DepEd K to 12 Grading

System Steps for Computing

Grades
By MARK ANTHONY LL EGO · 1 C OMME NT

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What is the DepEd K to 12 grading

system?
The K to 12 Basic Education Program uses a standards- and
competency-based grading system. These are found in the
curriculum guides. All grades will be based on the weighted raw
score of the learners’ summative assessments. The minimum grade
needed to pass a specific learning area is 60, which is transmuted
to 75 in the report card. The lowest mark that can appear on the
report card is 60 for Quarterly Grades and Final Grades.

For these guidelines, the Department will use a floor grade considered as the lowest
possible grade that will appear in a learner’s report card.

Learners from Grades 1 to 12 are graded on Written Work, Performance Tasks, and
Quarterly Assessment every quarter. These three are given specific percentage
weights that vary according to the nature of the learning area.
 2019 DepEd Guidelines on Classroom
Assessment
DepEd Order No. 8, s. 2015

READ

How is learner progress recorded

and computed?
For Kindergarten
Guidelines specific to the assessment of Kindergarten learners will be issued in a
different memorandum or order. However, for Kindergarten, checklists and
anecdotal records are used instead of numerical grades. These are based on learning
standards found in the Kindergarten curriculum guide. It is important for teachers to
keep a portfolio, which is a record or compilation of the learner’s output, such as
writing samples, accomplished activity sheets, and artwork. The portfolio can
provide concrete evidence of how much or how well the learner is able to accomplish
the skills and competencies. Through checklists, the teacher will be able to indicate
whether or not the child is able to demonstrate knowledge and/or perform the tasks
expected of Kindergarten learners. Through anecdotal records or narrative reports,
teachers will be able to describe learners’ behavior, attitude, and effort in school
work.

For Grades 1 to 12
In a grading period, there is one Quarterly Assessment but there should be instances
for students to produce Written Work and to demonstrate what they know and can
do through Performance Tasks. There is no required number of Written Work and
Performance Tasks, but these must be spread out over the quarter and used to assess
learners’ skills after each unit has been taught.
How to Compute for Final Grades
and General Average in DepEd K
to 12 Grading System
The following are the steps in computing for the Final Grades.

Step 1: Grades from all student work are added up.

This results in the total score for each component, namely Written Work,
Performance Tasks, and Quarterly Assessment.

Raw scores from each component have to be converted to a Percentage Score. This is
to ensure that values are parallel to each other.

Step 2: The sum for each component is converted to

the Percentage Score.
To compute the Percentage Score (PS), divide the raw score by the highest possible
score then multiply the quotient by 100%. This is shown below:

Step 3: Percentage Scores are then converted to

Weighted Scores to show the importance of each
component in promoting learning in the different
subjects.
To do this, the Percentage Score is multiplied by the weight of the component found
in Table 4 for Grades 1 to 10 and Table 5 for Senior High School. The product is
known as the Weighted Score (WS).

Table 4. Weight of the Components for Grades 1-10

The grading system for Senior High School (SHS) follows a different set of weights
for each component. Table 5 presents the weights for the core and track subjects.

Table 5. Weight of the Components for SHS

Step 4: The sum of the Weighted Scores in each
component is the Initial Grade.
This Initial Grade will be transmuted using the given transmutation table to get the
Quarterly Grade (QG).

READ: 2019 DepEd Transmutation Table

DepEd Transmutation Table

Initial Grade Transmuted Grade Initial Grade Transmuted Grade

100 100

98.40 – 99.99 99 66.40 – 67.99 79

96.80 – 98.39 98 64.80 – 66.39 78

95.20 – 96.79 97 63.20 – 64.79 77

93.60 – 95.19 96 61.60 – 63.19 76

92.00 – 93.59 95 60.00 – 61.59 75

90.40 – 91.99 94 56.00 – 59.99 74

88.80 – 90.39 93 52.00 – 55.99 73

87.20 – 88.79 92 48.00 – 51.99 72

85.60 – 87.19 91 44.00 – 47.99 71

84.00 – 85.59 90 40.00 – 43.99 70

82.40 – 83.99 89 36.00 – 39.99 69

80.80 – 82.39 88 32.00 – 35.99 68

79.20 – 80.79 87 28.00 – 31.99 67

77.60 – 79.19 86 24.00 – 27.99 66

76.00 – 77.59 85 20.00 – 23.99 65

 74.40 – 75.99 84 16.00 – 19.99 64

72.80 – 74.39 83 12.00 – 15.99 63

71.20 – 72.79 82 8.00 – 11.99 62

69.60 – 71.19 81 4.00 – 7.99 61

68.00 – 69.59 80 0 – 3.99 60

Step 5: The Quarterly Grade for each learning area

is written in the report card of the student.
For a better understanding of how to record the summative assessments, Table 6
presents a sample class record showing three learners for the first quarter of Grade 4
English. On the basis of this class record, Table 7 presents a step-by-step process on
how to compute for the Quarterly Grade.

Table 6. Sample Class Record for English Grade 4 (First Quarter)

 Table 7. Steps for Computing Grades

Steps for Computing Grades

1. Get the total score for each component.
2. Divide the total raw score by the highest possible score then multiply the quotient by
100%.
3. Convert Percentage Scores to Weighted Scores. Multiply the Percentage Score by the
weight of the component indicated in Table 4 and Table 5.
4. Add the Weighted Scores of each component. The result will be the Initial Grade.
5. Transmute the Initial Grade using the Transmutation Table.
For MAPEH, individual grades are given to each area, namely, Music, Arts, Physical
Education, and Health. The quarterly grade for MAPEH is the average of the
quarterly grades in the four areas.

How are grades computed at the

end of the school year?
For Kindergarten
There are no numerical grades in Kindergarten. Descriptions of the learners’
progress in the various learning areas are represented using checklists and student
portfolios. These are presented to the parents at the end of each quarter for
discussion. Additional guidelines on the Kindergarten program will be issued.

For Grades 1-10

The average of the Quarterly Grades (QG) produces the Final Grade.

The General Average is computed by dividing the sum of all final grades by the total
number of learning areas. Each learning area has equal weight.

The Final Grade in each learning area and the General Average are reported as whole
numbers. Table 8 shows an example of the Final Grades of the different learning
areas and General Average of a Grade 4 student.

Table 8. Final Grades and General Average

For Grades 11 and 12
The two quarters determine the Final Grade in a semester. Table 9 shows an example
in Grade 11, second semester for the Accounting, Business, and Management (ABM)
strand.

Table 9. Grade 11, 2nd Semester of ABM strand

How is the learner’s progress

reported?
The summary of learner progress is shown quarterly to parents and guardians
through a parent-teacher conference, in which the report card is discussed. The
grading scale, with its corresponding descriptors, are in Table 10. Remarks are given
at the end of the grade level.

Table 10. Descriptors, Grading Scale, and Remarks

Using the sample class record in Table 6, LEARNER A received an Initial Grade of
84.86 in English for the First Quarter, which, when transmuted to a grade of 90, is
equivalent to Outstanding. LEARNER B received a transmuted grade of 88, which is
equivalent to Very Satisfactory. LEARNER C received a grade of 71, which means that
the learner Did Not Meet Expectations in the First Quarter of Grade 4 English.

When a learner’s raw scores are consistently below expectations in Written Work and
Performance Tasks, the learner’s parents or guardians must be informed not later
than the fifth week of that quarter. This will enable them to help and guide their child
to improve and prepare for the Quarterly Assessment. A learner who receives a grade
below 75 in any subject in a quarter must be given intervention through remediation
and extra lessons from the teacher/s of that subject.

How are learners promoted or

retained at the end of the school
year?
This section provides the bases for promoting a learner to the next grade level or for
retaining a learner in the same grade level. These decisions must be applied based on
evidence and judiciously.

A Final Grade of 75 or higher in all learning areas allows the student to be promoted
to the next grade level. Table 11 specifies the guidelines to be followed for learner
promotion and retention.

Table 11. Learner Promotion and Retention

For Grades 1 to 3 Learners Promotion and

Retention
 Requirements Decision

Final Grade of at least 75 i Promoted to the next grade level

n all learning areas

Did Not Meet Expectations Must pass remedial classes for learning areas with failing mark to b

in not more than two learni e promoted to the next grade level. Otherwise the learner is retained

ng areas in the same grade level.

Did Not Meet Expectations Retained in the same grade level

in three or more learning ar

eas

For Grades 4 to 10 Learners Promotion and

Retention
Requirements Decision

Final Grade of at least 75 i Promoted to the next grade level

n all learning areas

 Did Not Meet Expectations Must pass remedial classes for learning areas with failing mark to b

in not more than two learni e promoted to the next grade level. Otherwise the learner is retained

ng areas in the same grade level.

Did Not Meet Expectations Retained in the same grade level

in three or more learning ar

eas

Must pass all learning areas Earn the Elementary Certificate

in the Elementary

Promoted to Junior High School

Must pass all learning areas Earn the Junior High School Certificate

in the Junior High School

Promoted to Senior High School

For Grades 11 to 12 Learners Promotion and

Retention
Requirements Decision
 Final Grade of at least 75 in al Can proceed to the next semester

l learning areas in a semester

Did not Meet Expectations in Must pass remedial classes for failed competencies in the subjec

a prerequisite subject in a lear t before being allowed to enroll in the higher-level subject

ning area

Did Not Meet Expectations in Must pass remedial classes for failed competencies in the subjec

any subject or learning area at ts or learning areas to be allowed to enroll in the next semester.

the end of the semester Otherwise the learner must retake the subjects failed.

Must pass all subjects or learni Earn the Senior High School Certificate

ng areas in Senior High Schoo

For Grades 1-10, a learner who Did Not Meet Expectations in at most two learning
areas must take remedial classes. Remedial classes are conducted after the Final
Grades have been computed. The learner must pass the remedial classes to be
promoted to the next grade level. However, teachers should ensure that learners
receive remediation when they earn raw scores which are consistently below
expectations in Written Work and Performance Tasks by the fifth week of any
quarter. This will prevent a student from failing in any learning area at the end of the
year.

For Grade 11-12, learners who fail a unit/set of competencies must be immediately
given remedial classes. They should pass the summative assessments during
remediation to avoid a failing grade in a learning area/subject. This will prevent
students from having back subjects in Senior High School (SHS). However, if the
learner still fails remedial classes, s/he must retake the subject/s failed during the
summer or as a back subject. Guidance teachers/career advocates must provide
support to the SHS student for his/her choices in SHS tracks.

Summative Assessments are also given during remedial classes. These are recorded,
computed, weighted, and transmuted in the same way as the Quarterly Grade. The
equivalent of the Final Grade for remedial classes is the Remedial Class Mark (RCM).
The Final Grade at the end of the school year and the Remedial Class Mark are
averaged. This results in the Recomputed Final Grade. If the Recomputed Final
Grade is 75 or higher, the student is promoted to the next grade level. However,
students will be retained in the grade level if their Recomputed Final Grade is below
75.

The teacher of the remedial class issues the Certificate of Recomputed Final Grade,
which is noted by the school principal. This is submitted to the division office and
must be attached to both Form 137 and School Form Number 5. Figure 1 below
shows a sample certificate.

Figure 1. Sample Certificate of Recomputed Final Grade

The learner can enroll in the next grade level for Grades 1-10 and in the next
semester for Grades 11-12 upon presentation of the Certificate of Recomputed Final
Grade. This certificate can be verified in the division offices as needed.
 How are the Core Values of the
Filipino child reflected in the
Report Card?
The goal of the K to 12 curriculum is to holistically develop Filipinos with 21st-
century skills. The development of learners’ cognitive competencies and skills must
be complemented by the formation of their values and attitudes anchored on
the Vision, Mission, and Core Values of the Department of Education (DepEd Order
No. 36, s. 2013) as shown on the next page. Non-DepEd schools may modify or adapt
these guidelines as appropriate to the philosophy, vision, mission, and core values of
their schools.

VISION
We dream of Filipinos who passionately love their country and whose values and
competencies enable them to realize their full potential and contribute meaningfully
to building the nation.

As a learner-centered public institution, the Department of Education continuously

improves itself to better serve its stakeholders.

MISSION
To protect and promote the right of every Filipino to quality, equitable, culturebased,
and complete basic education where:

 Students learn in a child-friendly, gender-sensitive, safe, and motivating

environment
 Teachers facilitate learning and constantly nurture every learner
 Administrators and staff, as stewards of the institution, ensure an enabling and
supportive environment for effective learning to happe
 Family, community, and other stakeholders are actively engaged and share
responsibility for developing life-long learners

CORE VALUES
Maka-Diyos
Makatao
Makakalikasan
Makabansa

The Core Values have been translated into behavior statements. In addition,
indicators have been formulated for each behavior statement. These are presented in
Table 12.

Table 12. Descriptors and Indicators of Observed Values

Core V Behavior Statements Indicators

alues

Maka- Expresses one’s spiritual beliefs while resp Engages oneself in worthwhile spiritual

Diyos ecting the spiritual beliefs of others activities

Respects sacred places

Respects religious beliefs of others

Demonstrates curiosity and willingness

to learn about other ways to express spi

ritual life

Shows adherence to ethical principles by u Tells the truth

pholding truth

Returns borrowed things in good condit

ion
 Demonstrates intellectual honesty

Expects honesty from others

Aspires to be fair and kind to all

Identifies personal biases

Recognizes and respects one’s feelings

and those of others

Makata Is sensitive to individual, social, and cultur Shows respect for all

o al differences

Waits for one’s turn

Takes good care of borrowed things

Views mistakes as learning opportuniti

es

Upholds and respects the dignity and e

quality of all including those with speci

al needs
 Volunteers to assist others in times of n

eed

Recognizes and respects people from di

fferent economic, social, and cultural b

ackgrounds

Demonstrates contributions toward solidari Cooperates during activities

ty

Recognizes and accepts the contributio

n of others toward a goal

Considers diverse views

Communicates respectfully

Accepts defeat and celebrates others’ s

uccess

Enables others to succeed

 Speaks out against and prevents bullyin

Makak Cares for the environment and utilizes reso Shows a caring attitude toward the envi

alikasa urces wisely, judiciously, and economicall ronment

n y

Practices waste management

Conserves energy and resources

Takes care of school materials, facilitie

s, and equipment

Keeps work area in order during and af

ter work

Keeps one’s work neat and orderly

Makab Demonstrates pride in being a Filipino; exe Identifies oneself as a Filipino

ansa rcises the rights and responsibilities of a Fi

lipino citizen Respects the flag and national anthem

Takes pride in diverse Filipino cultural

 expressions, practices, and traditions

Promotes the appreciation and enhance

ment of Filipino languages

Abides by the rules of the school, com

munity, and country

Enables others to develop interest and

pride in being a Filipino

Demonstrates appropriate behavior in carr Manages time and personal resources e

ying out activities in the school, communit fficiently and effectively

y, and country

Perseveres to achieve goals despite diff

icult circumstances

Conducts oneself appropriately in vario

us situations

Schools may craft additional indicators for the behavior statements. Schools must
ensure that these are child-centered, gender-fair, and age- and culture-appropriate.
To support the development of these Core Values, schools must make sure that their
homeroom guidance program promotes them. Additional opportunities may be
integrated into class discussions in all learning areas.
A non-numerical rating scale will be used to report on learners’ behavior
demonstrating the Core Values. The Class Adviser and other teachers shall agree on
how to conduct these observations. They will also discuss how each child will be
rated. Table 13 presents the marks that must be used.

Table 13. Marking for the Observed Values

Marking Non-Numerical Rating

AO Always Observed

SO Sometimes Observed

RO Rarely Observed

NO Not Observed

Learners who demonstrate behaviors that are not consistent with or do not reflect
the core values may need additional psychosocial support from the school. The class
adviser should discuss these observations with the parents/guardians to promote the
child’s affective development. Further probing may be needed to better understand
the learner’s situation and context.

How is attendance reported?

It is important for learners to be in school every day. Learners’ class attendance shall
be recorded by teachers daily. At the end of each quarter, the attendance is reflected
in the report card.

The number of school days in each month is presented, which is based on the school
calendar for a given school year. The number of days that each learner is present and
absent is indicated. Recording of attendance is done from Kindergarten to Grade 12.
Table 14 shows how attendance is recorded at the end of the school year.

Table 14. Attendance Record at the End of the School Year

A learner who incurs absences of more than 20% of the prescribed number of class or
laboratory periods during the school year or semester should be given a failing grade
and not earn credits for the learning area or subject. Furthermore, the school head
may, at his/her discretion and in the individual case, exempt a learner who exceeds
the 20% limit for reasons considered valid and acceptable to the school. The
discretionary authority is vested in the school head, and may not be availed of by a
student or granted by a faculty member without the consent of the school head.

Such discretion shall not excuse the learner from the responsibility of keeping up
with lessons and taking assessments. When absences cannot be avoided, the school
must give the learner alternative methods and materials that correspond to the
topics/competencies that were or will be missed. These include modules and
materials for the Alternative Delivery Mode, and/or Alternative Learning System as
well as those that are found on the Learning Resources Management and
Development System (LRMDS). When students successfully accomplish the learning
activities through these materials, they shall be exempted. However, the report card
should still reflect the number of absences. Parents of learners who are accumulating
many absences must be immediately informed through a meeting to discuss how to
prevent further absences.

Habitual tardiness, especially during the first period in the morning and in the
afternoon, is discouraged. Teachers shall inform the parents/guardians through a
meeting if a learner has incurred 5 consecutive days of tardiness.

To whom is classroom assessment

reported?
Classroom assessment serves to help teachers and parents understand the learners’
progress on curriculum standards. The results of assessment are reported to the
child, the child’s remedial class teacher, if any, and the teacher of the next grade
level, as well as the child’s parents/guardians.

List of Summative Assessment

Tools
Below is the list of sample summative assessment tools per learning area. Teachers
may use other appropriate tools specific to the assessment task.