FIELD STUDY

5
EPISODE 9: REPORTING STUDENTS’ PERFORMANCE

FS 5 REPORTING STUDENTS’
FIELD STUDY
PERFORMANCE
Learning Episode

My Learning Episode Overview

If we have work with parents for education of children, we

have to inform them about their children’s progress in school in

the same way that we give the students feedback regarding their

performance. Schools vary in their practice of reporting students’

performance. This is what you will find out in this Episode.

My Intended Learning Outcomes

At the end of this Episode, I must be able to:

 state the reason(s) why grades must be reported to parents

 describe what must be done to make grade reporting

meaningful

My Performance Criteria

I will be rated along the following:

a. quality of my observations and documentation,

b. completeness and depth of my analysis,

c. depth and clarity of my classroom observation-based

reflections,

d. completeness, organization, clarity of my portfolio and

e. time of submission of my portfolio.

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EPISODE 9: REPORTING STUDENTS’ PERFORMANCE

My Learning Essentials

1. Reporting students’ performance at least four times a year is a regular

practice of schools. A card-getting day is usually set for this purpose.

2. Reporting students’ performance is done usually by means of Report Card.

3. Reporting students’ progress to parents is a must. This is a way to show

parents their children’s progress in relation to the standards. These standards
are supposed to have been explained to parents and students at the beginning
of the school year.

My Map

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EPISODE 9: REPORTING STUDENTS’ PERFORMANCE

My Learning Activities

Activity 1 – Interview

Interview Question:

1. How do you give feedback to your students regarding their

performance?
When do you give feedback?

“I am giving my feedback directly. Positive and negatively.”

2. How do you report student’s performance to parents? Does the

school have a regular way of reporting grades to parents?

Every month the teacher is having a card day.

3. What problems on grade reporting did you encounter with

parents? How did you address it/them?
Their concerns about why is there a grade that doesn’t appear on the
report card of their children. She addressed it directly during the card day.

4. Was it easy for you to report student’s performance to parents?

What were your challenges?
The problem is that some students grade was not present.
Its uneasy to explain to the parents the track of learning of their child.

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Activity 2- Attendance in Homeroom Meeting

If it is possible, attend a Homeroom meeting on Card-Getting Day.

Outline the parts of the meeting. Describe how the Resource Teachers

communicated learners’ assessment result and grades to parents.

1. What are the parts of Homeroom meeting?

 Giving of cards

 Special announcements

 Parents reminders on special events

1. How did the Resource Teachers communicate learners’ assessment

and grades to parents?

She is talking with the parents specially those who have failing or no

grades in a specific subject. Consultation is being done during the meeting.

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My Analysis

1. In the Homeroom meeting, did the teachers reporting and

communicating of grades take place smoothly?

Or were there instances when discussion became heated because

of the way reporting was handle? Describe your observations.

The reporting of grades went smoothly because the teacher is good

in reporting and most of the parents’ approaches and throw their

question calmly. The teachers explains to all parents the grading

system and the process of obtaining the grades of the students, the

teacher presented also the criteria and scoring rubrics as well as so

that the parents would have an idea on how their students grades was

obtained. The teacher also showed to the parents the class records for

transparency purposes.

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Integrating Theory and Practice

1. Why must grades be reported to parents?

I. Promote ongoing formative feedback to students

II. Ensure alignment of curriculum, instruction, and

assessment

III. Promote, to parents and students, credible and useful

feedbacks

a) .I only

b) I and III

c) II only

d) I,II and III

2. What must be done to make grade reporting meaningful?

I. The grading system must be clear to all concerned.

II. The standards and competencies are known and understood

by all.

III. The grading system must be numerical

a) I and II

b) II only

c) I,II and III

d) III only

3. To make grade reporting meaningful, which must be done?

A. Announce names of students who need to help.

B. Rank the Report Cards from highest to lowest then

distribute the same according to rank.

C. Explain how the grades were computed.

D. Console parents whose children are non-performing by

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telling them that nobody fails.

4. What is an essential step in reporting grades to parents?

I. Explain the grades give a picture of students’ performance.

II. Explain the grades compare students’ performance against

the established standards.

III. Explain that grades compare students’ performance against

other students’ performance.

A. I and II

B. II only

C. I,II and III

D. III only

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My Learning Portfolio

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My Learning Rubric
Field Study 5, Episode 9- Reporting Students’ Performance
Focused on:
Stating the reason(s) why grades must be reported to parents
Describing what must be done to make grade reporting meaningful

Name of Student: Date Submitted: DECEMBER

Year & Section: 4TH YEAR Course: BSED FILIPINO

Learning Exemplary Superior Satisfactory Needs Improvement

Episodes 4 3 2 1
All episodes were All or nearly all Nearly all episodes Fewer than half of
done with episodes were were done with episodes were done; or
Learning outstanding quality; done with high acceptable quality. most objectives were
Activities work exceeds quality. met but need
expectations. 2 improvement.
3 1
4
All Analysis questions Analysis questions Analysis questions
questions/episodes were answered were not answered were not answered.
were answered completely. completely.
Analysis of the completely; in depth Grammar and spelling
Learning answers; thoroughly Clear connection Vaguely related to are unsatisfactory
Episode grounded on with theories the theories
theories. Exemplary
grammar and Grammar and Grammar and
spelling spelling are spelling are 1
superior. acceptable.
3 2
4
Reflection Reflection Reflections Reflection statements
statements are statements are statements are are unclear and
Reflections/ profound and clear; clear, but not shallow; supported shallow and are not
Insights supported by clearly supported by experiences supported by
experience from the by experiences from the learning experiences from the
learning episodes from the learning episodes learning episodes
episodes
4 3 2 1
Portfolio is complete, Portfolio is Portfolio is Analysis questions
clear, well-organized complete, clear, incomplete; were not answered
and all supporting; well-organized; supporting Grammar and spelling
Learning documentations are most supporting documentations unsatisfactory
Portfolio located in sections documentations are organized but
clearly designated are available and are lacking
logical and clearly 1
4 marked locations
3 2
Submitted before Submitted on the Submitted a day Submitted two days or
Submission of the deadline deadline after the deadline more after the
Learning 4 3 2 deadline
Episode 1
Rating:
COMMENT/S Over-all Score (Based on
transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19- 17 16 15 14 13- 11 10 9-8 7-below
18 12
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-below

Signature of FS Teacher Date

above Printed Name

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