Computerization of Existing Grading System of San Isidro Elementary School

Chapter 1 Introduction Researches in learning assessment, especially in terms of academic performance, have long criticized traditional rating schemes that provide feedback to students. Because learning is multi-faceted, most critiques of such formats tend to see these as superficial and inadequate arguing that they tend to cover only the areas in learning that are widely rated, leaving other areas in learning under-assessed. As a result, different systems were proposed and varying rating structures were employed by different schools in the country such as point system averaging and weighted averaging. This school year, the Department of Education (DepEd) will be using a new grading system in public elementary and high schools in connection to the implementation of K to 12 BEC (Basic Education Curriculum) program. The traditional numerical values in report cards will be replaced by letter-scheme grading system, with “A” (abbreviated “Advanced” level of proficiency) as the highest grade and “B” (short for “Beginning”) as the lowest. In the event that this format will be fully implemented in the target school, which in this proposal will be San Isidro Elementary School, the workload of the teachers will be increased because they will have to compute for the numeric equivalent of each letter grades. The proponents of this proposal wish to reduce their workload by eliminating the need for manual computation and recording of each grade. The common problems encountered in manual recording and computations are error- and file-handling, and redundancy. As the workload gradually increases with growing amounts of grades and student lists that need to be attended, it becomes tedious on the part of the teacher to proficiently manage them in time for documentation and file submission to higher education authorities. As such, this paper aims to produce a workable computerized grading system that will address these issues.

1.1. Project Context The core of this proposal will center on the designing and building of an electronic system that will systematize grades computation, recording, and dissemination to target personnel. On the designing phase, the proponents will start on knowing the specific system requirements desired by the school. These specifications will be met by determining first the data flow of grades and adopting a framework that will conceptualize how these data will be introduced, generated, and handled by the proposed system. It is imperative that the system can transform raw data into a manageable and simpler inputs and that this design may produce a proper and acknowledged output in terms of digital and manual files. The digital files should be stored properly and accordingly by the database of the proposed system. The proponents adopted the Iterative Implementation/Continuous Integration Approach otherwise known as Design Implementation Increments made by Stephen McHenry in planning and designing the proposal. With this approach, the overall functionality of the system is broken down into feature sets. These feature sets will conceive the structural architecture of the program involved in the planning and analysis phase. The design is represented in a conceptual framework that is essential in the conception and progress of the study and researchers’ frame. 1.1.2. Conceptual Model of the Study

In this chapter, the proponents outlined the possible courses of action needed to present the preferred approach of the project target to be used in the proposed program. This framework best presents the steps involved in the analysis and planning of the program design explaining how the system will be constructed.

Data Gathering

Design Proposal

Data Introduction System Specifications

Analyzation

Data Processing Data Generation

Data Handling and Feedback

Figure 1.1 Conceptual Model of the Design of Computerized Grading System for San Isidro Elementary School, structured by Stephen McHenry’s Iterative Implementation. The framework of this design starts in knowing the specifications of the program desired by the project target. These requirements include research on the target school’s background and current standing, the existing systems they employ in data processing and how these processes interrelate. The framework also covers the identification of common problems encountered by the school regarding the existing systems that process their data. 1.1.3. Parts of the Conceptual Framework

a.

System Specifications. Includes identifying existing problems regarding the data processing and generation of the grades of the school. This produces functionality that the proposed system should provide, which describes functions the system should perform, the logic that processes the data, what data is stored and used by the system, and how user environment should work. This should result to a program that the school desires and how this program will work and be implemented.

b.

Data Gathering. This involves getting relevant and related data from the school that will undergo design proposal. Data gathering was assorted in tree features namely: Background Research, Existing I.T. Infrastructure, and Process Interrelationship. i.

Background Research: Includes school’s profile, their current status and the common problems they encounter with their existing grading system, and its effect on the proficiency and integrity of their data.

ii.

Existing I.T. Infrastructure: Includes existing computer units/terminals (if any) and the hardware and software components that can be a factor in design proposal.

iii. Process Interrelationship: Contains processes involve in the existing grading system and their relation to each other.

c.

Analyzation. Covers the data flow of grades, the design of the proposed system itself, and determination of programming language to be used to structure the design.

d.

Design Proposal. Contains the conceptualization and structuring to form a design proposal. In the case of San Isidro Elementary School, the proponents divided this phase into four main features: i.

Data Introduction: The process of inputting the data into the system. These data include user registration and login, the recording of student list, and the entering of grades.

ii.

Data Processing: Involves the saving/deleting of data, update of data, and editing of the data.

iii. Data Generation: This includes the computation and evaluation of the data. iv. Data Handling and Feedback: The process of saving the files or group of files in a database and the conversion of digital files into a printable output. It also covers the evaluation of the concerned personnel for possible improvement of the design.

1.1.4. Profile of San Isidro Elementary School The elementary school of San Isidro was established from the mounting pleas of community dwellers to build a school in the area that will address their problems in the attendance of their children especially during rainy seasons. The common problem of the parents that time is the risk their children have to take in travelling to the nearest elementary school of La Curva especially the danger of floods and slippery roads along the way to school. Through the headship of Mr. Basilio Gamboa, then Sitio Leader of the Barangay San Isidro (formerly named Sitio Canwaling), the requests of the community was introduced to the late Mayor Johnny Santos Sr. and in 1963, a primary school was built. The site of the school that time was located in the pasture land of Mr. Gamboa. Two years later Mr. Mamerto Castillo donated a portion of his land intended for the barrio site of Sitio Canwaling including the present school site containing an area of 8,009 square meters. Today the school has several physical and ancillary services including 13 instructional classrooms, 14 shared comfort rooms, two non-instructional rooms, three reading centers, and one computer unit (as of 2009). 1.1.4a. Basic School Information Name of school: Type of school: Year established: School I.D. :

San Isidro Elementary School Complete Non-central Elementary School 1963 110272

District: Grade levels offered: Curriculum:

San Jose North District Elementary Grades Elementary Basic Education Curriculum (BEC) as per DepEd Order No. 43, series of 2002

A SWOT Analysis* reports that results in NAT 6 (National Achievement Test) and NAT 3 MPS (Mean Percentile Score) is below the national standard of 75%. Results in oral and silent reading in comprehension level are 85.34% and 89.65 % below the national standard of 100% independent reader. Only 58% of the teachers are beginners in recognizing general learning process as well as unique processes of individual learners. All teachers are in the level of beginner in demonstrating skill in the use of ICT in teaching and learning process. This may include competencies in modern instructional materials like computers and quick responses to developments in learning. Such response to progress is measured through traditional rating scheme utilized by the school. If this type of feedback is addressed by the upgrading of the grading system, the learning development of the students will be supervised simultaneously. Part of the School Improvement Plan (SIP) for 2009-2012 of San Isidro Elementary School is to raise the quality of education in the school by initiating new approaches and skills to teaching and learning processes. They believe that the computerization of their grading system will play a crucial role in promoting their standing in academic performance.

1.1.5. Problem Statement Because San Isidro Elementary School is a non-central school (meaning the core competencies of the school do not fully meet the standard education curriculum and performance of pilot schools and those that are easily reached by the district administrator), it is expected that the systems involve in data processing in the school (especially the grading system) are of low quality meaning that they are susceptible to errors and mishandling. This is one of the common problems encountered by the school, along with other problems enumerated as follows: a.

Only a single computer unit is allocated for the school since 2009. A typewriter is also provided for formal

documentation of information b.

The lack of experience of the teachers in operating a computer unit (All are found to be computer illiterate)

c.

Error, data redundancy, and data mismatch in processing of grades

d.

Inefficiency of manual computation of grades and delay in grades submission

e.

Data handling and troubleshooting of lost or missing data (i.e., absences of students)

Through a simpler and practical design of grading system, the proponents hope that these problems will be dealt with by incorporating a suitable system for the school. In this light, delays in processing and data submission will be met. Time proficiency is a key indicator in determining the efficiency of the proposed system to be introduced to the school.

*source: 2009-2012 School Improvement Plan (SIP), San Isidro Elementary School

1.2. Purpose and Description This chapter covers explanations depicting existing grading system of the target school, the implementation of new grading scheme by the education department, the possible impact on the system design of the program, and the system’s performance and influence on data handling and data generation of the school. 1.2.1 Project Narrative

The proposed system will be designed according to the specifications given by the target school. This design should administer above all a simpler method in the processing of raw data into appropriate output. The design proposal is planned to cover a suitable, easy, and negotiable environment framed in a user-friendly Graphical User Interface (GUI). This user interface should incorporate (1) DIDO (data in, data out) approach where users can instantaneously produce output as they enter inputs, and (2) real-time update and data generation. Regarding the new grading system of the K-12 program, the method will include new rating method involving letters representing “levels of proficiency as abbreviated”. In the new grading system, letter “A” will reflect as highest the grade; letter “P” as second highest; and letter “B” as the lowest. To rate the learning outcome of students, teachers will be giving a grade “A” (“Advanced”) to students with 90 percent and above rating; “P” (“Proficient”) to students with 85 to 89 percent rating; “AP” (“Approaching Proficiency”) to students with 80 to 84 percent rating; “D” (“Developing”) to students with 75 to 79 percent rating and “B” (“Beginning”) to students with 74 percent and below rating. This new method may or may not be reflected on the systems design proposal. Its possible role on systems design will be further discussed with concerned subject. 1.2.2. Project Significance

Grading system helps students figure the amount of knowledge they have gained. Grades can also help students in making decisions about their career. Without grades, how students would show how much they have learned? Students need to be tested and graded in order to determine how much they have learned through their courses in school. Assigning student grades at the end of a term can be a painless process for teachers who have a clear grading system in place. A grading system is a breakdown of how a teacher (or a school) categorizes and weighs student’s academic performance to determine his standing in learning. Most of the public schools in the country today still adopt manual computation and recording of grades, which greatly consumes time, and yet errors are still encountered along the way. The advent of information technology has

*source: 2009-2012 School Improvement Plan (SIP), San Isidro Elementary School

made it easier to transact with almost all sorts of data since computerization of data are effectively handled and managed.

Features of a Grading System A good grading scale is performance-based, including categories such as quizzes, tests, group projects, essays and homework. According to the University of Michigan's Center for Teaching and Learning, "items as 'effort,' 'attendance,' or 'frequency of participation,' although contributing factors to student learning, do not actually reflect the extent to which students have learned the course materials."

Benefits of Data Computerization Students not only take more ownership for their work and learning when a good grading system is in place, but they also learn to trust their teachers. Additionally, the numbers make sense. Data is valid and can be used to track student progress, pinpoint problems, and tweak curriculum to meet student needs. The computerization of such grading schemes will practically induce development, as this will provide immediate supervision to the status of each student. Another way a systematized grading design can be beneficial for students is that it influences students to exceed their previous performance and promote healthy competition among students in a class or around the school. Because a processed data can be produced in no time by an application system, students can see right away the amount of material they have learned.

The Future Researchers For the future researchers, this study could be used for their reference in having an automated and upgraded version of grading system if the future researchers would like to formulate a system such as this.

The Proponents Proponents would also be a beneficiary of the study since they would value the importance of enhancing their skill and work performance while inheriting knowledge throughout the study.

*source: 2009-2012 School Improvement Plan (SIP), San Isidro Elementary School

1.3. Statement of Objectives This paper has four purposes: (1) to design an input-output form of grading system, (2) eliminate the spreadsheet-type form of recording and computing on the input level, (3) minimize time-consuming grading workload, (4) synchronize all data into manageable, “see-as-you-look” type of grading system, and (5) produce a printable output for documentation.

1.4. Project Parameters The purpose of this chapter is to tackle the possible courses of action and pertinent factors that may be considered and scoped out in the development of this systems proposal. As much of the related aspects including the target subject of this proposal, purported details about the design of the proposed systems, and the restrictions that may be encountered in this paper will be discussed.

1.4.1. Scope

The proposed computerized grading system of San Isidro Elementary School covers these processes: (1) recording of student names and the sections they belong to, (2) the course title (subject) and the units assigned to each course, (3) the course I.D. (if any) and the schedule, (4) the measuring parameters of each course (i.e., quizzes, assignments, etc.), (5) the percentage breakdown of grades and the formula for grades computation, and (6) the name of the instructor. Concerning the design of the proposed system, the user environment should incorporate a GUI comprising (1) DIDO (data in, data out) approach where users can instantaneously produce output as they enter inputs, and (2) real-time update and data generation. The primary subject of the proposal will be Grades 4-6 only, but changes may apply especially with regards to the implementation of Education Department’s letter-rating method. For the moment, the system will be concerned only with numerical data inputs. The system will be anchored on the present grading scheme of the school.

*source: 2009-2012 School Improvement Plan (SIP), San Isidro Elementary School

Measure of Achievement

English

Filipino

Science

Math

HEKASI

E.P.P.

Music

Arts

P.E.

Periodical Test

25%

25%

25%

25%

25%

25%

25%

25%

25%

Quizzes

15%

15%

15%

15%

15%

15%

15%

15%

15%

20%

20%

20%

25%

30%

15%

15%

Homework

5%

5%

5%

5%

5%

5%

5%

15%

15%

Projects

10%

10%

10%

15%

10%

25%

10%

5%

5%

10%

10%

20%

10%

Class Interaction/Recitation

Informal/Formal Themes (Literary Writing)

Experiments

15%

Other Performance

15%

15%

10%

15%

15%

15%

30%

20%

30%

Total

100%

100%

100%

100%

100%

100%

100%

100%

100%

Table 2 Grades Schedule of San Isidro Elementary School showing percentage breakdown for Grades IV-VI

1.4.2. Delimitations

The system design will not be capable for file transference to a network, meaning that the inputs and its outputs will be limited only to the system to which these data are entered. Furthermore, the system does not provide the assurance that the processing of all data including the raw data recorded and the output yielded by the system will be error-proof. The system will not also provide a systems-restore point or data recovery in the event an unlikely situation happened while using the system (i.e., a power-out or momentary system failure). With regards to the implementation of the new letter-scheme program of the Department of Education, this may affect the designing and implementation of the proposed system. Grade 1 will not be covered on this study because that level will be using the said letter-scheme. The grades output will be limited only to the paper of the yielded printout and will not be possible for printing on Form 138. A data overflow may also happen on the processing of data and other technical failure may come along the way. These restrictions are open for further discussion and improvement.

*source: 2009-2012 School Improvement Plan (SIP), San Isidro Elementary School