San Isidro Elementary School Computerized Grading System (Sies-Cgs)

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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.

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...
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