FS 5

FIELD STUDY The K to 12 GRADING SYSTEM

Learning Episode

8
My Learning Episode Overview

With the implementation of the Enhanced Basic Education Curriculum of 2013, more
popularly known as K to 12, is a new grading system that is aligned to the new
assessment policy of the Department of Education based on DepEd Memo 8, s.2015. in
this episode, you will be made to observed how this is implemented in schools

My Intended Outcomes

At the end of this Episode, I will able to:

 Compute students’ grade based on DepEd’s grading policy. 

Give the descriptor of a numerical grade

My Performance Criteria

I will be rated along the following:

a. quality of my observations and documentation,

b. completeness and depth of my analysis,
c. depth and clarity of my classroom observation-based reflections,
d. completeness, organization, clarity of my portfolio and
e. time of submission of my portfolio

My Learning Essentials
 In the K to 12 curriculums, a student’s grades are based on his/her written work,
performance task and quarterly assessment.

The weights of the components (written work, performance task and quarterly
assessment) very among groups of subjects from Grade 1 to 10 and from Grade 11 to
12. See tables below:

Weights of the Components for Grades 1-10

Components Languages/AP/EsP Science/Math MAPEH/EPP
Written Work 30% 40% 20%
Performance 50% 40% 60%
1-10 Task
Quarterly 20% 20% 20%
Assessment

Components of Summative Assessment

A. Written Work includes “long quizzes and unit or long tests. Other written work
may include essays, written reports, and other written output…” It is strongly
recommended that items in long quizzes and tests be distributed across the
cognitive process dimensions of Anderom and Krathwohl (2001)”- DepEd
Order8, s.2015.
The written Work component “ensures that students’ are able to express
skills and concepts in written form.”

If you are locking for the application KPUP (knowledge, process, understanding
and performance of DepO. 73, s.2012) This is it. In assessment, teacher sees to it that
written test assess the cognitive processes of remembering, understanding, applying,
analyzing, evaluating and creating with emphasis on the higher dimensions.
B. “The Performance Task component allows learners to show what they know
and are able to do in diverse ways. They may create or innovate products or
do performance-based tasks. Performance-based tasks may include skills
demonstration, group, presentation, and work, multimedia presentation and
research projects. (DepEd, Order 8, s. 2015).
C. Quarterly Assessment measures student learning at the end of the quarter.
These may be objective test, Performance based assessment or a
combination of both. (DepEd order 8 s. 2015)
 Reporting Learner’s Program DepEd

Order 08, s. 2015 states:

The summary of the learning progress is shown quarterly to parents and guardians
through parent-teacher conference, in which the report card is discussed. The table
below presents the grading scale with its corresponding descriptions and remarks.

Grading Scale

Description Grading scale Remarks

Outstanding 90-100 Passed
Very Satisfactory 85-89 Passed
Satisfactory 80-84 Passed
Fairly Satisfactory 75-79 Passed
Did not meet expectations Below 79 Passed

My Learning Activities

Activity 1: Interview of Resource Teacher

Interview Guide Question for Resource Teacher

Based on DepEd Order 8, s.2015:

1. What are the bases for grading?
 2. How do you compute grades per quarter for Grades 1-10 and Grades 11-12?
Give an example.

3. How do you compute grades at the end of the school year?

4. What descriptors and grading scale are used in reporting progress for learners?

5. What are the bases for learners’ promotion and retention at the end of the school
year?

6. What is the report on learners’ observed values?

Activity 2: Interview of Five (5) Students

Interview Guide Questions for Five Students

1. What do you like in new grading system?

2. Do you have problems with the new grading system, if there is, what?

3. Does the new grading system give you a better picture of your performance? Why
or why not?
Activity 3: Grade Computation

Show sample computations of a grade in a subject of your choice either from Grades
1 to10 and Grades 11 to 12. Show the percentage contribution of written work,
performance tasks and quarterly assessment: Then give the descriptor. (Ask your
Resource Teacher his/her work).

Subject:_______________________ Grade ___________

Steps

1. Get the total score for each component.

Learner’s Raw Score Highest Possible Score
Written Work
1.
2.

3.

4.

5.

Learner’s Raw Score Highest Possible Score

Performance Task
1.

2.

3.

4.

Quarterly Assessment Learner’s Raw Score Highest Possible Score

(Test)

2. Obtain the Percentage Score for each of the component by dividing the total raw
score by the highest possible score then multiply the quotient by 100%.

Percentage Score of Written Work __________________________________

Percentage Score of Performance Task______________________________
Percentage Score of Quarterly Assessment___________________________
 3. Covert Percentage Scores to weighted scores by multiplying the percentage
score by the weight of the component. Refer to the Tables on weights of
Components per subject for Grades 1 to 10 and for Grades 11 to 12 on page
9192.

The Weighted Score of Written Work________________________________

The Weighted Score of Performance Task___________________________
The Weighted Score of Quarterly Assessment_________________________

4. Add the weighted Scores of each component. This will give you the initial grade.

5. Transmute the Initial Grade using the Transmutation Table in Appendix G.

6. Give the descriptor of the computed final grade of the subject. Refer to Table of
Descriptors on page 92.

My Analysis

Instructions: Analyze data and information gathered from the interview.

1. Do teachers/ students like the new grading system? why or why not?

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2. What are the good points of the new grading system?

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3. What are teachers’ challenged to do by this new grading system?

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4. Do you favor the distributions of percentages of written work, performance tasks,
and quarterly assessment?

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5. Do Anderson’s and Krathworhl’s cognitive process dimensions include Kendall’s

and Marzano’s (retrieval, understanding, analysis, and knowledge utilization)?
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6. Did you like the experience of computing grades? Why or why not?
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In an era where the emphasis is self-directed learning,demonstration of
knowledge, skills and values learned (outcome based education) Do grades
really matter?
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What are your thoughts about the reflection of core values of the Filipino child in
the Report Card?
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2. Points for improvement

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My Reflections
Integrating Theory and Practice

1. Which is the percentage contribution of quarterly assessment

to the grade of students from Grades 1-10?
a. 15% c. 25%
b. 20% d. 30%
2. Does quarterly assessment have the same percentage
weights for all the subjects, for all the tracks in Grades 11-12?
a. Yes
b. No
c. Yes, only for the academic track
d. It depends on schools
3. Which is the percentage contribution of written work to the
grade of Grade 1-10 student in Science and Math?
a. 50% c. 40%
b. 20% d. 30%
4. In MAPEH and T.L.E, which contributes heaviest to the
student grade?
a. Performance task
b. Written work
c. Quarterly assessment
d. quarterly assessment and performance task
5. Based on percentage contribution to the grade, what can be
inferred from the DepEd’s emphasis on learning and
assessment?
a. The emphasis depends on the grade level of the subjects.
b. All components are being emphasize
c. The emphasis for all grades 1-10 subjects is on
performances tasks
d. The emphasis is on quarterly assessment.
6. A student gets a numerical grade of 80. What is his descriptor
for his level of proficiency? a. Satisfactory
 b. Fairly satisfactory
c. Very satisfactory
d. Did not meet expectations
7. I get a grade of 90. What is its descriptor?
a. Very satisfactory
b. Beginning
c. Advanced
d. Outstanding
8. Which is described as “did not meet expectations”?
a. Below 75%
b. Below 76%
c. Below 74%
d. Below 72%
9. If a student failed to meet standards, which descriptors
applies?
a. Developing
b. Beginning
c. Poor
d. Did not meet expectation
10. How is the final grade per subject for Grades 11 and 12
obtained?
a. Get the average of the grades for the 2 Quarters.
b. Get the average of the grades for the 4 Quarters.
c. Get the average of the grades for all subjects for 2 semesters.
d. Get the average of the grades for all subjects for the 4
semesters.
11. Which is/are TRUE of MAPEH when it comes to grade
computation?
I. The quarterly grade is the average of the quarterly
grades in the 4 areas- Music, Arts, Physical Education,
and Health (MAPEH)
II. Individual grades are given to each area (MAPEH)
III. There is one grade for Music and Arts, P.E and Health
because they are related.
a. I only
b. I and II
c. I and III
 d. II only
12. Which is TRUE of Kindergarten Grades?

a. Grades are computed like the grades in Grade 1

b. There are numerical grades with descriptions
c. There are NO numerical grades
d. Remarks like Passed and Failed are used

13. At the end of the school year, which is/are TRUE grades?

I. The General Average is computed by dividing the sum of final

grades by the total number of learning areas
II. Each learning areas has equal weight in computing for the General
Average
III. The final Grade per learning area and the General Average are
reported as whole numbers. a. I and II
b. II and III
c. I and III
d. I, II, and III
14. Who is retained in the same grade level for Grades 1-10? Any students
who did not met expectations ___________.

a. In the 3 or more learning areas

b. In 2 learning areas
c. In 4 learning areas
d. As shown in the general average

15. What happens when a student in Grade 1-10 did not meet expectations
into learning areas?
a. Retained in the same grade level
b. Promoted to the next grade level after passing remedial classes for
learning areas with failing mark.
c. Promoted in the next grade level but has back subject in the lower
grade level
d. Is not accepted for enrollment in the school
.

My Learning Portfolio
Show sample computations of a grade and a subject of your choice different from what
you gave in Activity 3. Show the percentage contribution of written work, performance
task and quarterly assessment.
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My Learning Rubric
Field Study 5, Episode 8– The K to 12 Grading System
Focused on:
• Compute students’ grade based on DepEd’s grading Policy
• Give the descriptor of a numerical grade
Name of FS Student: ___________________________ Date Submitted: _______________
Year & Section: _______________________________ Course: ______________________
Exemplary Superior Satisfactory Needs
Learning Episodes Improvement
4 3 2 1
All episodes were All or nearly all Nearly all episodes Fewer than half of
Learning activities done with episodes were were done with episodes were
outstanding done with high acceptable quality. done; or most
quality; work quality. objectives were
exceeds met but need
expectations improvement.
2
4 3
1
All questions or Analysis questions Analysis questions Analysis questions
Analysis of the episodes were were answered were not answered were not answered.
answered completely. completely.
Learning Episode completely; in depth Grammar and
answers; thoroughly Clear connection Vaguely related to spelling
grounded on with theories. the theories. unsatisfactory.
theories. Exemplary
grammar and Grammar Grammar and
spelling. and spelling spelling
are superior. acceptable.
4 2
3 1
Reflection Reflection Reflection Reflection
statements are statements are statements are statements are
profound and clear, clear, but not shallow; unclear and
supported by clearly supported by shallow and are
Reflections/Insights experiences form supported by experiences not supported by
the learning experiences from the experiences from
episodes. from the learning the learning
learning episodes. episodes.
4 episodes. 1
2
3

Portfolio is Portfolio is Portfolio is Analysis questions

complete, clear, complete, clear, incomplete; were not
Learning Portfolio well-organized; all well-organized; supporting answered.
supporting most supporting documentations
documentations documentations are organized Grammar and
are located in are available but are lacking. spelling
sections clearly and logical and unsatisfactory.
designated. clearly marked
locations.
4 2
3
 1
Submitted before Submitted on the Submitted a day Submitted two
the deadline. deadline. after the deadline days or more
Submission of
after the
Learning Episodes deadline.
4 3 2
1
Over -all score Rating:
COMMENTS (Based on
transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7- below

Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-below

Signature of FS Teacher Date