MEASURING AND EVALUATING LEARNING

OUTCOMES
EDUCATIONAL ASSESSMENT 1 AND 2
CHAPTER
8

Grading
Students’
Test Scores
1
Contents:

1. Purposes

2. Methods of Determining Grades

3. Forms of Grades
4. Converting Scores to Percentage
Rating

5. Rough Method of Assigning Marks

6. K-12 Grading System 2

Purpose of Grading
Test Scores
The most compelling reason
why teachers grade student’s
test scores is due to the reality
that they have to. (AIRASIAN,1994)
3
Purposes of Grading
Test Scores

Grades serve different purposes that

help both students and educators.
They don’t just show how a student
performed but also guide important
decisions in the school. Here are the
main reasons why teachers grade
students and why each one matters.
4
Informational
 To
communicate students’ subject matter
achievement
Administrative
To make decision regarding students’
class standing
Motivational
To encourage students to exert
academic effort
Guidance
To identify students who need special
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services like tutoring and remedial
instruction
1. Informational Purpose

 What It Means: Grades show how much a

student understands a subject. They communicate
a student’s level of achievement to parents,
teachers, and the students themselves.
 Why It’s Important: This helps everyone see
where the student is strong and where they might
need help. Teachers can use this to adjust their
teaching to better support each student.
 Example: An “A” in science shows strong
understanding, while a “C” suggests the student
needs more support.
 Reference: Learn more about the informational role of grades at Edutopia.
6

Referenc
e
2. Administrative Purpose

 What It Means: Grades help with decisions

about a student’s placement, class ranking, and
eligibility for advanced or honors programs.
 Why It’s Important: This ensures that
students are placed in the right classes for their
skill level, helping them learn effectively without
being overwhelmed.
 Example: A student with high grades may be
placed in advanced classes, while a student with
lower grades might stay in standard courses.
 Reference: More about administrative uses of grades is available at
Educational Leadership.
7

Referenc
e
3. Motivational Purpose
 What It Means: Grades can encourage
students to put in more effort. Seeing their
grades can motivate them to improve or keep
up the good work.
 Why It’s Important: This helps students feel
proud of their progress and pushes them to set
academic goals, which can lead to personal
growth.
 Example: If a student earns a “B” in math, they
might work harder next time to achieve an “A.”
 Reference: Find more on motivating students with grades at TeachThought.
8

Referenc
e
4. Guidance Purpose
 What It Means: Grades help teachers
identify students who need extra support, like
tutoring or special instruction.
 Why It’s Important: This ensures that
students who struggle get the help they need
early on, preventing bigger academic issues
down the road.
 Example: A student who scores low in
reading may be recommended for extra
reading support or a tutor.
 Reference: Learn more about guidance-related grading
9 at NCES.
Referenc
e
2. Methods of
Determining Grades

 Criterion-Referenced Approach
 Normative Referenced Approach

W. Wundth, (2004)

10
Criterion-referenced
Approach
Refers to evaluation of
student performance
based on the minimum
standard that the class
must reach
11
Criterion-referenced
Approach
In criterion referenced (or fixed standard
approach), the students' grades are
based on a target performance level.
The teacher sets the standard at the
beginning of the school year and informs
the students to get at least the minimum
score/percentage of the test to pass the
subject. 12
Criterion-referenced
Approach
In this approach, the teacher has not
advanced information on how many
students will pass or fail in the subject.

Objections:
* Lacks flexibility
Ex: The minimum passing score was 75
as per DECs Order No.70 s.1998 13
Norm-referenced
Approach
refers to evaluation of student
performance relative to other
student performance. The
teacher bases the grade the
student's standing relative to
the whole class.
14
Norm-referenced
Approach
In each class, a certain number
of students is sure to obtain the
lowest failing grade, and a
certain number of student is
sure to get the highest passing
grade.
15
Norm-referenced
Approach
A teacher/instructor who is strictly following
this scheme of grading based on the
normal curve is expected to give
 10% of his students A’s,
 20% B’s,
 40% C’s,
 20% D’s,
 and 10% F’s. 16
Norm-referenced
Approach
assumes that the test scores of
students will be normally
distributed with mean X and
standard deviation SD.
The cut off score for passing is
set at X-0.5SD. 17
Illustrated grading distribution
40%

35%

30%

25% A 10%
B 20%
20% C 40%
D 20%
15%
F 10%
10%

5%

0% 18
Grade F Grade D Grade C Grade B Grade A
normal curve
a bell-shaped curve showing a particular distribution of probability
over the values of a random variable. Also called Gaussian curve,
probability curve.

19
A closer look…

20
Norm-referenced
Approach
Disadvantage –(Ornstein,1990):

“Error of Leniency”
*is a rater's bias that occurs because of the
rater rating an individual too positively or
negatively.

*Fat Finger Error. MAPE (Mean Absolute

Percentage Error) 21
Example:
Consider the following two sets of scores
in an English 1 class for 2 sections of 10
students each:

Gr 6 Sec 1: total = 610 /10 = 61

{30, 40, 50, 55, 60, 65, 70, 75, 80,
85 }

Gr 6 Sec 2: total = 810/10 = 81

{60, 65, 70, 75, 80, 85, 90, 90, 95,
22

100 }
3. Form of
Grades
• Qualitative Rating
• Letter Grade
• Numerical Grade
• Percentage Grade
23
3. Form of Grades

Qualitative Rating
Grades are presented in the form of qualitative
description of students’ performance, such as:
Excellent
Fair
VeryGood
Good
Needs Improvement 24
3. Form of Grades

Letter Rating
Grades expressed in the form of
letters.

Example:
The American system of giving grades
- 7 point system:

A, B, B+, B-, C, C-,

D
25
3. Form of Grades

Numerical Grade
Numbers are used to represent
the student’s grade:
Example:
8 point system

1.0, 1.25, 1.50, 1.75, 2.0, 2.5,

3.0 and 4.0
Commonly used in colleges and universities.
26
3. Form of Grades

Percentage Rating
Grades of 70%, 75%, 85%
and the like are given to
students’ test score and
performance based on
criteria for grading set by the
teacher.
27
Quality Symbols Use for Reporting Students’ Progress:

Numerical Percentage Letter Descriptive/

Grades Grade Grades Quality Rating
1.00 98 - 100 A+ Excellent
1.25 95 - 97 A Excellent
1.50 92 - 94 A- Very Good
1.75 89 – 91 B+ Very Good
2.00 87 - 88 B Good
2.25 84 - 86 B- Good
2.50 81 - 83 C+ Very
Satisfactory
2.75 78 - 80 C Satisfactory
3.00 75 - 77 C- Passing
4.00 73 - 74 D Conditional
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5.00 Below 73 E Failed

Determining Grades for a Marking
System
Guidelines:
*Explain marking and grading
policies. (students, parents, guardian)

*Be objective in giving marks to

students’
accomplishment/performance.

*Build grading policy around the

29

concept of accomplishment rather

Determining Grades for a Marking
System
Guidelines:
*Consider the policies of the school in
giving the highest and lowest grade

*Use a variety of resources for

determining the student’s grades for
marking system.

*Decide beforehand on the policy you

will implement for makeup work in case
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Criteria for Grading

Class Standing (Quizes, Exercises, etc.)

Participation /Involvement
Summative Tests
Projects
Class Attendance & Attitude

31
Methods of Reporting Final
Grades
*Airasian (2001), as cited in
Santrock (2004), posts that
grades are, most common
method of informing parents
about the child’s progress and
performance in the classroom.

32
Methods of Reporting Final
Grades
3 ways of reporting Grades
1 Report cards;


Santrock (2004)

2 Written progress report;
McMillan (2001)


3Parent-teacher
conferences, Payne (1997 33
Methods of Reporting Final
Grades
Grade reporting guidelines (Guskey,
2002)

Product Criteria- focus on what students know and are able to do.
Process Criteria – student assessmentandgrade reporting should
reflect not just final results but also how student got there
Progress Criteria – consider how much students have gained from
their learning experiences.

34
4. Converting Scores to
Percentage Rating

Formulas:
1: R = 50 (TS/TI) + 50
2: R = 45 (TS/TI) + 55
35

3: R = 40 (TS/TI) + 60
Percentage Rating

Where:
 R = rating in
percentage
TS = total score
TI = total number of
items 36
Formula 1
R = 50 (TS/TI) + 50
= 50 (80/100) + 50
= 50 (0.8) + 50
= 40 + 50
= 90
The use of that formula is premised on the
idea that a student has to answer correctly
50% of the total number of test items.
Moreover, the highest possible rating that a
student can obtain here is 100% 37
Formula 2
R = 45 (TS/TI) + 55
= 45 (80/100) + 55
= 45 (0.8) + 55
= 36 + 55
= 91
It is used when the teacher sets the lowest
rating at 55% instead of 50%.
It is implied from this formula that the
student has to answer correctly at least 45%
of the test items in order to get a passing
38

grade
Formula 3
R = 40 (TS/TI) + 60
= 40 (80/100) + 60
= 40 (0.8) + 60
= 32 + 60
= 92
It is employed when a teacher sets the
lowest rating at 60%, rather than at 55% or
50%.
The assumption in this formula is that the
student has to answer correctly 40% of the
39

test items.
Raw Formula #1 Formula #2 Formula #3
Score =50(TS/T1)+50 =45(TS/T1)+55 =40(TS/T1)+60
1 52 57 61
2 53 58 63
3 55 60 64
4 57 61 65
5 58 63 67
6 60 64 68
7 62 66 69
8 63 67 71
9 65 69 72
10 67 70 73
11 68 72 75
12 70 73 76
13 72 75 77
14 73 76 79
15 75 78 40 80
Raw Formula #1 Formula #2 Formula #3
Score =50(TS/T1)+50 =45(TS/T1)+55 =40(TS/T1)+60
16 77 79 81
17 78 81 83
18 80 82 84
19 82 84 85
20 83 85 87
21 85 87 88
22 87 88 89
23 88 90 91
24 90 91 92
25 92 93 93
26 93 94 94
27 95 96 96
28 97 97 97
29 98 99 99
30 100 100 41 100
5. Rough Method of
Assigning Marks to Test
Scores
Owing to the possibility of many
students getting failing grades when
their scores are not within the desired
percentage of correct answers (50%
45% or 40%), an alternative method
based on normal distribution of scores.
42
Rough Method Procedures
1 Arrange test scores from highest to
lowest (20, 17, 25, 33, 38, 42, 47)

2 Get the highest and lowest scores.

47 20
3 Decide the grade you will give the
highest score. Ex: you want to have
47 to be equal to 93% 43
Rough Method Procedures
4 Determine the levels of ratings
to be used.
ex: you want to have 10 levels:
(93, 90, 87, 84, 81, 78, 75, 72, 69,
66)

5Get the total range of the

scores.
Range = Highest Score (HS) – Lowest Score
44

(LS)
Rough Method Procedures
6 Determine the interval of
scores by dividing the total
range of scores by the levels of
rating.
I = 27 / 10 = 2.7 or 3

7 Prepare a transmutation table

showing the scores, with their
corresponding percentage 45
… Use the interval in step 4 in determining the lower and upper limits
of each class. Begin with the lowest class interval.

Levels Scores Grades

46
… Use the interval in step 4 in determining the lower and upper limits
of each class. Begin with the lowest class interval.

Scores Grades
1 47 - 49 93
2 44 – 46 90
3 41 – 43 87
4 38 – 40 84
5 35 - 37 81
6 32 - 34 78
7 29 - 31 75
8 26 - 28 72
9 23 - 25 69
10 20 - 22 66
47
K -12
GRADING
SYSTEM

48
DO 8, s. 2015 –
Policy Guidelines on
Classroom Assessment
for the K to 12 Basic
Education Program
(BEP)

Dated: April 1, 2015

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 DO 8, s. 2015 - Policy Guidelines on Classroom
Assessment for the K to 12 Basic Education Program
 http://www.deped.gov.ph/orders/do-8-s-2015
 http://www.deped.gov.ph/sites/default/files/order/2015/DO_s20
15_08.pdf

50
Components of
Summative Assessment
Compone Purpose When
nt s given
Written 1.Assess At the
Work learners’ end of
(WW) understanding the
of concepts and topic or
application of unit
skills
2.Prepare
learners for 51

quarterly
Components of
Summative Assessment
Compone Purpose When
nts given
Performanc 1. Involve students in
e the learning process At the end
Tasks 2. Give students of a lesson
(PT) opportunities to focusing on
demonstrate and a topic/skill
integrate their lesson
knowledge,
understanding and Several
skills times
3. Give students the during the
freedom to express quarter
their learning in 52

appropriate and
Components of
Summative Assessment
Compon Purpose When
ents given
Quarterl Synthesize all the Once, at
y learning skills, the end
Assessm concepts, and of the
ent
values learned in quarter
(QA)
an entire quarter

53
Grading System
 The K-12 Basic Education Program (BEP) uses a standards-
based and competency-based grading system.
 All grades will be based on the weighted score of the
learners summative assessments.
 The minimum grade to pass a specific learning area is 60,
which transmuted to 75 in the Report Card.

54
Grading System
 The lowest mark that can appear on the Report Card is 60 for
Quarterly Grades and Final Grades
 Learners from Grades 1 to 12 are graded on Written Work
(WW), Performance Tasks(PT), and Quarterly Assessment (QA)
every quarter.
 These three are given specific percentage weights that vary
according to the nature of the learning area.

55
56
Grading System

How is learner progress

recorded and computed ?
The following table shows the step-by-step way of
computing the grades.

57
58
59
60
61
62
Grading System
How are grades computed at the end of the school year?

63
64
Q1 |Q2 | Q3 |Q4 |
80 + 89 + 86 + 84 = 339 / 4 Q =
84.75
FINAL GRADE LA rounded of
into :
1.FILIPINO
85 85
2.ENGLISH 90
3.MATHEMATIC83
S 86 691/8 SUBJECTS =
4.SCIENCE 91
5.AP 90 86.375
6.EP 81
7.EPP 85
8.MAPEH
GENERAL AVERAGE = 86
65
Grading System
How is the learner’s progress reported?

66
Grading System

How are learners promoted or retained at the end of the

school year?

A Final Grade of 75 or higher in all learning areas allows

the student to be promoted to the next grade level.

67
LEARNER PROMOTION AND
RETENTION
Requirements Decision
For 1. Final Grade of at Promoted to the next
Grades least 75 in all grade level
learning areas
1 to 3 2. Did Not Meet Must pass remedial
Learners Expectations in not classes for learning
more than two areas with failing mark
learning areas to be promoted to the
next grade level. Other
wise the learner is
retained in the same
grade level
3. Did Not Meet Retained in the same
Expectations in not grade level
68
more than three
learning areas.
LEARNER PROMOTION AND
RETENTION
Requirements Decision
For 1. Final Grade of at Promoted to the next
Grades least 75 in all grade level
learning areas
4 to 10 2. Did Not Meet Must pass remedial
Learners Expectations in not classes for learning
more than two areas with failing mark
learning areas to be promoted to the
next grade level. Other
wise the learner is
retained in the same
grade level
3. Did Not Meet Retained in the same
Expectations in not grade level
69

more than three

LEARNER PROMOTION AND
RETENTION
Requirements Decision
For 4. Must pass all 1. Earn the
Grades learning areas in Elementary
the Elementary Certificate
4 to 10 2. Promoted to
Learners Junior High
School
5. Must pass all 1. Earn the Junior
learning areas in High School
the Junior High Certificate
School 2. Promoted to
Senior High
School
70
Recomputed Final Grade
 Remedial Class Mark (RCM) is the equivalent of the Final Grade for
Remedial Classes
 The Final Grade at the end of the school year and the Remedial Class Mark
are averaged

 Final Grade + Remedial Class Mark = Recomputed

2 Final Grade

73 + 85 = 158/2 = 79 is the RFG

71
 The teacher of the Remedial Class issues the
Certificate of Recomputed Final Grade, which is noted
by the School Principal.
 This is submitted to the Division Office and must be
attached to both Form 137 and School Form no. 5

72
73
References:
 C. Garcia ,(2004). Educational Measurement & Evaluation. Books,
Atbp. Publishing Corp., Mandaluyong City, Philippines
 D. Gutierez, , (2007). Assessment of Learning Outcomes
(Cognitive Domain) Book 1. Kerusso Pubishing House, Malabon
City
 A. Macarandang and V. Vega, (2009). Assessment of Learning 1.
Books, Atbp. Publishing Corp., Mandaluyong City, Philippines
 A. Rico, ( 2011). Assessment of Students’ Learning: A Practical
Approach. Anvil Pubishing, Inc. Mandaluyong City, Philippines
 R. Santos, (2007). Assessment of Learning 1. LoriMar Publishing,
Inc. Metro Manila, Philippines
 W. Wundth, (2004). Measurement and Evaluation Concepts and
Principles . Rex Bookstore. Sampaloc, Manila 74

 http://www.deped.gov.ph/orders?f%5B0%5D=field_classification%
References website
1. https://www.edutopia.org/
2. https://ascd.org/
3. https://www.teachthought.com/
4. https://nces.ed.gov/

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