||PART IV - Special Topics for the Assessment Process
Grading and Reporting Systems of Student's Performance
Topic 1: Reporting and Grading Systems
Topic 2: Establishing Grading Criteria
Topic 3: Parent's Consultation, and Guidance and Counseling
|Year Level / Subject Area (Course Name)
||3rd year Education students/Educ30 - Assessment 2
|Time allotted for lesson
| 50 minutes per session
|Students' present level of performance and skills
||The student's have passed EDUC 29 Assessment I. Therefore, they already have a basic knowledge of assessing a class. They know the basic operations such as addition, subtraction, multiplication, and division; this would aid them in solving basic computations. The student's already have a basic knowledge on the grading system. However, they might not fully know as of yet the advantages and limitations of the different grading systems. They also had undergone guidance counseling in the previous school year or even prior to last year. In addition, they also have experiences on parent consultations in their grade school and high school years; therefore they have the idea on how parent consultations are done.
|Short Description of Lesson
||The special topics in the assessment process include the reporting and grading systems which is about the various systems used to report student performance. The various systems to be discussed would include percentage grades, letter grades, pass-fail marks, checklists, and written description. During the discussion the students' would also be introduced to the advantages and limitations of each grading system. The next lesson which is about establishing grading criteria includes the computations on the proper analysis on how scores are summarized and interpreted following certain formulas and steps in order to come up with a reliable output. The last lesson to be discussed would be on parent's consultation, and guidance and counseling guidelines which would serve as a basis to become productive and useful teachers to the students.
During the start of the lesson, the students should be able to:
- Orally explain their relevant ideas on the grading systems to be discussed.
- Expound orally the advantage/limitation of a given grading system.
At the end of the lesson, the students should be able to:
- Correctly identify the type of grading system used based on the given definition.
- Appropriately supply the advantage/limitation provided with the grading system to be used.
- Compare and contrast percentage grades from letter grades with 95% accuracy.
Given the references and guidelines, the students will be able to:
- Enumerate and describe in their own words the three (3) steps in deciding for the overall grading of a subject;
- Expound orally two (2) out of four (4) references in considering the performance standards;
- State and explain the importance of each of the two (2) disciplinary actions involving the grades of a student.
Given the formula for computation and the stated examples, the students will be able to:
- Solve for the percentage score of the students' grades;
- Identify who among the students got a failing mark and who among them is failing. Given the guidelines and information on Parent Consultation and Guidance Counseling for teachers, the students will be able to demonstrate in a creative performance the proper guidelines in parent consultations and counseling.
|Materials, Resources and Technology Needed
||Laptop (optional) , Manila paper, cartolina, activity sheets, rubrics (for presentation), attendance sheet
|Anticipatory Set or Focus Entry
||Show the students a sample of a report card. Ask them ideas regarding the computation of grades, whether they know how to compute their grades or not. Also ask the students about their experiences towards grade consultations and guidance counseling in their high school and grade school years.
A. TOPIC 1
- Start the class with a prayer
- Show them a sample of a report card (What comes into the students' minds?)
- Discussion, lecture (fast pace)MODELING
- Show examples of different grading systems (pp. 286-290)CHECKING FOR UNDERSTANDING
- Quiz (10 items) regarding the lesson discussed
B. TOPIC 2
- Review/recap of the previous lesson/discussion
- Ask the students if they have an idea on how to properly compute their grades. If they have an idea on computing grades, ask them on how they do it.
- Start of discussion and lectureMODELING
- Show them the sample class record (p. 295) using excel (optional); using Manila Paper
CHECKING FOR UNDERSTANDING
- Activity (students are provided with a list of grades; they have to compute for the total so they can see the results and see the letter grade equivalent to the given grade.)
- Assignment (students are given an activity similar to the previous activity given to them for them to answer at home, but with a different set of data.)
C. TOPIC 3 (P. 290-291; parent conference)
- Start with this question: 'How will you handle this situation? How will you approach the student? (In connection with the previous assignment; 2 failed and 2 failing students)
- Start discussions (guidelines, do's and don'ts)MODELING
- Video presentationCHECKING FOR UNDERSTANDING
- Given a set of questions, based on the assignment results, the students will make a creative presentation in handling parent consultations and guidance counseling. (5 minute each; to be presented on the last day.)
- Each group will be provided with a rubric, they will be asked to grade the other presenters.
|Guided Practice /Instructional Strategie
Before the start of the lesson the teacher will randomly call students to orally explain their relevant ideas on the grading systems to be discussed. (METACOGNITIVE THINKING)
During the discussion the teacher will randomly call students to read an advantage/limitation of a particular grading system, and they will be asked to further explain the said advantage/limitation. (ORAL STRATEGY)
The teacher will prompt the students on the lesson by asking them whether they know how to compute their grades on whether they have an idea on how it is done (ORAL STRATEGY). The teacher will then let them answer an activity on how computing grades given a set of data (PAPER-PEN STRATEGY). The teacher will give a homework on computing grades similar to the activity given but with a different data. (PAPER-PEN STRATEGY)
Since this topic focuses more on the 'emotional' and 'affective' aspect, the students will be randomly called and will be given time to express their realizations/learning's verbally; they can share about their experiences and ideas. (REFLECTIVE STRATEGY)
- Do you think these topics are important to you as future educators? Yes or No?
- Are you satisfied with the grading system used in this institution? If you were given a chance, which grading systems would you prefer most?
- In your high school, did you ever feel where your teacher wasn't able to show his/her full concerns regarding your grades? Yes or No?
||As a summary, knowing the different grading systems would provide the teacher with options to which he/she can follow in giving students grades. In addition, learning how to compute the grades will truly help a lot in assessing the students understanding of the lessons. It will serve as a basis for assessment and will also guide the teacher on the lessons that he/she needs to improve on in teaching his/her students. Further more, the results of the grades will also serve as a guide in having parent conferences and in following up of the students status through counseling.
|Reinforcement or Assignment
||Attached in a separate sheet.
- Assessed in an informal evaluation through a random oral recitation.(Students will be asked to explain their own relevant ideas on the grading systems to be discussed)
- Assessed in a formal evaluation through an oral recitation.(Students will then be asked to read the advantage/limitation of a given system and explain what they understood from what they've just read.)
- Assessed in a formal evaluation through a quiz. (Students will be asked to identify the type of grading system used based on the given definition, they are also to supply the advantage/limitation provided with the grading system to be used, and lastly, they are to compare and contrast percentage grades from letter grades.
- Assessed in an informal evaluation through a random oral recitation.(Students will be asked if they already know how to compute grades.)
- Assessed in a formal evaluation through the written activity and assignment.(They will then be asked to compute the grades given the list of scores of the students and include the corresponding letter grades. Students will be asked who among the list of students failed as well as those who are failing based on their results.)
- Assessed in an informal evaluation through observations of their performance during the written activity.(Students will be observed randomly at the activity hour whether they were able to answer the activity using the formula given or not.)
- Assessed informally through sharing of their ideas and thoughts verbally in front of the class.(Students will be asked randomly on how they will be able to handle the situation based on the assignment given and how will they approach the student on the issue)
- Assessed formally through a graded rubrics used in the presentation.(Students will be asked to demonstrate how a teacher should handle parents during consultations and how they should approach a student who is failing or has failed)