Detailed Lesson Plan in Prof. Ed.

10 (Assessment of Student Learning 2)

Demo Teacher: MUSTACISA, IZZABELLA T. Schedule of Demo:

Subject: Prof. Ed. 10 Time:

Topic: FUNCTIONS AND TYPES OF

Class: BEED 3D
GRADING AND REPORTING SYSTEM

I. Objectives

 Describe the various types and functions of grading and reporting system.
 Use the various types of grading and reporting system appropriately.
 Determine the importance of grading and reporting system in education.

II. Subject Matter

Topic: Functions and Types of Grading and Reporting System

References: Santos, Rosita de Guzman. (2007). Assessment of Student Learning 2. Lorimar

Publishing. pp. 89-91.
http://www.slideshare.net/reynel89/grading-and-reporting-38896885

Strategies: Subject matter-centered approach, interactive approach

Method: Deductive Method

Materials: Manila paper for discussion and evaluation, pictures of grading system and reporting
system, felt-tip pen, scotch tape, small box, and recorder

III. Learning Procedure

Teacher’s Activity Students’ Activity

A. Preliminary Activities

Prayer and Greetings

Everybody stand and let us pray.
Can somebody please lead the prayer?
Student 1: Our Father, Who art in heaven,
Holy be Your Name; Your kingdom come, Your
will be done, on earth as it is in heaven.
All: Give us this day our daily bread, and
forgive us our sins, as we forgive those who sin
against us; and do not lead us to the test, but
 deliver us from evil. Amen.”

Good Afternoon BEED 3D! All: Good Afternoon Ma’am!

a. Attendance and Classroom

Management
Please arrange your chairs properly
and be seated now. Who is your secretary (The class secretary will check the attendance.)
in this class? Ms. /Mr. Secretary, can you
please check the attendance for today and
give it to me after the class. Thank you.

b. Review/Elicitation

In the previous meetings, you have

discussed about _______ with your
precedent demo teachers, right? Did you All: Yes Ma’am.
learn something from them?

Yes, Mr. /Ms. _____. You said yes, so

can you please give a short recapitulation
Student: We have discussed about the
about it to the class?
________________________________________.
Thank you Ms. /Mr. for sharing it to
the class.

c. Motivation

Today, we are going to learn

another topic through the help of a well-
known personality on television. Who
among you know about the “Pinoy Big
Brother”?
“Kuya” will be joining our discussion
here and I will be his house guest and you
are his housemates. To have your surprise
reward in every task, you have to complete
Kuya’s tasks.
Let us now hear Kuya from Pinoy Big
Brother BEED 3D Edition!
(The students are listening to Kuya’s voice.)
“Good morning, housemates. Welcome to my
house. Another week has passed and it’s now
time for new challenges. You will face __ Daily
Tasks as a part of your weekly discussion.”
“As for your first task today, Always remember,
The art of simplicity is a puzzle of complexity.
Houseguest Ms. Mustacisa, please go to the
confession box for the task.”
Your first task will be this: (The students are performing the tasks)

MINUTE TO ASSEMBLE! Group 1

Divide the class into six groups. Assemble ADTIRTALOIN
the jumbled letters with the help of the
given picture within 1 minute. For this task,
TELERT-DEARG
you only need 2 representatives each to go YSMETS
to the board.
Group 2

ASPS-ILFA
ETMSSY

Group 3

IKETSCLSHC
FO
ETOVCJISBE MSTYSE

Group 4

ERTLTE OT
TSEANRP/
IADGNUSRA

GROUP 5

LPTIOFOROS

GROUP 6

TANERP-EHATRCE
FOERECENSCN
 B. Developmental Activities

So, now that we are done with your first

task. Let us see the connection of it with
our topic for today.

These pictures are the major types of

grading and reporting system. We have
Traditional Letter-Grade System, Pass-Fail
System, Checklists of Objectives, Letter to
Parents/Guardians, Portfolios and Parent-
Teacher Conferences.

The first one is traditional letter-grade

system. Wherein the student’s
performance are summarized by means of
letters. Thus, A stands for excellence, B
stands for good, C stands for average, D
stands for needs improvements and E
stands for failure. It may be easy to
understand but it is of limited value when
used as the sole report because they end
up being a combination of achievement,
effort, work habits, behavior. So they are
difficult to interpret and they do not
indicate patterns of weaknesses or
strengths.

The second type is pass-fail system. It

utilizes a dichotomous grade system. This is
popular to some courses in college (but not
very much practiced in basic education). In
fact, the pass-fail system should be kept to
a minimum because it does not provide
much information since students tend to
work the minimum (just to pass), and in
mastery learning courses, no grades are
reflected until “mastery” threshold is
reached.

Third one is checklists of objectives. It is

where the objectives are enumerated. After
each objective, the student’s level of
achievement is indicated: Outstanding,
Very Good, Good, Fair or Poor. It is a very
detailed reporting system and tends to be
more informative for the parents and pupils
at the same time. However, it is very time
consuming to prepare.

The fourth type is letters to

parents/guardians. It is useful supplement
to grades. But, they have limited value as
sole report because they are very time
consuming to prepare, the accounts of
weaknesses are often misinterpreted by
parents and guardians, and they are
characterized neither as systematic nor
cumulative.

The fifth one is portfolios. It is a set of

purposely selected works, with
commentary by student and teacher. It is
useful for showing student’s strengths and
weaknesses, illustrating range of students’
work, showing progress over time or stages
of a project, teaching students about
objective/standards they are to meet.

And the last one is parent-teacher

conference. This is mainly used on
elementary schools. This requires that
parents of pupils come for a conference
with the teacher to discuss the pupils’
progress. Such conferences are useful for a
two-way flow of information and getting
more information and cooperation from
the parents. But it is also limited value as
sole report because most parents do not
come for such conferences.

So, now that you have recognized the
different types of grading and reporting
system let us hear again Kuya for your
second daily task.
(The students will listen to Kuya’s voice)
“Housemates, how are the tasks so far? Always
remember, it’s not enough to just recognize, but
it pays a lot to use what you have learned so
you’d be prepared for real world tasks.
Housemate Class President, please go to the
confession box for task 2.”
 (The student will read the task.)
RAISE THAT ANSWER!
Choose the correct answer that best defines each
types of grading and reporting system. Listen
well while Ms. Mustacisa read only once the
entire question before answering. Raise your
both hands if you know the answer. Remember
that this is a speed task one.
So, here goes the questions:

Traditional letter-grade system

a. It provides an opportunity to make
the child think out of the box.
b. It provides a summary by means of
letter.
c. It provides an easy interpretation
and indicates patterns of strengths
and weaknesses.
d. Both A & C.

Pass-Fail System
a. It should be kept to a maximum (The students listen and cooperates actively)
because it does provide much
information since students tend to
work to the maximum.
b. It utilizes a trichotomous grade
system and is popular to some
courses in college.
c. It uses a paradox grade system and
is kept to a minimum because it
does not provide much information
since students tend to work to the
minimum.
d. A & B but not C

Checklists of objectives
a. It is a very detailed reporting system
an informative for the parents and
pupils at the same time and its
objectives of the course is
enumerated.
b. It is characterized neither systematic
nor cumulative.
 c. It has a potential problem of
keeping the list manageable an
understandable and its learning
outcomes are in bullet form.
d. B & C not A

Letters to parents/guardians
a. It is very limited value as a sole
reporter because they are very time
consuming to prepare however they
are useful supplement to grades.
b. It is much unlimited value as a sole
reporter because they are easy to
prepare and they are useful
supplement to grades.
c. It is of limited value when used as
the sole report because they end up
being a combination of
achievement, effort, work habits,
behavior. (The students listen and cooperates actively)
d. None of the above

Portfolios
a. It is a set of patterns of strengths
and weaknesses and often
misinterpreted by parents and
guardians.
b. It is a useful basis for conferences
that serves as a sole report of
student’s strengths and weaknesses.
c. It is a set of purposely selected
works, with commentary by student
and teacher and is useful for
showing student’s strengths and
weaknesses.
d. B & C not A

Parent-teacher conferences
a. It is mainly used in high school and it
is unlimited value since most
parents come for much conferences.
b. It is mainly used in college and this
requires that parents of pupils come
for a conference with the dean to
 discuss the pupil’s progress.
c. It is mainly used in elementary
schools where parents of pupils
come for a conference this is useful
for a two-way flow of information
and getting more information and
cooperation from the parents.
d. None of the choices.

(The students will listen to big brother.)

You all did a great job. Now for your
“Congratulations housemates! You are about to
final task, let us hear again from big
complete successfully your weekly tasks. But for
brother.
your last challenge, you will get ¼ sheet of paper
and answer the following questions that are
given to you by our house guest. Be wise and
prepared. Good luck!

Listen carefully. Write F if the statement is

correct and T if the statement is false.

1. Parent-teacher conferences are

mainly used in elementary school.
2. In checklists of objectives, the
objectives of the course are in bullet
form.
3. Portfolios’ are used for showing
student’s works, progress, strengths
and weaknesses.
4. Traditional letter-grade system is
not easy to understand.
5. Pass-fail system uses dichotomous
grade system.
 IV. Assessment

1. Traditional letter-grade system

a. It provides an opportunity to make the child think out of the box.
b. It provides a summary by means of letter.
c. It provides an easy interpretation and indicates patterns of strengths and weaknesses.
d. Both A & C.

2. Pass-Fail System
a. It should be kept to a maximum because it does provide much information since
students tend to work to the maximum.
b. It utilizes a trichotomous grade system and is popular to some courses in college.
c. It uses a paradox grade system and is kept to a minimum because it does not provide
much information since students tend to work to the minimum.
d. A & B but not C

3. Checklists of objectives
a. It is a very detailed reporting system an informative for the parents and pupils at the
same time and its objectives of the course is enumerated.
b. It is characterized neither systematic nor cumulative.
c. It has a potential problem of keeping the list manageable an understandable and its
learning outcomes are in bullet form.
d. B & C not A

4. Letters to parents/guardians
a. It is very limited value as a sole reporter because they are very time consuming to
prepare however they are useful supplement to grades.
b. It is much unlimited value as a sole reporter because they are easy to prepare and they
are useful supplement to grades.
c. It is of limited value when used as the sole report because they end up being a
combination of achievement, effort, work habits, behavior.
d. None of the above

5. Portfolios
a. It is a set of patterns of strengths and weaknesses and often misinterpreted by parents
and guardians.
b. It is a useful basis for conferences that serves as a sole report of student’s strengths and
weaknesses.
 c. It is a set of purposely selected works, with commentary by student and teacher and is
useful for showing student’s strengths and weaknesses.
d. B & C not A

6. Parent-teacher conferences
a. It is mainly used in high school and it is unlimited value since most parents come for
much conferences.
b. It is mainly used in college and this requires that parents of pupils come for a conference
with the dean to discuss the pupil’s progress.
c. It is mainly used in elementary schools where parents of pupils come for a conference
this is useful for a two-way flow of information and getting more information and
cooperation from the parents.
d. None of the choices.

7. What type of grading and reporting system is mainly used in elementary school?
a. Portfolio c. Parent-teacher conferences
b. Letter to parents/guardians d. Traditional letter-grade system

8. What type of grading and reporting system is best used in showing student’s work,
strengths and weaknesses?
a. Parent-teacher conferences c. Traditional letter-grade system
b. Checklist of objectives d. Portfolio

9. When can you say that the type of grading and reporting system you are using is
effective?
a. When it only shows the student’s strengths and weaknesses
b. When it is very detailed and informative to the parents and students at the same time.
c. When it is useful supplement to grades
d. All of the above

10. What do you think is the importance of knowing the different types of grading and
reporting system?
a. So that we can use it appropriately.
b. So that we can know the different processes of giving grades and reporting to the
students, teachers and other stakeholders in the system.
c. So that we can know if it is applicable to what kind of grading and reporting we are
making.
d. All of the above
 V. Agreement

Study the Development of a Grading and Reporting System and Assigning Letter Grades
and Computing Grades.

VI. Summary: Types of Grading and Reporting System

a. Traditional letter-grade system

It is where the student’s performance is summarized by means of letters. Thus, A stands for
excellence, B stands for good, C stands for average, D stands for needs improvements and E
stands for failure. It may be easy to understand but it is of limited value when used as the sole
report because they end up being a combination of achievement, effort, work habits, behavior.
So they are difficult to interpret and they do not indicate patterns of weaknesses or strengths.

b. Pass-Fail System

It utilizes a dichotomous grade system. This is popular to some courses in college (but not very
much practiced in basic education). In fact, the pass-fail system should be kept to a minimum
because it does not provide much information since students tend to work the minimum (just
to pass), and in mastery learning courses, no grades are reflected until “mastery” threshold is
reached.

c. Checklists of objectives

It is where the objectives are enumerated. After each objective, the student’s level of
achievement is indicated: Outstanding, Very Good, Good, Fair or Poor. It is a very detailed
reporting system and tends to be more informative for the parents and pupils at the same time.
However, it is very time consuming to prepare.

d. Letters to parents-guardians

It is useful supplement to grades. But, they have limited value as sole report because they are
very time consuming to prepare, the accounts of weaknesses are often misinterpreted by
parents and guardians, and they are characterized neither as systematic nor cumulative.

e. Portfolios.

It is a set of purposely selected works, with commentary by student and teacher. It is useful for
showing student’s strengths and weaknesses, illustrating range of students’ work, showing
progress over time or stages of a project, teaching students about objective/standards they are
to meet.

f. Parent-teacher conference.

This is mainly used on elementary schools. This requires that parents of pupils come for a
conference with the teacher to discuss the pupils’ progress. Such conferences are useful for a
two-way flow of information and getting more information and cooperation from the parents.
But it is also limited value as sole report because most parents do not come for such
conferences.