Introduction of the Study
A school is an institution that aims to teach pupils under the guidance of teachers. It is primarily responsible in inculcating lessons, concepts and values into the minds of the students.
Most of the leading schools especially the private schools are determined to implement the modernization of computing and processing of data. But still some school cannot afford to buy that kind of software instead they do the old way of manual the computation and processing data.
In this generation most of the faculties are seeking to a new alternative processing and computing the grades each student.
Based on our research, the school of “City College of San Fernando Pampanga” is using a manual computation of grades, which is the traditional use when technology is not yet developed. Manual computation is very prompt to risk for any circumstances. It is time consuming in terms of recording grades, and computation using of calculator. If some records are lost, they never retrieve it in case of unexpected calamity.
To that problem, our proponents created a system entitled “Fun Learning Center Grading System for Data Accuracy”, This System is more accurate, efficient and very easy to use and use friendly. Grading System is design to provide inducement reward for the achievement and assists in identifying problems of the students. It is the most commonly used in identifying problems of the students. It is the most commonly used in computing and analyzing the performance, talent and skills of students, the important record to keep even for the longest time for the referral and credentials of the students to enter the next level of attaining their goals. It is also used for analyzing one’s attitude and values. To that, it will lessen their time and effort for computing of grades. And eventually they may avoid rushing submission of grades.
College of San Fernando Pampanga Grading System for Data Accuracy will help a lot in the part of teachers, school, administration and as well as the security of data of the students.
A Brief History
Grading and reporting are relatively recent phenomena in education. In fact, prior to 1850, grading and reporting were virtually unknown in schools in the United States. Throughout much of the nineteenth century most schools grouped students of all ages and backgrounds together with one teacher in one-room schoolhouses, and few students went beyond elementary studies. The teacher reported students' learning progress orally to parents, usually during visits to students' homes. As the number of students increased in the late 1800s, schools began to group students in grade levels according to their age, and new ideas about curriculum and teaching methods were tried. One of these new ideas was the use of formal progress evaluations of students' work, in which teachers wrote down the skills each student had mastered and those on which additional work was needed. This was done primarily for the students' benefit, since they were not permitted to move on to the next level until they demonstrated their mastery of the current one. It was also the earliest example of a narrative report card. With the passage of compulsory attendance laws at the elementary level during the late nineteenth and early twentieth centuries, the number of students entering high schools increased rapidly. Between 1870 and 1910 the number of public high schools in the United States increased from 500 to 10,000. As a result, subject area instruction in high schools became increasingly specific and student populations became more diverse. While elementary teachers continued to use written descriptions and narrative reports to document student learning, high school teachers began using percentages and other similar markings to certify students' accomplishments in different subject areas. This was the beginning of the grading and reporting systems that exist today. The shift to percentage...