DARAGA Community College

DARAGA, Albay

Subject Code: Prof Ed 8

Subject Title: Assessment of Student Learning 1 (Assessment Tools for Knowledge)
Schedule: TTH, 6:00PM to 7:30PM
Professor: Honeybeth Zamudio
Topic: DepEd Order No. 8, S. 2015
Discussant:
Hanily B. Asaytuno
Richard Banta
Major: III - Mathematics

DepEd Order No. 8, S. 2015

POLICY GUIDELINES ON CLASSROOM ASSESSMENT FOR THE K TO 12 BASIC EDUCATION PROGRAM
(BEP)

Theoretical Bases
Zone of Proximal Development (Vygotsky, 1978)
1. Appropriate assessment is committed to
 ensuring learners’ success to move from guided to independent display of knowledge
understanding and skills
 enabling learners to transfer knowledge, understanding and skills successfully in future
situations

2. Assessment Facilitates the development of learners’ higher order thinking and 21 st – century skills.

The 21st -century skills Categories

Each 21st Century skill is broken into one of three categories:
1. Learning Skills
2. Literacy Skills
3. Life Skills

Category 1. Learning Skills (The Four C’s)

The Four C’s are by far the most popular 21 st Century skills. These skills are also called Learning Skills.
1. Critical Thinking: Finding solutions to problems
2. Creativity: Thinking outside the box
3. Collaboration: Working with others
4. Communication: Talking to others

Category 2. Literacy Skills

1. Information Literacy: Understanding facts, figures, statistics, and data
2. Media Literacy: Understanding the methods and outlets in which information is published
3. Technology Literacy: Understanding the machines that make the Information Age possible

Category 3. Life Skills (FLIPS)

1. Flexibility: Deviating from plans as needed
2. Leadership: Motivating a team to accomplish a goal
3. Initiative: Starting projects, strategies, and plans on one’s own
4. Productivity: Maintaining efficiency in an age of distractions
5. Social Skills: Meeting and networking with others for mutual benefit

Assessment in the K to 12 Basic Education Program recognizes:

1. The diversity of learners inside the classroom
 2. The need for multiple ways of measuring their varying abilities and learning potentials
3. The role of learners as co-participants in the assessment process

What is Classroom Assessment?

 Assessment is a joint process that involves both teachers and learners.
 It should be in unity with instruction.
 It is used to track learner’s progress in relation to learning standards and in the development of
21st -century skills.
 Provides bases for the profiling of students’ performance on the learning competencies and
standards of the curriculum.
 Promote self-reflection and personal accountability among students about their own learning.
 Classroom assessment is a process of identifying, gathering, organizing and interpreting
quantitative and qualitative information about what learners know and can do.
 Classroom assessment methods should be consistent with curriculum standards.
 It measures achievement of competencies by the learners.

What is assessed in the classroom?

Content Standard
1. These cover a specified scope of sequential topics within each learning strand, domain, theme or
component.
2. They answer the question “What should learners know?”

Performance Standard
1. These describe the abilities and skills that learners are expected to demonstrate in relation to
the content standards and integration of the 21 st -century skills.
2. They answer the following questions:
i. What can learners do with what they know?
ii. How well must learners do their work?
iii. How well do learners use their learning or understanding in different situations?
iv. How do learners apply their learning or understanding in real-life contexts?
v. What tools and measures should the learners use to demonstrate what they know?

Learning Competencies
Learning competencies refer to the knowledge, understanding, skills and attitudes that learners
need to demonstrate in every lesson and/or learning activity.

To align the assessment process with the K to 12 curriculum, the adapted Cognitive Process Dimensions
may be used as a guide in the formulation of assessment tasks and activities.

The learners can recall information and retrieve relevant knowledge from long-term
Remembering
memory: identify, retrieve, recognize, duplicate, list, memorize, repeat, reproduce
The learner can construct meaning from oral, written and graphic messages: interpret,
Understanding
exemplify, classify, summarize, infer, compare, explain, paraphrase, discuss
The learner can use information to undertake a procedure in familiar situations or in a
Applying new way: execute, implement, demonstrate, dramatize, interpret, solve, use, illustrate,
convert, discover
The learner can distinguish between parts and determine how they relate to one
Analyzing another, and to the overall structure and purpose: differentiate, distinguish, compare,
contrast, organize, outline, attribute, deconstruct
The learner can make judgments and justify decisions: coordinate, measure, detect,
Evaluating
defend, judge, argue, debate, critique, appraise, evaluate
The learner can put elements together to form a functional whole, create a new product
Creating or point of view: generate, hypothesize, plan, design, develop, produce, construct,
formulate, assemble, design, devise

What is the connection between and among Curriculum Standards, Cognitive Process Dimensions and
KPUP?
 Levels of Assessment (DO 73, Standards
Curriculum Standards
s. 2012) Cognitive Process Dimensions
Content Standards Knowledge Remembering
“What should the learners 1. “What should students The learner can identify,
know?” Performance Standard know?” retrieve, recognize, duplicate,
“What can learners do with 2. “How are they to express or list, memorize, repeat,
what they know?” provide evidence of what they reproduce
know?” Understanding
Performance Standard Applying
“What can learners do with The learner can execute,
what they know?” implement, demonstrate,
dramatize, interpret, solve, use,
illustrate, convert, discover
Analyzing
Evaluating
Creating
Content Standards Process Remembering
“What should the learners 1. “What can students do with Understanding
know?” the information or facts they The learner can interpret,
have in relation to familiar classify, summarize, infer,
situations?” compare, explain, paraphrase
Performance Standard 2. “What are the evidence of Applying
1. “How well do learners use what they can do with the The learner can execute,
their learning or understanding information and facts they implement, demonstrate,
in different situations?” have?” dramatize, interpret, solve, use,
2. “How do learners apply their illustrate, convert, discover
learning or understanding in Analyzing
real-life contexts?” The learner can differentiate,
distinguish, compare, contrast,
organize, outline
Evaluating
Creating
Content Standards Understanding Remembering
“What should the learners 1. “What breadth (connection Understanding
know?” to a wider context) and depth The learner can interpret,
(insights and reflection) of exemplify, infer summarize,
understanding do the students compare, explain, paraphrase
Performance Standard have regarding the information Applying
1. “What can learners do with and facts that they know?” The learner can demonstrate,
what they know?” 2. “What are the evidence of dramatize, interpret, illustrate,
2. “How well must learners do the breadth and depth convert, discover
their work?” understanding that the students Analyzing
3. “How well do learners use have reached?” The learner can differentiate,
their learning or understanding distinguish, compare, contrast,
in different situations?” organize, outline, attribute
Evaluating
The learner can coordinate,
measure, detect, judge, argue,
debate, critique, evaluate
Creating
Content Standards Performance or Product Remembering
“What should the learners 1. “What innovations in terms Understanding
know?” of products and performances
Performance Standard are learners able to do?” Applying
1. “How well do learners use 2. “What are the evidence that The learner can execute,
their learning or understanding the learners can use or transfer implement, demonstrate,
in different situations?” their learning in real-life and/or dramatize, interpret, solve, use,
2. “How do learners apply their different situations?” illustrate, convert, discover
learning or understanding in Analyzing
real-life contexts?” Evaluating
3. “What tools and measures Creating
should learners use to The learner can generate,
demonstrate what they know?” hypothesize, plan, design,
develop, produce, construct,
formulate, assemble, design,
devise

How are learners assessed in the classroom?

Formative Assessment
1. According to the UNESCO Program on Teaching and Learning for a Sustainable Future (UNESCO-TLSF):
a. Formative assessment refers to ongoing forms of assessment closely linked to the learning
process.
b. It is informal.
2. It provides immediate feedback to both learner and teacher.
3. It helps prepare learners for summative assessments.
4. It is recorded but not included as basis for grading.

When Formative Assessment may be conducted:

before the lesson during the lesson after the lesson

Purposes of Formative Assessment

For the Learner For the Teacher
1. Know what s/he knows about 1. Get the information about
the topic/lesson what the learner already knows
2. Understand the purpose of and can do about the new
the lesson and how to do well in lesson
before the lesson
the lesson 2. Share learning intentions and
3. Identify ideas or concepts success criteria to the learners
s/he misunderstands 3. Determine misconceptions
4. Identify barriers to learning 4. Identify what hinders learning

For the Learner For the Teacher

1. Identify one’s strengths and 1. Provide immediate feedback
weaknesses to learners
2. Identify barriers to learning 2. Identify what hinders learning
3. Identify factors that help 3. Identify what facilitates
him/her learn learning
4. Know what s/he knows and 4. Identify learning gaps
does not know 5. Track learner progress in
during the lesson
5. Monitor his/her own progress comparison to formative
assessment results prior to the
lesson proper
6. To make decisions on
whether to proceed with the
next lesson, re-teach, or provide
for corrective measures or
reinforcements

after the lesson For the Learner For the Teacher

 1. Tell and recognize whether 1. Assess whether learning
s/he met learning objectives objectives have been met for a
and success criteria specified duration
2. Seek support through 2. Remediate and/or enrich with
remediation, enrichment, or appropriate strategies as
other strategies needed
3. Evaluate whether learning
intentions and success criteria
have been met

Summative Assessment
1. Summative Assessment may be seen as assessment of learning which occurs at the end of a particular
unit.
2. It usually occurs towards the end of a period of learning in order to describe the standard reached by
the learner.
3. Judgements derived from summative assessment are usually for the benefit of people other than the
learner (UNESCO-TLSF).
4. Results of summative assessment are recorded and are included in the computation of the final grade.

Components of Summative Assessment

Written Work
1.Ensures that students are able to express learned skills and concepts in written form.
2.May include essays, written report, long quizzes and other written output

Performance Tasks
1. Allows learners to show what they know and are able to do in diverse ways
2. Learners may create or innovate products or do performance-based tasks
3. Written output may also be considered as performance tasks

Quarterly Assessment
1. Measures student learning at the end of the quarter
2. This may be in the form of objective tests, performance-based assessment or a combination thereof.

What is the Grading System?

Checklists, anecdotal records and portfolios are
Kindergarten used instead of numerical grades which are based
on the Kindergarten curriculum guide.
1. Learners are graded on three components
every quarter: Written Work, Performance Tasks
and Quarterly Assessment.
2. These components are given specific weights
which vary.
Grades 1 to 12
3. All grades will be based on weighted raw score
of the learner’s summative assessments
4. The minimum grade needed to pass a specific
learning area is 60 which is then transmuted to
75 in the report card.

How is learner progress recorded and computed?

1. Add the grades from all learner’s work. This will result in the total score for each component.
 2. Divide the total raw score by the highest possible score then multiply the quotient by 100%. This
will result in a Percentage Score.
3. Convert Percentage Scores to Weighted Score. Multiply the Percentage Score by the weight of
the component indicated in Tables 4 and 5 of the Classroom Assessment Policy.
4. Add the Weighted Scores of each component. The result will be the Initial Grade.
5. Transmute the Initial Grade using the given Transmutation Table in Appendix B of DepEd Order
No. 8 s. 2015.

How are grades computed at the end of the School Year?

Kindergarten
Checklists, anecdotal records and portfolios are presented to the parents at the end of each quarter for
discussion.
Grades 1 to 10
1. The average of the Quarterly Grades produces the Final Grade.
2. 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.
Grades 11 to 12
1. The average of the Quarterly Grades produces the Semestral Final Grade.
2. The General Average is computed by dividing the sum of all Semestral Final Grades by the total
number of learning areas.

How is the learner’s progress reported?

Descriptor Grading Scale
Outstanding ----------------------------------------- 90-100
Very Satisfactory ----------------------------------- 85-89
Satisfactory ------------------------------------------ 80-84
Fairly Satisfactory ---------------------------------- 75-79
Did Not Meet Expectations Below ------------- 75

How are learners promoted and retained at the end of the School Year?

For Grades 1 to 3 Learners:

Requirements Decision
Final Grade of at least 75 in all learning areas Promoted to the next grade level
Must pass remedial classes for learning areas
Did Not Meet Expectations in not more than two with failing mark to be promoted to the next
learning areas grade level. Otherwise the learner is retained in
the same grade level.
Did Not Meet Expectations in three or more
Retained in the same grade level
learning areas

For Grades 4 to 10 Learners:

Requirements Decision
Final Grade of at least 75 in all learning areas Promoted to the next grade level
Must pass remedial classes for learning areas
Did Not Meet Expectations in not more than two with failing mark to be promoted to the next
learning areas grade level. Otherwise the learner is retained in
the same grade level.
Did Not Meet Expectations in three or more
Retained in the same grade level
learning areas
1. Earn the Elementary Certificate
Must pass all learning areas in the Elementary
2. Promoted to Junior High School
Must pass all learning areas in the Junior High 1. Earn the Junior High School Certificate
School 2. Promoted to Senior High School

For Grades 11 to 12 Learners:

Requirements Decision
Final Grade of at least 75 in all learning areas in a
Can proceed to the next semester
semester
Must pass remedial classes for failed
Did not Meet Expectations in a prerequisite
competencies in the subject before being allowed
subject in a learning area
to enroll in the higher-level subject
Must pass remedial classes for failed
competencies in the subjects or learning areas to
Did Not Meet Expectations in any subject or
be allowed to enroll in the next semester.
learning area at the end of the semester
Otherwise the learner must retake the subjects
failed.
Must pass all subjects or learning areas in Senior
Earn the Senior High School Certificate
High School

1. Summative Assessments are also given during remedial classes. These are computed, weighted and
transmuted in the same way as the Quarterly Grade.
2. The equivalent of the Final Grade for remedial classes is the Remedial Class Mark.
3. The Final Grade at the end of the School Year and the Remedial Class Mark are averaged.
4. If the Recomputed Final Grade is 75 or better:
Grades 1 to 10 Student is promoted to next grade level
Grades 11 to 12 (for subjects that are pre-requisites for other subjects) Student is able to enroll
in the higher-level learning area
5. If the Recomputed Final Grade is below 75:
Grades 1 to 10 Student is retained in the grade level
Grades 11 to 12 Student needs to retake the subject.
Grades 11 to 12 (for subjects that are pre-requisites for other subjects)
Student will not be allowed to enroll in the higher-level learning area

How are the Core Values of the Filipino child reflected in the Report Card?
1. 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).
2. Core Values have been translated into behavior statements and indicators have been formulated for
each behavior statement.

Core Values Behavior Statements Indicators

Is sensitive to 1. Shows respect for all
individual, social and 2. Waits for one’s turn
cultural differences 3. Takes good care of borrowed things
4. Views mistakes as learning opportunities
5. Upholds and respects the dignity and equality of all
including those with special needs
6. Volunteers to assist others in times of need
7. Recognizes and respects people from different
Makatao economic, social, and cultural backgrounds
Demonstrates 1. Cooperates during activities
contributions towards 2. Recognizes and accepts the contribution of others
solidarity towards a goal
3. Considers diverse views
4. Communicates respectfully
5. Accepts defeat and celebrates others’ success
6. Enables others to succeed
7. Speaks out against and prevents bullying

3.Non-DepEd schools may modify or adapt these guidelines as appropriate to the Philosophy, Vision,
Mission and Core Values of their schools.
4.Schools may craft additional indicators for the behavior statements.
5.Schools must ensure that these are child-centered, gender-fair, and age- and culture-appropriate.
6. A non-numerical rating scale will be used to report on learners’ behavior demonstrating the Core
Values.
7. The Class Adviser and other teachers shall agree on how to conduct these observations and discuss
how each child will be rated.
Marking Non-Numerical Rating
AO Always Observed
SO Sometimes Observed
RO Rarely Observed
NO Not Observed

How is attendance reported?

1. Learners’ attendance shall be recorded by teachers daily.
2. The attendance is reflected in the report card at the end of each quarter.

JUN JUL AUG SEPT OCT NOV DEC JAN FEB MAR TOTAL
No. of school days 21 21 22 21 21 20 14 21 21 18 200
No. of days present 21 21 22 21 21 20 11 21 21 18 197
No. of days absent 0 0 0 0 0 0 3 0 0 0 3

3. Incurred absences of more than 20% of the prescribed number of class or laboratory periods during
the school year or semester will result in a failing grade.
4.Exemptions may be given by the school head should a learner have reasons considered valid by the
school.
5.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.