Module 2.3 grading for performance

MMOODDUULLEE 22..33
GRADING FOR
PERFORMANCE
Teacher Induction Program
Teacher Education Council, Department of Education

Lolita M. Andrada, Ph. D.
Writer
Bernadette S. Pablo, M. Ed.
In-house Editor
All rights reserved. This module may not be reproduced in any
form without the permission of the Teacher Education Council,
Department of Education.

TEACHER INDUCTION PROGRAM GRADING FOR PERPORMANCE
MODULE 2.3
GRADING FOR PERFORMANCE
(Grading need not be sheer guess work!)
INTRODUCTION
Beginning teachers need to be clear about the factors that should be
considered when grading students. This is to avoid arbitrariness and bias in the
grading process.
This module is designed to explain the rationale behind the performance-
based grading system, define its principles, clarify the implementing guidelines, and
address the issues that even experienced teachers face when grading students.
The lesson contains illustrative examples to facilitate understanding of the
guidelines, and activities to provide concrete application of the principles.
You, the teacher, are encouraged to reflect on the significance of this module
in your role as monitor of learning progress and evaluator of student performance.
OBJECTIVES
At the end of this Module, you should be able to:
• Explain the need for a performance-based grading system;
• Apply the principles of the performance-based grading system;
• Implement the guidelines of the grading system;
• Reflect on your own assessment practices; and
• Draw insights to improve your monitoring and evaluation practices.
MODULE 2.3 1

THE PLACE OF ASSESSMENT IN THE CURRICULUM
READ
Teachers assess students for a variety of reasons, many of which are known
only to the teacher. For instance, how many of your teachers in high school told you,
that the test you would be taking was designed to assess your ability to demonstrate
a process, or evaluate a person’s intention? Teachers often define the scope of the
assessment, say a chapter of a book, but very seldom, if ever, do they explain why
students are to be assessed or on what skills they are to be measured. Assessment,
therefore, becomes one great guessing game for the students, like a puzzle they
need to unravel or a mystery they need to solve.
The performance-based grading system takes the mystery out of assessment.
It makes clear to the students why they will be assessed, how their performance will
be measured, and how the results will be used. It also defines the role of the
students in the assessment process, a practice that is not normally done with
students.
The performance-based grading system considers assessment as integral to
the teaching-learning process. This may be best explained by the following diagram:
MODULE 2.3 2

Figure 1. The Place of Assessment in the Curriculum
It may be noted that as an element of the curriculum, assessment measures
whether the objectives of instruction have been achieved and the extent to which the
content, the materials and strategies employed in the lesson have been effective in
contributing to the attainment of the objectives. The results of the assessment are
then used by the teacher to make decisions about his/her teaching. Assessment,
therefore, is used to inform instruction. In this sense, assessment becomes a tool
for improving teaching and learning. This is the basic principle that underpins the
performance-based grading system.
As a tool for improving teaching and learning, assessment should take place
throughout the teaching-learning process. Before the lesson begins, the teacher
should find out whether the students have the prerequisite knowledge and skills that
will enable them to deal easily with the new content. The purpose of the assessment,
in this regard, is diagnostic. It seeks to find out the background knowledge and
experiences that students are bringing to the learning situation. Learning is facilitated
MODULE 2.3 3

when the teacher knows where to start, what prior learning he/she can build on, or
what previous knowledge needs to be unlearned or clarified before new knowledge
can be introduced.
In the course of instruction, the teacher needs to keep track of the students’
learning or progress. How many students are successfully attaining the objectives of
instruction? Who are falling behind? Why? Assessment at this point becomes
instructive for the teacher as he/she analyzes which teaching strategies are
producing the desired results and where adjustments in the activities may be
needed. Assessment at this stage takes on a formative function as the teacher
utilizes the results to make adjustments in his/her teaching. Thus, when the majority
of the students failed to acquire the desired knowledge or develop the skills, this is a
clear indication of a teaching problem. The teacher should analyze what went wrong
and address it accordingly. Ignoring the results of assessment will lead to learning
gaps, and it will be futile for the teacher to continue teaching unless the learning
deficiencies are remedied.
When the teacher decides to take action on the results of the assessment by
modifying or changing his/her strategies, the teacher shall continue to track the
students’ progress until he/she is satisfied with the results. The outcome of
instruction is then evaluated and judgment is made on the performance of students.
This judgment is often expressed in the form of grades.
MODULE 2.3 4

RATIONALE AND PRINCIPLES OF PERFORMANCE-
BASED ASSESSMENT
READ
The performance-based grading system looks at assessment as an
instructional tool that promotes learning; hence, the emphasis is on the formative
value of assessment (i.e., assessment for learning) rather than its summative
function (i.e., assessment of learning). Assessment for learning tracks rather than
measures student progress. Thus, the purpose of assessment is to gather
information about the student during the learning process with the view to assisting
him by providing the intervention, where needed so that learning gaps can be
bridged. In contrast, assessment of learning measures student achievement at the
end of instruction solely for the purpose of evaluating and assigning grades.
While the intention of assessment under the performance-based grading
system is to track student progress more than evaluate or pass judgment on student
performance, this is not to say , though, that summative assessment has no place in
the grading system. The difference is in the emphasis being placed on the value or
function of the assessment.
In line with the principle of assessment for learning, teachers are advised to
administer a diagnostic test prior to instruction as basis for identifying learning needs
so that they can correspondingly adjust or modify their teaching to respond to such
needs. Thus, there may be students who, based on the teacher’s diagnosis, will
require additional practice, or there may be those who can learn better through direct
teaching. The teacher can then plan with the students the appropriate strategies or
interventions either for remediation (for those with learning deficiencies) or for
enrichment or enhancement of learning.
Aside from assessment for learning, the performance-based grading system
is also founded on the principle of learner accountability. This means giving the
students responsibility for their learning, which implies, allowing them to direct their
MODULE 2.3 5

own learning. This happens when the results of tests are fed back immediately to the
students and, on the basis of the information, they plan and manage their learning.
They set their own goals, map out their learning strategies, seek the help they need,
and track and chart their own progress. The students are even encouraged to
assess themselves. Assessment, therefore, becomes a shared responsibility, a
process that is not done to the students, but with the students.
The last principle, but which is also the essence of the performance-based
grading system, is the tight alignment between assessment and standards.
Assessment must measure those competencies reflected in the instructional
objectives. This is a development area among many of our teachers. In many
teacher-made tests, a common problem is the lack of fit between the instructional
objective and the assessment tool. For example, a lesson may have for its objective
the development of the student’s ability to sequence events, but if the test is on
identification of events, then the measure becomes incongruent to the skill being
assessed. The performance-based grading system uses assessment that measures
what students know, can do, demonstrate, or perform as indicated in the instructional
objectives. The emphasis is on the assessment of process more than content, which
is what makes the performance-based grading system different.
MODULE 2.3 6

SCQ 1.1
1. What principles underpin the performance-based grading system? Explain
your own understanding of each principle.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
________________________________________________
2. Do you agree with the rationale behind each principle? Why? Why not?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
________________________________________________
3. Which principle can you easily apply? Why? Is there any principle that you
find problematic? Why?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
________________________________________________
MODULE 2.3 7

IMPLEMENTING GUIDELINES
READ
DepED Order No.33, s. 2004 defines the implementing guidelines of the
performance-based grading system. First, it maintains that the lowest passing grade
is 75%, and the lowest grade that may appear in the report card is 65%. If the
student’s actual grade is lower than 65%, it shall be reflected in the teacher’s record
book, but what shall appear in the report card is the ceiling grade of 65%. Any grade
below 75% is considered a failure.
Second, it prescribes the test design as consisting of 60% basic items, 30%
more advanced, and 10% items for distinguishing honor students. In terms of
difficulty, the basic items are generally the easy ones. Easy questions, however, do
not imply that they must be at the level of knowledge or recall. There are questions
that demand critical thinking, yet are easy. Consider this question as an example:
The skull sign on a bottle indicates that its content is
a) for external use only. c) highly flammable.
b) highly poisonous d) for adults.
How does one determine if a question is easy or difficult? Teachers usually
are guided by their experience with their students. Thus, a question may be easy
or difficult based on the students’ capability to answer the question. This practice,
however, is rather arbitrary. A more scientific approach is to do an item analysis
that test developers follow in determining item difficulty.
Questions in each category should have different weights. This implies that
the weights shall be based on the level of difficulty of the questions.
The questions should cover only those content and skills actually taken up
in class. This is to ensure the instructional or curriculum validity of the items.
Third, the grading system indicates the test and non-test factors that are
considered in the computation of the student’s grade. A heavier weight is given to
MODULE 2.3 8

non-test factors to effect the move from a test-driven to a performance-based
grading system. The components of the student’s grade are explained as follows:
Periodic test summative assessment of student’s learning at the
end of the quarter
Quiz summative assessment of student’s learning at the
end of the lesson; Quizzes given for formative
purposes are not considered in the computation of
the student’s grade but as basis for making a
decision whether to proceed to the next lesson or
to reteach.
Unit test summative assessment of student’s learning at the
end of the unit
Participation/ Performance
student’s involvement in the learning process
individually and/or in group; student’s
demonstration of a skill or process (e.g., role play,
theatrical performance, music, dance, choral
reading, speech delivery, experiment, etc.). For
Edukasyon sa Pagpapahalaga, 5% of the total
weight shall be given to attendance.
Project/Output product of a skill or process (e.g., book report,
book/movie review, journal, research, etc.)
Assignment work usually done outside the classroom in
preparation for the next lesson and may involve an
application or extension of student learning
MODULE 2.3 9

Behavior observable manifestation of student’s feelings,
thoughts, or attitude; the grade is reflected in
Edukasyon sa Pagpapahalaga although every
subject teacher is expected to contribute to the
assessment of the student’s behavior.
The weights for each of these components may vary from subject to
subject as may be noted in the following distribution per DepED Order No. 33, s.
2004:
100%100%100%100%100%100%100%100%TotalTotal
--------BehaviorBehavior
--10%10%----AssignmentAssignment
25%25%20%20%25%25%25%25%Output/projectOutput/project
30%30%35%35%50%50%50%50%
Participation/Participation/
performanceperformance
15%15%------Unit testUnit test
15%15%10%10%----QuizzesQuizzes
15%15%25%25%25%25%25%25%Periodic testPeriodic test
MathMathScienceScienceEnglishEnglishFilipinoFilipinoComponentComponent
Percentage Distribution of the Components
of the Student’s Grade
MODULE 2.3 10

100%100%100%100%100%100%100%100%TotalTotal
10%10%------BehaviorBehavior
------10%10%AssignmentAssignment
15%15%25%25%20%20%20%20%Output/projectOutput/project
40%40%40%40%45%45%30%30%
Participation/Participation/
performanceperformance
--------Unit testUnit test
10%10%10%10%10%10%20%20%QuizzesQuizzes
25%25%25%25%25%25%20%20%Periodic testPeriodic test
EPEPMAPEHMAPEHTLETLEAPAPComponentComponent
Percentage Distribution of the Components
of the Student’s Grade
MODULE 2.3 11

MODULE 2.3 12
Components of the Grade inComponents of the Grade in
CATCAT
2525Output/ProjectOutput/Project
4040ParticipationParticipation
1010QuizzesQuizzes
2525Periodical testPeriodical test
% weight% weightComponentComponent
Total 100%
Final grades are computed using the averaging method (i.e., the final grade
is determined by averaging the marks for each subject for the four quarters).
There is no cap on the maximum or highest grade that can be given for any
grading period.
For MAPEH, the composite grade is computed by getting the average of all the
components (Music, Arts, P.E. and Health). The grade in MAPEH becomes
incomplete if the student incurs a failure or deficiency in any component. For CAT,
student rating is on a “Pass-Fail” basis.
Transmutation tables shall not be used in the computation of grades. This is to
avoid grade inflation that occurs when scores are transmuted. Test scores shall
be recorded as raw scores, totaled at the end of each grading period and then
computed as percentage (i.e., [student’s score ÷ highest possible score] x 100).

THE USE OF RUBRICS
READ
For the assessment of the non-test factors, the use of rubrics is
recommended. Rubrics are scoring guides and may be best used for rating
performance, participation, products or outputs, assignments, and student
responses to open-ended questions. The student’s score or rating may be
expressed in points based on the different descriptions of his/her actual
performance or characteristics of his/her outputs. Thus, a good rubric describes
the desired qualities or characteristics of student performance or product. It also
distinguishes in explicit terms one performance level from another. Here are some
sample rubrics:
MODULE 2.3 13

Sample rubric for assessing a presentation:
Assessment of organizationAssessment of organization
44-- Ideas are internally consistent; presentationIdeas are internally consistent; presentation
is very clearis very clear
33-- One or two ideas appear inconsistent/One or two ideas appear inconsistent/
irrelevant to the discussion; presentation hasirrelevant to the discussion; presentation has
a few gapsa few gaps
22-- Major ideas do not hang together; manyMajor ideas do not hang together; many
gaps in the presentationgaps in the presentation
11-- Ideas are totally inconsistent; no clearIdeas are totally inconsistent; no clear
linkagelinkage
You will note that in the first example, two criteria are used: aesthetic
appeal and creativity. These criteria are best applied to the rating of student
products such as those in Technology and Livelihood Education. In the second
example, the criterion of organization is adopted as a factor for assessing a
presentation such as a report. Other factors or criteria may be adopted depending
on what the teacher considers as important. It would be good to assess the
MODULE 2.3 14

student’s output or performance based on a number of factors in order to get a
holistic view of what the student knows and can do.
Aside from specifying the evaluative criteria, a good rubric contains quality
definitions which indicate the standard or level of performance. In the first
example, there are three levels of performance: expert, accomplished, and novice.
Each level is defined so the rater will know the appropriate score to give. The
advantage of specifying the levels of performance is that it becomes easier for the
teacher to develop, based on the quality definitions, a learning profile of the
students. The rubric thus becomes a meaningful guide as it describes in specific
terms the student’s performance or output which is not what other measures, such
as a rating scale, do. A rating scale, for example, will only describe in general
terms (e.g., very good, good, or needs improvement) a student’s performance or
output, but what exactly do such terms mean? Not only will they be interpreted
differently by different people, but they are not, due to lack of specificity, of much
use to the teacher.
There are two types of rubric: generic and specific. A generic rubric may be
based on information or based on process or skill. Below is a portion of a generic
rubric. Can you provide the quality definitions for the other levels to complete the
rubric?
Example of a Generic RubricExample of a Generic Rubric
Knowledge of procedureKnowledge of procedure
44-- The student has complete knowledge ofThe student has complete knowledge of
the procedure.the procedure.
the procedure, but lacks details.the procedure, but lacks details.
At level 2, which may also be equivalent to two points, the quality definition
may be as follows: “the student has incomplete knowledge of the procedure and is
unable to provide the major details”; and at level 1, which may be equivalent to
MODULE 2.3 15

one point, the quality definition may be this: “the student has no knowledge of the
procedure and is thus unable to provide the major details.”
A specific rubric, on the other hand, is based on a particular topic. A portion
of a sample specific rubric is provided below. Can you apply the same quality
definitions given above for levels 2 and 1 of the generic rubric to complete the
specific rubric? What will you include in the quality definitions?
The scores are also provided in the rubric. In the first example given, the
output is rated based on a range of scores, i.e., 8-10 points for work that is above
standard, 5-7 points for work that is on standard, and 1-4 points for work in which
meeting the standard is still a goal.
The scoring strategy may either be holistic or analytic. In holistic scoring,
the rater gives an overall evaluation of the student’s work based on all the
evaluative criteria. In the first example above, where two evaluative criteria are
used, the rater considers both criteria in scoring the student’s work. In contrast,
analytical scoring is a criterion-by-criterion judgment of the student’s work. Thus, a
score is given for every criterion, and then the scores are averaged (or weighted,
as the case may be) in order to come up with a final score.
Whatever scoring strategy is adopted, it is recommended that interim
values (e.g., 1.5, 2.5, 3.5 . . .) be used instead of just 1, 2, 3, 4 . . .in order to
increase the accuracy of scoring.
MODULE 2.3 16

Example of a Specific RubricExample of a Specific Rubric
Knowledge of procedure in writing a reportKnowledge of procedure in writing a report
the procedurethe procedure in writing a reportin writing a report
the procedurethe procedure in writing a reportin writing a report, but lacks, but lacks
details.details.
The generic rubric, by definition, may be applied to any topic. Thus, in the
above example, knowledge of procedure, may be applied to any topic. What
distinguishes a specific rubric from a generic rubric is that the former indicates the
particular topic that is the focus of the assessment. In the above example, writing
a report is the specific topic to which the criterion “knowledge of procedure” shall
be applied.
MODULE 2.3 17

MODULE 2.3 18
ACTIVITY 1.1
Analyze if the following are rubrics or not. Explain your answer to each
question.
A.
B. Is this a rubric?
Assessment of workmanship
4- No visible defects in the quality of the
product; product is totally acceptable
3- One or two defects in the quality of the
product; minor touch-up is recommended
2- Major defects in the overall quality of the
product; major rework is necessary
1- Product is totally defective; product is
rejected
Is this a rubric?
Assessment of a project:
Clothes Hamper
Workmanship 50%
Cost of raw materials 25
Packaging 25
Total 100%

C.
ACTIVITY 1.2
Is this a rubric?
Assessment of workmanship
10 9
Superior
8 7
Expert
6 5
Satisfactory
4 3 2 1
Poor
Complete the following rubric:
Assessment of the ability to explain a
procedure clearly
4- The student can explain the procedure
in own words and can illustrate and
demonstrate each step.
3-
2- The student needs prompting in order
to explain the procedure; cannot
illustrate nor demonstrate the steps.
1- The student can explain one or two
steps in the procedure; cannot illustrate
nor demonstrate the steps.
MODULE 2.3 19

ACTIVITY 1.3
Prepare a rubric on any of the following:
a. Assessment of participation
b. Assessment of student’s essay
c. Assessment of oral report
MODULE 2.3 20

TEACHER INDUCTION PROGRAM ANSWER KEY
ANSWERKEY
1. A is not a rubric because it does not define the evaluative criteria nor does
it indicate how the output shall be scored. Thus, the assessment of the
output will depend on how the rater of scorer interprets the criteria.
B is a rubric as it satisfies the requirements of a good scoring guide.
C is a rating scale, not a rubric. It indicates the levels or standards of
performance, but does not define or describe them.
2. Level 3 in the rubric may be defined as:
3 – The student can explain in his/her own words some of the steps in the
procedure and can demonstrate the same but understanding is limited.
3. Models of rubrics are in DepED order No. 33, s. 2004. Compare your
work with any of the samples given. You may also use the following
elements of a good rubric as your guide:
a. It should describe the desired qualities or standards of performance;
b. It should distinguish clearly the differences in the levels of
performance; and
c. It should indicate the scoring strategy.
MODULE 2.3 21

Module 2.3 grading for performance

Empfohlen

Empfohlen

Weitere ähnliche Inhalte

Was ist angesagt?

Was ist angesagt? (20)

Andere mochten auch

Andere mochten auch (20)

Ähnlich wie Module 2.3 grading for performance

Ähnlich wie Module 2.3 grading for performance (20)

Mehr von Noel Tan

Mehr von Noel Tan (20)

Kürzlich hochgeladen

Kürzlich hochgeladen (20)

Module 2.3 grading for performance