowledge - This report section contains all the details related to your main
subject. In this section you will write about what you have learned throughout
the term. 

3. Observations - The things you have noticed and the things you have
learned by observation are listed in this section. This is simply the art where
all of your findings are recounted during the time in which the subject of your
report happened.

4. Recommendations - In the portion of recommendations, you reflect on

concluding what was addressed in the previous pages. This chapter will also
be used to explain what can be done to strengthen those events or activities
that you have attended.

Tips for Effective Narrative Report Writing

1. Make an appropriate cover page.

2. Start with a rough draft.

3. Depending on your academic guideline but it is usually written in a 12 - point

font.

4. Accurate topic headings to break up a simple report for convenient and

comprehensive reading.

5. Provide white space, use double spacing for easy reading.

6. Provide a designated number for each page.

7. Use a summary of your topic at the beginning of your report.

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8. Carefully proofread your general report.

9. Stick with the five W questions.

10.Chronologically recount your experiences or observations while

providing facts and evidences.

11.Depending on the sensitivity of the topic, avoid using actual names, replace
them with fictitious names instead.

12.Always express factual assumptions upon which you base your opinions.

13.Lastly, always keep it short and simple. This is just a recount of previous
events, there is no need to expand each topic.

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Sample Narrative Report
Report Cards
A report card communicates the success of a pupil academically. The report card is
issued by the school to the student or parents of the student two or four times
annually in most schools. In order to assess the consistency of a student's
schoolwork, a standard report card uses a ranking scale.
The aim of a report card is to remind the parents of a child during the school year
of his or her academic success. It is regarded by many parents to be the most
significant document they obtain from school.
Melwani (2003), in her explanation of key components of report cards stated that:

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 Report cards come in various formats and sizes. Generally, however, there
are two main aspects in the layout of the report card. First, the report card
uses a scale of descriptors, specifically specified within a school district in
terms of uniform requirements. Secondly, the narration portion or the
narrative section is there. This is where you write remarks on the results of
each learner.

Report Card Descriptors

Set 1

 Well-Developed: Working above the level for the student's age/grade placement

in a specific academic area.

 Developing as Expected: Developing as expected in each skill, concept, or

behavioral area. This reflects progress that is appropriate for the age/grade
placement.

 Beginning to Develop: Demonstrates interest in and participates to a limited

degree in a specific activity. With time and experience, the student's level of
understanding and concept development will reach an appropriate level.

 Not Yet Apparent: Has not shown any attempt to participate in a specific

activity. This does not indicate failure, but rather reflects a different rate of
development.

Set 2

 Consistently: Very good, always the same top quality

 Usually: Good, often, most of the time

 Occasionally: Fair, but needs improvement, once in a while, now and then

 Developing: Growth is being shown

 Sometimes: Not often

 Not Yet: Expectation has not been achieved

Set 3

 CD — Consistently Demonstrating: The student is independently applying and

integrating skills that have been taught. On a regular basis, he or she is showing
continued understanding of the concept.

 DV — Developing: The student is in the process of learning and applying skills

that have been taught. He or she is making steady growth toward understanding
the concept.

 NI — Needs Improvement: The student is having difficulty in applying the skills

that have been taught. He or she needs more practice to develop an
understanding of the concept.

Set 4

 Excellent: An excellent student demonstrates a thorough understanding of the

subject concerned, processes the subject at a high level, and communicates the
results of learning in a variety of clear, original, and thoughtful ways.

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  Proficient: A proficient student demonstrates a good understanding of the
subject concerned, processes the subject matter well, and communicates the
results of learning clearly and efficiently.

 Capable: A capable student demonstrates an adequate understanding of the

subject area, processes the subject matter appropriately, and is competent in
communicating the results of learning.

 Developing: A student at the developing stage is progressing toward

competence in the subject area concerned.

Tips on Writing Report Card Narratives

 Be precise and carefully pick terms. When reporting on problems the subject
is facing, bring student samples before you.

 Be succinct, effective, and quote specifics

 Avoid jargon or acronyms

 Have the audiences in mind

 Stop repetition; if they are not overused, the phrases good, fine, and
excellent are appropriate, however they generally are. To stop duplication,
find synonyms.

Increase the readability of the comment by:

 Using sentences of varying length

 Using a variety of sentence structures

 Keeping the language simple

 Using active verbs

Narrative Formats Used Most Frequently on Report Cards

 The Positive and Negative Format - Where a student is having difficulty with
places within a subject, this sort of narration works well. It helps you to speak
about the success of the student on the various topics studied during the time
and to draw attention to the areas that the student does not manage well.

 The Poor Grade Format - You exclude places in this layout in which the learner
has scored a successful grade and let the marking speak for itself. Here, the idea
is to get to the root, the place or areas where the student has earned low grades.

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  Progressive Format - You return to where you left off in the previous term in this
layout and concentrate on monitoring performance between marking times. In the
case of a student who earned a bad grade in a term, this structure performs
particularly well. That's because when discussing such individual job and
academic habits explicitly, there is a need to follow up with the issue areas.

Sample of a Report Card

Parent-Teacher Conferences
Conferences with parents and teachers are usually meetings that last for about 30
minutes. While actions and social problems will be addressed, it focuses on learning.
The instructor will evaluate the success of your child, including achievements and areas
requiring development (Gavin, 2017).

Do’s and Don’ts for Successful Parent-Teacher Conference

Do’s

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  Give plenty of notification to parents - Know that there are busy lives and
complicated work schedules for parents. The more notification you give
them, the more likely the Parent-Teacher Meeting will be able to attend.

 The Parent-Teacher Conference will meet and finish on a good note -

Note that parents are also often stressed. By beginning with your optimistic
impressions of their child, set them at ease. Once you have clarified certain
areas of progress, end the conference up with more stuff that parents can
feel positive about. This goes a long way towards building with them a good
working relationship

 Be structured - For each student, fill out a pre-conference form, complete

with room for your notes and follow-up problems. The meeting will be your
first experience on the parents, and this year your organization will
encourage confidence in your ability to support their child.

 Actively listen - Concentrate to truly understand what they are attempting to

express to you while the parents talk. Maybe you would also like to take
notes. For the coming school year, as parents feel understood, you are
creating a cooperative partnership.

 Have student work examples to back up the points - Show the parents
what you observed in the classwork while explaining learning expectations
for the student, which indicates a desire for progress. You should also
present examples of work well completed on the flip side, so they can see
how much the learners are learning with you.

 Send homework to parents - To help their child learn this school year, think
about 2-3 personalized activities that parents should do at home. I t will not
always happen, but it's worth a shot. To support their initiatives, you
can provide worksheets, blogs, and software.

 For touchy circumstances, call in the principal - Teachers need to ask

for help occasionally.  Once particular group of parents is
being aggressive towards you, a trustworthy administrator will serve as a
facilitator who has the best interests of all at heart. In addition, if the mood of
the meeting continues to sour, the principal will serve as a witness for you.

Don’ts

 Don't break from the subject matter at hand - Strolling off into enjoyable
subjects, such as shared passions, is easy for conversations. But in the first
place, consider that you are holding this conference and keep the meeting
on track.

 Do not get emotional - Keep it professional and impartial when you explain
the actions of a single child whom you have witnessed. If you remain
reasonable and cool, it is possible that parents will, too.

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  Don't run late - Do anything practicable to keep things going in a reasonable
time until the Parent-Teacher Meeting timetable is set. Parents have busy
lives and at the scheduled time have left everything to meet with you. It
would make a great impact to honor their time.

 Don't have a stressful classroom - We all know that in the chaotic course
of a school day, classrooms can get messy. But, to make the best possible
impression, spend some time arranging your room, especially your desk.

 Do not overload the parents with so many tasks at home - Choose 2-3
realistic ways for parents to facilitate home learning. Be precise and provide
them the support they would need to assist their child.

Other Communications

Social Media Classroom Page

Social media can be an efficient and effective means of interacting with families
with the correct consent of the media. Teachers can post picture day
announcements, field trip permission slips are due, etc. It was also possible to use
this forum to post student work and display pictures of the classroom.

Text Messaging
It can be a fast and simple way to get and collect information by sending personal
text messages to parents. This could be the safest place to be met during the
school day for busy parents.

Student Agendas
Student agendas are a perfect way to record homework activities for children and
monitor parent-teacher engagement. To see what assignment was given, reports
from the school day and then sign the schedule to ensure the job is done, parents
may check their child's agenda.

Classroom Website
Teachers should provide details on a classroom page about weekly assignments,
exam times, class projects, and field trips. Any educators have also used their
class pages to provide connections to free academic web programs and games that
can be played at home by pupils. In addition to major classroom announcements,
this forum is a great way to post classroom pictures and student work.

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Synthesis
Upon reading my sources, I have learned that communicating the assessment
results to students and parents have a huge impact to them and their perspective
about the education of their assessment result. This serves as the guide of the
parents and is considered by some parents to be the most important document to
track the performances of their child.

Unit 4: Communicating Authentic Assessment Results (Narrative Reports, Report

Cards, Parent – Teacher Conference and Other Communications.)
References:

Knight, D., D.K. (2017, October 23). 11+ Narrative Report Examples – PDF. Retrieved
January 21, 2021, from https://www.examples.com/business/narrative-report.html

Melwani, M., M.M. (2003, July 12). Key Components of Report Cards Explained.
Retrieved January 21, 2021, from
https://www.scholastic.com/teachers/articles/teaching-content/key-components-
report-cards-explained/?
fbclid=IwAR1i0phwf3zhgT8GvhsUpNeYKrejRDBqYk44uXaAX7OidXfL2OVteIQ6M
WM

Gavin, M. (Ed.). (2017, September 22). Parent-Teacher Conferences (for Parents) -

Nemours KidsHealth. Retrieved January 21, 2021, from
https://kidshealth.org/en/parents/parent-teacher-conferences.html?
fbclid=IwAR2du8sWk22Gne0UzKV4ZV-
rg082Oe8RKVh1FHiDMvKE4pWdzmeoFB2QQZU

Lewis, B. (2017, May 3). How to Make the Most Out of Meetings with Parents. Retrieved
January 21, 2021, from https://www.thoughtco.com/dos-and-donts-for-successful-
parent-teacher-conferences-2081574

King, I. (2020, March 24). Creative Ways for Teachers to Communicate with Parents.
Retrieved January 21, 2021, from
https://www.kickboardforschools.com/blog/post/family-engagement-
communication/creative-ways-for-teachers-to-communicate-with-parents/?
fbclid=IwAR2du8sWk22Gne0UzKV4ZV-
rg082Oe8RKVh1FHiDMvKE4pWdzmeoFB2QQZU

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