Chapter-8_ED5.pptx...............chapter 8 in ed 5

Chapter 8 in ed 5

1. Grading Systems and the Grading System of the Department of the Education CHAPTER 8

2. Group Members: Dilao , Analyne Gajardo , Jenny Mae Hinagpisan , Kimberly Mopon , Kimberly Silongan , Lady Sonio , Wagner Torcuator , Mariane

3. Learning Outcomes: Distinguish between norm-referenced and criterion-referenced grading; cumulative averaging grade system Compute grades of students in various grade levels observing DepEd Guidelines.

4. Introduction Assessment of student performance is essentially how the student is progressing in a course (and, incidentally, how a teacher is also performing with respect to the teaching process). The first step in assessment is, of course, testing (either by some pencil- paper objective test or by some performance based testing procedure)followed by a decision to grade the performance of the student. Grading , therefore, is the next step after testing.

5. Refers to a grading system wherein a student's grade is placed in relation to the performance of a group. In this system, a grade of 80 means that the student performed better than or same as 80% of the class (or group). What is Norm-Reference Grading? Lady Silongan

6. Example Consider the following two sets of scores in an English 1 class for two sections of ten students each. A = { 30, 40, 50, 55, 60, 65, 70, 75, 80, 85 } B = { 60, 65, 70, 75, 80, 85, 90, 90, 95, 100 } Section A: 75 = 80% Section B: 90 = 80%

7. Advantages •It is very easy to use. •It works well for the course with retention policies and its limits only few students to advance to the next level.

8. Disadvantages • The performance of the students is not determined by his achievement but also the achievement of the other students. • It promote competition rather than cooperation.

9. Are based on a fixed criterion measure. There is a fixed target and the students must achieve that the target in order to obtain in a passing grade in a course regardless of how the other students in the class perform. What is Criterion-Reference Grading?

10. Example In the class of 100 students, no one might get a grade of excellent if no one scores 98 above or 85 above depending on the criterion used. 1.0 (Excellent) = 98-100 or 85-100 1.5 (Good) = 88-97 or 80-84 2.0 (Fair) = 75-87 or 70-79 3.0 (Poor/ Pass) = 65-74 or 60-69 5.0 (Failure) = below 65 or below 60

11. NOTE • In criterion- referenced grading system, the students can help a fellow students in a group work without necessarily worrying about lowering his grade in that course. • With criterion-referenced grading, a rich learning is to everyone's advantage, so students are rewarded for contributing to class and small group discussions.

12. Highest Score Norm-Referenced Criterion-Referenced A. 88 B. 94 100 100 94 97

13. THE FOUR QUESTIONS IN GRADING JENNY MAE GAJARDO

14. 8.3. FOUR QUESTIONS IN GRADING Marinila D. Svinicki (2007) of the Center for Teaching Effectiveness of the University of Texas in Austin poses four intriguing questions relative to grading. We share these questions here in this section and the corresponding opinion of Ms. Svinicki for your own reflection:

15. 8.4. WHAT SHOULD GO IN A STUDENT’S GRADE? The grading system an instructor selects reflects his or her educational philosophy. There are no right or wrong systems, only systems which accomplish different objectives.

16. 1. Should grades reflect absolute achievement level or achievement relative to others in the same class? This is often referred to as the controversy between norm-referenced versus criterion-referenced grading.

17. In norm-referenced grading systems, the letter grade a student receives is based on his or her standing in a class. A certain percentage of those at the top receive A's, a specified percent of the next highest grades receive B's and so on. Thus an outside person, looking at the grades, can decide which student in that group performed best under those circumstances.

18. Such a system also takes into account circumstances beyond the students' control which might adversely affect grades, such as poor teaching, bad tests or unexpected problems arising for the entire class. Presumably, these would affect all the students equally, so all performance would drop but the relative standing would stay the same.

19. The other most common grading system is the criterion - referenced system. In this case the instructor sets a standard of performance against which the students' actual performance Is measured. All students achieving a given level receive the grade assigned to that level regardless of how many in the class receive the same grade. An outside evaluator, looking at the grade, knows only that the students reached a certain level or set of objectives.

20. An advantage of this system is that the criteria for various grades are known from the beginning. This allows the student to take some responsibility for the level at which he or she is going to perform. Although this might result in some students working below their potential, it usually inspires students to work for a high grade. The instructor is then faced with the dilemma of a lot of students receiving high grades. Some people view this as a problem.

21. A positive aspect of this foreknowledge is that much of the uncertainty which often accompanies grading for students is eliminated. Since they can plot their own progress toward the desired grade, the students have little uncertainty about where they stand. With competency-based teaching-learning or outcome-based teaching-learning observed in Philippines school the criterion-referenced system is what is used in the country.

22. 2. Should grades reflect achievement only or non-academic components such as attitude, speed and diligence? It is a very common practice to incorporate such things as turning in assignments on time into the overall grade in a course, primarily because problem for instructors. Also it may be appropriate to the selection function of grading t. hat such values as timeliness and diligence be reflected in the grades. External users of the grades may be interpreting the mark to include such factors as attitude and compliance in addition to competence in the material.

23. Two steps instructors should take are (1) to make students aware of this possibility well in advance of graded assignment and (2) to make clear what behavior is included in such qualities as prompt completion of work and neatness or completeness. In short, non-academic component such as attitude, speed and diligence may be reflected in the student's grades provided they are informed in advance and that these qualities should be well understood.

24. 3. Should grades report status achieved or amount of growth? This is a particularly difficult question to answer. In many beginning classes, the background of the students is so varied that some students can achieve the end objectives with little or no trouble while others with weak backgrounds will work twice as hard and still achieve only half as much. This dilemma results from the same problem as the previous question, that is, the feeling that we should be rewarding or punishing effort or attitude as well as knowledge gained.

25. A positive aspect of this foreknowledge is that much of the uncertainty which often accompanies grading for students is eliminated. Since they can plot their own progress toward the desired grade, the students have little uncertainty about where they stand.

26. Nevertheless, there is much to be said in favor of "growth" as a component in grading. We would like to encourage hard work and effort and to acknowledge the existence of different abilities. Unfortunately, there is no easy answer to this question Each instructor must review his or her own philosophy and content to determine if such factors are valid components of the grade.

27. 4. How can several grades on diverse skills combine to give a single mark? The basic answer is that they can't really. The results of instruction are so varied that the single mark is really a "Rube Goldberg" (doing something by an unnecessarily complicated means what could be done simply) as far as indicating what a student has achieved. It would be most desirable to be able to give multiple marks, one for each of the variety of skills which are learned.

28. There are, of course, many problems with such a proposal. It would complicate an already complicated task. There might not be enough evidence to reliably grade any one skill. The "halo" effect of good performance in one area could spill over into others. And finally, most outsiders are looking for only one overall classification of each person so that they can choose the "best." Our system requires that we produce one mark.

29. Therefore, it is worth our while to see how that can be done even though currently the system does not lend itself to any satisfactory answers.

30. Standardized Test Scoring Kimberly Hinagpisan

31. 8.5. Standardized Test Scoring Test standardization is a process by which teacher or researcher-made tests are validated and item analyzed. After a thorough process of validation, the test characteristics are established. These characteristics include: test validity, test reliability, test difficulty level and other characteristics as previously discussed.

32. Each standardized test uses its own mathematical scoring system derived by the publisher and administrators, and these do not bear any relationship to academic grading systems. Standardized tests are psychometric instruments whose scoring systems are developed by norming the test using national samples of test-takers, centering the scoring

33. formula to assure that the likely score distribution describes a system uniformly in a manner resembling a criterion referenced normal curve when graphed, and then using the resulting scoring the scoring system of a specific standardized test, refer to the approach.

34. Example: Student's grades are: 80 - Prelim 90 - Midterm 85 - Final 80+90+85 3 = 85 85 is the final grade for the semester In the Philippines, there are two types of grading systems period equals the average of the grades obtained in the prior averaging system, the grade of a student on a particular grading periods and the current grading period.

35. The Department of Education makes use of the averaging grading system. In the cumulative grading system, the grade of a student in a grading period equals his current grading period grade which is assumed to have the cumulative effects of the previous grading periods.

36. Example: 80 - Prelim 90 - Midterm Grade 80 - Tentative Final Grade Final Grade = 1/3 of Midterm Grade + 2/3 of Tentative Final Grade 1/3 of 90 + 2/3 of 80 = 30 + 53.33 = 83

37. Analyne Dilao Policy Guidelines on Classroom Assessment for the K to 12 Basic Education, DepEd Order No.8 s. 2015

38. Weights of the Components for the Different Grade Levels and Subjects The student's grade is a function of three components: 1) written work 2) performance tasks and 3) quarterly assessment The percentages vary across clusters of subjects.

39. Languages, Araling Panlipunan (AP) and Edukasyon sa Pagpapahalaga ( EsP ) belong to one cluster and have the same grade percentages for written work, performance tasks and quarterly assessment. Science and Math are another cluster with the same component percentages. Music, Arts, Physical Education and Health (MAPEH) make up the third cluster with same component percentages. Among the three components, performance tasks are given the largest percentages. This means that the emphasis on assessment is application ofconcepts learned.

40. Table 7: Weight of the components for Grade 1- 10

41. Table 8: Weight of the Components for SHS

42. Steps in Grade Computation Wagner Sonio

43. 43 Based on the same DepEd Order (8, s. 2015), here are the steps to follow in computing grades. Steps for computing grades: Step 1. Get the total score for each component.

44. Step 2. Divide the total raw score by the highest possible score then multiply the quotient by 100%.

45. Step 3. Convert Percentage Scores to Weighted Scores. Multiply the Percentage Score by the weight of the component indicated in Table 4 and Table 5.

46. Step 4. Add the Weighted Scores of each component. The result will be the Initial Grade. Ex.

47. Step 5. Transmute the Initial Grade using the Transmutation Table in Appendix B. Ex.

48. For MAPEH, individual grades are given to each area, namely, Music, Arts, Physical Education and Health. The quarterly grade for MAPEH is the average of the quarterly grades in the four areas.

49. Grade Computation Mariane Torcuator

50. What follows is a description of how grades are computed based on DepEd Order 8, s. 2015. For Kindergarten There are no numerical grades in Kindergarten. Descriptions of the learners' progress in the various learning areas are represented using checklists and student portfolio. These are presented to the parents at the end of each quarter for discussion. Additional guidelines 0n the Kindergarten program will be issued.

51. For Grades 11-12 The two quarters determine the final grade in a semester. Table 11 show an example in Grade 11 , second semester for the accounting Business and Management ABM strands

52. C. How is the learner's progress reported The summary of learner progress is shown quarterly to parents and guardians through a parent-teacher conference, in which the report card is discussed. The grading scale, with its corresponding descriptors, is in the Table 12. Remarks are given at the end of the grade level.

53. Using the sample class record in Table 14. LEARNER A received an Initial Grade of 84.86 in English for the First Quarter which, when transmuted to a grade of 90. is equivalent to Outstanding. LEARNER B received a transmuted grade of 88 which is equivalent to Very Satisfactory . LEARNER C received a grade of 71 which means that the learner Did Not Meet expectaton in the First Q uarter of Grade 4 English

54. When a learner's raw score are consistently below expectations in Written Work and Performance Task the learner's parents or guardians must be informed not the later than the fifth week of that quarter. This will enable them to help and guide their child to improve and prepare for the quarterly Assessment. A learner who receives a grade below 75 in any subject in a quarter must be given intervention through remediation and extra lessons from the teacher/s of that subject.

55. Kimberly Mopon Promotion and Retention at the end of the School Year

56. These are what DepEd Order 8, 2015 say. A Final Grade of 75 or higher in all learning areas allows the student to be promoted to the next grade level. Table 13 specifies the guidelines to be followed for learner promotion and retention.

57. Table 13. Learner Promotion and Retention For Grades 1 to 3 Learners Requirements Decision 1. Final Grade of at least 75 in all learning areas Promoted to the next grade level 2. Did Not Meet Expectations in not more than two learning areas Must pass remedial classes for learning areas with failing mark to be promoted to the next grade level. Otherwise the learner is retained in the same grade level 3. Did Not Meet Expectations in three or more learning areas Retained in the same grade level

58. For Grades 4 to 10 Learners Requirements Decision 1. Final grade at least 75 in all learning areas. Promoted to the next grade level 2. Did Not Meet Expectations in not more than two learning areas Must pass remedial classes for learning areas with failing mark to be promoted to the next grade level Otherwise the learners retained m the same grade level 3. Did Not Meet Expectations in three or more learning areas Retained in the same grade level

59. Alternative Grading Systems

60. Pass-Fail Systems Other colleges and universities, faculties schools and institutions use pass-fail grading systems in the Philippines, especially when the student's work to be evaluated is highly subjective there are no generally accepted standard gradations or the critical requirement is meeting a single satisfactory standard

61. Philippine schools, and institutions, non-graded evaluations do not assign numeric or letter grades as a matter of policy. This practice is usually based on a belief that grades introduce an inappropriate and distracting element of competition into the learning process, or that they are not as meaningful as measures of intellectual growth and development as are carefully crafted faculty evaluations.

62. Many faculty, schools, and institutions that follow a no-grade policy will, if requested, produce grades or convert their student evaluations into formulae acceptable to authorities who require traditional measures of performance

63. The process of deciding on a grading system is a very complex one. The problems faced by teacher who tries to design a system which will be accurate and fair are common to any manager attempting to evaluate those for whom he or she is responsible. The problems of teachers and students with regard to grading are almost identical to those of administrators and faculty with regard to evaluation for promotion and tenure.

64. The need for completeness and objectivity felt by teachers and administrators must be balanced against the need for fairness and clarity felt by students and faculty in their respective situations. The fact that the faculty member finds himself or herself in both the position of evaluator and evaluated should help to make him or her more thoughtful about the needs of each position.

65. Thank You For Listening!!!