Grading System
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The document discusses various methods of student assessment and reporting, including traditional letter grades, pass/fail systems, checklists of objectives, letters to parents/guardians, portfolios, and parent-teacher conferences. It notes strengths and limitations of each approach. Traditional letter grades are easy to understand but provide limited information. Pass/fail systems use a dichotomous grading scale. Checklists of objectives indicate student achievement levels for each learning objective. Letters to parents supplement grades but have limitations. Portfolios show student work and progress over time. Parent-teacher conferences facilitate information sharing but many parents do not attend.
Grading System
- 2. a. Traditional letter-grade system In the traditional letter grading system, students performances are summarized by means of letters. A stands for excellent, C stands for average, D for needing improvement, and F as a failure.
- 3. a. Traditional letter-grade system The traditional letter-grade system is easy to understand but it is of limited value when used as the solo report because they end up being a combination of achievement, effort, work, habits, behavior. As such, they do not indicate patterns of strengths and weaknesses.
- 4. b. Pass-fail The pass or fail system utilizes a dichotomous grading system. Either a student has complied and reached certain standards, in which case he passes or he failed to do so he gets failing mark. This is popular in some courses in college
- 5. c. Checklist of objectives In this system, the objectives of the course are enumerated. After each objective, the students level of achievement is indicated: Outstanding, Very Good, Good, Fair or Poor.
- 6. d. Letters to parent/guardians Letter to parents and guardian are very useful supplement to grades. However, they have a limited value as sole report because they are very time consuming to prepare, the accounts of weaknesses are very often misinterpreted by guardians and parents, and they are characterized neither as systematic nor cumulative.
- 7. e. Portfolios As already explained a portfolio is a set of purposefully selected words, with commentary by students and teacher. Portfolios are useful for showing students strength and weaknesses, illustrating range of students work showing progress over time or stages of a project , teaching student about objectives/standards they are to meet
- 8. f. Parent-teacher conferences Parent-teacher conferences are mainly used in elementary schools. This requires that parents of pupils come to conference with the teacher to discuss the pupil progress. Such conferences are for a two- way flow of information and getting more information and cooperation of parents. They are, however, of limited value as a report because most of parents do not come for such conferences