Republic of the Philippines Department of Education 01 APR 2015 DepEd ORDER No. 8 s. 2015 POLICY GUIDELINES ON CLASSROOM ASSESSMENT FOR THE K TO 12 BASIC EDUCATION PROGRAM To: Undersecretaries Assistant Secretaries Bureau Directors Directors of Services, Centers and Heads of Units Regional Directors Schools Division Superintendents Heads, Public Elementary and Secondary Schools All Others Concerned 1. _In line with the implementation of the Enhanced Basie Education Act of 2013 (Republic Act No. 10533), the Department of Education is adopting the enclosed Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program. 2, Classroom Assessment 1s an integral part of curriculum implementation. It allows the teachers to track and measure learners’ progress and to adjust instruction accordingly. Classroom assessment informs the learners, as well as their parents and guardians, of their progress. 3. Effective School Year (SY) 2015-2016, the Policy Guldelines on Classroom Assessment for the K to 12 Basie Education Program shall be implemented in public elementary and secondary schools nationwide. 4. _Non-DepEd schools are urged to implement these policy guidelines as well. Non-DepEd schools are permitted to modify these policy guidelines according to their school’s Philosophy, Vision, and Mission with the approval of the appropriate DepEd Regional Office. 5. Special programs may further issue supplementary guidelines in relation to the program's specific assessment concerns. 6. These guidelines will remain in force and in effect for the duration of the program, unless sooner repealed, amended, or rescinded. All existing Orders and Memoranda that are inconsistent with this Order are rescinded. 7. Immediate dissemination of and strict compliance with this Order is directed. BR. ARMIN A. LUISTRO FSC Secretary Dept Comptes tee avenue Pasi. cxy 1600 M 5s. r208/99-728 602-1361 MM 64876697 600 4 yon ep gocl: As stated Reference: DepEd Order No. 73, s. 2012 fo be indicated in the Perpetual Index under the following subjects: ASSESSMENT ELEMENTARY EDUCATION POLICY PROGRAM SCHOOLS SECONDARY EDUCATION TEACHERS(Enclosure to DepEd Order No. 8, 5. 2015) POLICY GUIDELINES ON CLASSROOM ASSESSMENT FOR THE K TO 12 BASIC EDUCATION PROGRAM (BEP) I. Theoretical Basis Classroom Assessment is a joint process that involves both teachers and learners. It is an integral part of teaching and learning, Teachers provide appropriate assessment when they aim to holistically measure learners’ current and developing abilities while enabling them to take responsibility in the process, This view recognizes the diversity of learners inside the classroom, the need for multiple ways of measuring their varying abilities and learning potentials, and the role of learners as co-participants in the assessment process. At the heart of this assessment framework is the recognition and deliberate consideration of the learners’ zone of proximal development (Vygotsky 1978) Appropriate assessment is committed to ensure learners’ success in moving from guided to independent display of knowledge, understanding, and skills, and to enable them to transfer this successfully in future situations. From this point of view, assessment facilitates the development of learners’ higher-order thinking and 2ist-century skills. This view of assessment, therefore, acknowledges the unity of instruction and assessment. Assessment is part of day-to-day lessons and extends the day-to-day classroom activities that are already in place in the K to 12 curriculum. 1. What is Classroom Assessment? Assessment is a process that is used to keep track of learners’ progress in relation to learning standards and in the development of 21st-century skills; to promote self-reflection and personal accountability among students about their own learning; and to provide bases for the profiling of student performance on the learning competencies and standards of the curriculum. Various kinds of assessments shall be used appropriately for different learners who come from diverse contexts, such as cultural background and life experiences. Classroom Assessment is an ongoing process of identifying, gathering, organizing, and interpreting quantitative and qualitative information about what learners know and can do. Teachers should employ classroom assessment methods that are consistent with curriculum standards. It is important for teachers to always inform learners about the objectives of the lesson so that the latter will aim to meet or even exceed the standards. The teacher provides immediate feedback to students about their learning progress. Classroom assessment also measures the achievement of competencies by the learners. Page 1 of 33There are two types of classroom assessment, namely, formative and summative A. Formative assessment may be seen as assessment for learning so teachers can make adjustments in their instruction. It is also assessment as learning wherein students reflect on their own progress. According to the UNESCO Program on Teaching and Learning for a Sustainable Future (UNESCO-TLSF), formative assessment refers to the ongoing forms of assessment that are closely linked to the learning process. It is characteristically informal and is intended to help students identify strengths and weaknesses in order to learn from the assessment experience. Formative assessment may be given at any time during the teaching and learning process. It is also a way to check the effectiveness of instruction. Formative assessment involves teachers using evidence about what learners know and can do to inform and improve their teaching. Teachers observe and guide learners in their tasks through interaction and dialogue, thus gaining deeper insights into the learners’ progress, strengths, weaknesses, and needs. The results of formative assessments will help teachers make good instructional decisions so that their lessons are better suited to the learners’ abilities. It is important for teachers to record formative assessment by documenting and tracking learners’ progress using systematic ways that can easily provide insight into a student's learning. Such monitoring will allow teachers to understand their students and thus teach them better. Formative assessment results, however, are not included in the computation of summative assessment, Formative assessment must also provide students with immediate feedback on how well they are learning throughout the teaching-learning process. Recommendations on how they can improve themselves should also be given by the teachers. Formative assessment enables students to take responsibility for their own learning, and identify areas where they do well and where they need help. As a result, students will appreciate and make their own decisions about their progress. B, Summative assessment, on the other hand, may be seen as assessment of Tearning, which occurs at the end of a particular unit, This form of assessment usually occurs toward the end of a period of learning in order to describe the standard reached by the learner. Often, this takes place in order for appropriate decisions about future learning or job suitability to be made. Judgments derived from summative assessment are usually for the benefit of people other than the learner (UNESCO-TLSF) Summative assessment measures whether learners have met the content and performance standards. Teachers must use methods to measure student learning that have been deliberately designed to assess how well students have learned and are able to apply their learning in different contexts. The results of Page 2 of 33summative assessments are recorded and used to report on the learners’ achievement. Primarily, the results of summative assessment are reported to the learners and their parents/guardians. In addition, these are reported to principals/school heads, teachers who will receive the child in the next grade level, and guidance teachers who should help students cope with challenges they experience in school III. What is assessed in the classroom? Assessment in the classroom is aimed at helping students perform well in relation to the learning standards. Learning standards comprise content standards, performance standards, and learning competencies that are outlined in the curriculum, A, Content Standards identify and set the essential knowledge and understanding that should be learned. They cover a specified scope of sequential topics within each learning strand, domain, theme, or component. Content standards answer the question, “What should the learners know?” B. Performance Standards describe the abilities and skills that learners are expected to demonstrate in relation to the content standards and integration of 2ist-century skills. The integration of knowledge, understanding, and skills is, expressed through creation, innovation, and adding value to products/ performance during independent work or in collaboration with others. Performance standards answer the following questions: 1. “What can learners do with what they know?” 2. “How well must learners do their work?” 3. “How well do learners use their learning or understanding in different situations?” 4. “How do learners apply their learning or understanding in real-life contexts?” 5. “What tools and measures should learners use to demonstrate what they know?” C. Learning Competencies refer to the knowledge, understanding, skills, and attitudes that students need to demonstrate in every lesson and/or learning activity. 9 Concept Development The learning standards in the curriculum reflect progressions of concept development. The Cognitive Process Dimensions adapted from Anderson & Krathwohl (2001) may be a good way to operationalize these progressions. It provides a scheme for classifying educational goals, objectives, and standards. It also defines a broad range of cognitive processes from basic to complex, as follows: Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating. Each dimension is described in Table 1 Page 8 of 33Table 1. Adapted Cognitive Process Dimensions” Cognitive Process Dimensions Deena he learner can recall information and retrieve relevant Remembering jowledge from long-term memory: identify, retrieve, recognize, luplicate, list, memorize, repeat, reproduce ‘The learner can construct meaning from oral, written, and Understanding —_graphic messages: interpret, exemplify, classify, summarize, L infer, compare, explain, paraphrase, discuss {The learner can use information to undertake a procedure in _ familiar situations or in a new way: execute, implement, Applying (demonstrate, dramatize, interpret, solve, use, illustrate, convert, _ discover [The learner can distinguish between parts and determine how | ‘Analyzing they relate to one another, and to the overall structure and purpose: differentiate, distinguish, compare, contrast, organize, loutline, attribute, deconstruct | "The learner can make judgments and justify decisions: Evaluating (coordinate, measure, detect, defend, judge, argue, debate, leritique, appraise, evaluate _ The learner can put elements together to form a functional whole, create a new product or point of view: generate, | hypothesize, plan, design, develop, produce, construct, formulate, assemble, design, devise ‘hadapied rom Table 5.1 "The Cognitive Process Dimensions (Anderson and KrathwohI 2007, pp- 67-68) Creating To align the assessment process with the K to 12 curriculum, the adapted Cognitive Process Dimensions may be used as guide not only in lesson development but also in the formulation of assessment tasks and activities. IV. How are learners assessed in the classroom? Learners are assessed in the classroom through various processes and measures appropriate to and congruent with learning competencies defined in the K to 12 curriculum. Some of these processes and measures may be used for both formative and summative assessment, which have different goals. Learners may be assessed individually or collaboratively. Individual and Collaborative Formative Assessment Individual formative assessment enables the learner to demonstrate independently what has been learned or mastered through a range of activities such as check-up quizzes, written exercises, performances, models, and even electronic presentations. Collaborative formative assessment (peer assessment) allows students to support each other's learning. Discussions, role playing, games, and other group activities Page 4 0633may also be used as performance-based formative assessment wherein learners support and extend each other's learning. Formative Assessment in Different Parts of the Lesson Formative assessment may be integrated in all parts of the lesson. Basically, every lesson has three parts: before the lesson, the lesson proper, and after the lesson, Formative assessment conducted in each part serves a different purpose. A. Before the Lesson Formative assessment conducted before the lesson informs the teacher about the students’ understanding of a lesson/topic before direct instruction. It helps teachers understand where the students stand in terms of conceptual understanding and application, Formative assessment provides bases for making instructional decisions, such as moving on to a new lesson or clarifying prerequisite understanding. B. During the Lesson Proper Formative assessment conducted during the lesson proper informs teachers of the progress of the students in relation to the development of the learning competencies. It also helps the teacher determine whether instructional strategies are effective. The results of formative assessment given at this time may be compared with the results of formative assessment given before the lesson to establish if conceptual understanding and application have improved. On this basis, the teacher can make decisions on whether to review, re-teach, remediate, or enrich lessons and, subsequently, when to move on to the next lesson. C. After the Lesson Formative assessment conducted after the lesson assesses whether learning objectives were achieved. It also allows the teacher to evaluate the effectiveness. of instruction. Students who require remediation and/or enrichment should be helped by the teacher using appropriate teaching strategies. Table 2 enumerates the purposes of formative assessments conducted before, during, and after the lesson. It also shows examples of assessment methods. ‘Teachers should not limit the assessment methods they use to the examples provided in the table on page 6. Page 8 of 33Table 2. Purposes of Formative Assessment Parts of Purpose Examples of ‘elo |For the Learner For the Teacher ieee 1. Know what s/he |1. Getinformation |1. Agree/disagree knows about the about what the activities topic/lesson learner already _|2. Games 2. Understand the knows and can do |3. Interviews purpose of the about the new 4. Inventories/ lesson and how to | _ lesson checklists of do well in the lesson | 2. Share learning skills (relevant 3. Identify ideas or intentions and to the topic in a Before | concepts s/he | success criteriato | learning area) Lesson | — misunderstands the learners 5. KWL activities 4. Identify barriers to |. Determine (what I know, learning misconceptions what I want to 4. Identify what know, what! | hinders learning learned) lb. Open-ended questions \ 7. Practice | exercises 1. Tdentify one’s 1. Provide immediate | 1. Multimedia | © strengths and feedback to learners | presentations weaknesses 2. Identify what 2. Observations | 2. Identify barriers to hinders learning | 3, Other formative | earning 3. Identify what performance 3. Identify factors that | facilitates learning | _ tasks (simple help him/her learn | 4. Identify learning activities that 4. Know what s/he gaps can be drawn knows and does not | §. Track learner from a specific know progress in topic or lesson} Lesson | 5. Monitor his/her own | comparison to 4. Quizzes Proper | progress formative (recorded but assessment results not graded) prior to the lesson | 5. Recitations proper 6. Simulation 6. Tomake decisions | "activities on whether to | proceed with the next lesson, re- teach, or provide for | corrective measures __|__ or reinforcements | 1. Tell and recognize | 1. Assess whether |1. Checklists whether s/he met learning objectives |2. Discussion learning objectives | have been met fora |3. Games After and success criteria | specified duration /4. Performance AR | 2. Seek support 2. Remediate and/or | tasks that | through enrich with emanate from remediation, appropriate the lesson | enrichment, or other | strategies as needed | objectives strategies 3. Evaluate whether |S. Practice Page 6 0f 38T ‘Examples of ‘Assessment For the Learner For the Teach: Method: learning intentions exercises | and success criteria |6. Short quizzes | have been met 7. Written work The information or feedback gathered from formative assessment will help teachers ensure that all learners are supported while they are developing understanding and competencies related to curriculum standards. These also prepare them for summative assessments. Teachers should keep a record of formative assessment results to study the patterns of learning demonstrated by students. However, this should not be used as bases for grading. Summative Assessment This form of assessment measures the different ways learners use and apply all relevant knowledge, understanding, and skills. It must be spaced properly over the quarter. It is usually conducted after a unit of work and/or at the end of an entire quarter to determine how well learners can demonstrate content knowledge and competencies articulated in the learning standards, Learners synthesize their knowledge, understanding, and skills during summative assessments. The results of these assessments are used as bases for computing grades. Individual and Collaborative Summative Assessment Learners may be assessed individually through unit tests and quarterly assessment. Collaboratively, learners may participate in group activities in which they cooperate to produce evidence of their learning. The process of creating a learning project is given more weight or importance than the product itself, Components of Summative Assessment Summative assessments are classified into three components, namely, Written Work (WW), Performance Tasks (PT), and Quarterly Assessment (QA). These three will be the bases for grading. The nature of the learning area defines the way these three components are assessed. A. The Written Work component ensures that students are able to express skills, and concepts in written form. Written Work, which may include long quizzes, and unit or long tests, help strengthen test-taking skills among the learners. It is strongly recommended that items in long quizzes/tests be distributed across the Cognitive Process Dimensions so that all are adequately covered. Through these, learners are able to practice and prepare for quarterly assessment and other standardized assessments. Other written work may include essays, written reports, and other written output. 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 Page 7 0f 33demonstration, group presentations, oral work, multimedia presentations, and research projects. It is important to note that written output may also be considered as performance tasks. ©. Quarterly Assessment measures student learning at the end of the quarter. ‘These may be in the form of objective tests, performance-based assessment, or a combination thereof, Table 3 shows the components of summative assessment, their purposes, and when they are given. The lists of sample summative assessment tools per learning area are found in Appendix A. ‘Table 3. Components of Summative Assessment ‘Components Purpose | When Given Weltten Work | !* Assess learners’ understanding of concepts. | 4+ ond of the ww) and application of skills in written form topie ov unit 2. Prepare learners for quarterly assessments | i T, Tnvolve students in the learning process individually or in collaboration with } teammates over a period of time Atend of a | 2. Give students opportunities to demonstrate | lesson | | and integrate their knowledge, focusing on a understanding, and skills about topics or _| topic/skill lessons learned in a specific real-life lesson Performance Taske PT) situation by performing and/or producing evidence of their learning Several times 3. Give students the freedom to express their | during the learning in appropriate and diverse ways _| quarter 4. Encourage student inquiry, integration of knowledge, understanding, and skills in various contexts beyond the assessment period Quarterly Synthesize all the learning skills, concepts, and _| Once, at end Assessment (oa) Walues learned in an entire quarter of the quarter ‘There must be sufficient and appropriate instructional interventions to ensure that learners are ready before summative assessments are given. The evidence produced through summative assessment enables teachers to describe how well the students have learned the standards/competencies for a given quarter. ‘These are then reflected in the class record. The grades of learners are presented in a report card to show the progress of learners to parents and other stakeholders. Page 8 of 33V. What is the 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. A. 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. ‘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. Page 9 of 33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: | PERCENTAGE SCORE (PS) = | Learner's total raw score | x 100% Highest possible score 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). Weighted Score (WS) = Percentage Score x Weight of Component | Table 4. Weight of the Components for Grades 1-10 Components | tangunge | P| ar | Siene [wath | waren | siten Work 20% 20% 20% | forman T ] 1to 10 Performance 50% 40% 60% Tasks Rue aoa 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, Page 10 0f 38Table 5. Weight of the Components for SHS Techinieal-Vocational and Livelihood (TVL)/ Academic Track | soorte/ Arts and Design ‘Track Work core Immersion/ Ww Subjects Research/ eu, All other Business ‘All other 3 it if Research/ subjects | Enterprise | subjects ms aia Exhibit/ ‘Simulation / Prpiencs MY: Exhibit / Performance [ [Written Work] 25% | 25% 35% 20% ‘| 11 [Performance , om | aov, 9% | 22 Penn 50% | 45% | 40% 60% 12 (Quarter! T a0. | ~ | | artery 25% | 30% 25% 20% | [Assessment | 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 (see Appendix B) to get the Quarterly Grade (QG). 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. Page 11 of 33,ee cr sia yuauoduies Jo 1yB!a) x B109g aBeUa2Ieq = (SAN) 21098 PaIUZTOM ez|svozfoszs|e9 st ot zt) 4 9 ot ferorfsvee|ts b 6 8 8 sr}ersr}es'os oor ez | et | st jez! st st feozt]|sves v6, 6 | | er| 6 orfuortefeees/oor se or sx ot er zt ferzc|evce set, ot 9c |e | at v rouse, | oz | zz at zt) oz oz szjst| st] %oe | oor ost oz oc sz) oz oz sz oz T se iei ee fee i ae TSE LEP (eos) see, sowemzops0g (608) a0 sosaeem, Gaurend isl) b OpEIH USHTUG 105 p1099y S8vIO AUIS “9 Tae,Table 7. Steps for Computing Grades STEPS EXAMPLE Learner's Raw Highest Possible Score Score Written Work 1 18 20 Written Work 2 22 25 Written Work 3 20 20 Written Work 4 17 20 Written Work 5. 23 25 Written Work 6 26 30 Written Work 7 19 20 TOTAL 145 160 1. Get the total Learner's Raw Highest Possible score for each Score Score component. Performance Task 1 12 15 Performance Task2 13 15 Performance Task3 19 25 Performance Task4 15 20 Performance Task5 16 20 Performance Task6 25 25 TOTAL 100 120 Learner's Raw Highest Possible Score Score Quarterly 40 50 | Assessment ee Percentage Score (PS) 45) x 100% 160 2. Divide the total | PS of Witten Work is 90.63. raw score by % 100% the highest _| Percentage Score (PS)= a possible score 120 then multiply the quotient by 100%. PS of Performance Task is 83.33. Percentage Score (PS) 40__| x 100% 50 PS of Quarterly Assessment is 80.00. Page 13 0f 33STEPS ‘EXAMPLE [3. Convert Written Work for English Grade 4 is 30% | Percentage Weighted Score (WS)= 90.63 x 0.30 Scores to ‘The Weighted Score of Written Work in 27.19. Weighted Scores. Performance Tasks for English Grade 4 is 50%. | Multiply the | Weighted Score (WS)= 83.33 x 0.50 | Percentage ‘The Weighted Score of Performance Task is 41.67. | Score by the weight of the | Quarterly Assessment for English Grade 4 is 20%. | component Weighted Score (WS)= 80.00 x 0.20 | indicated in ‘The Weighted Score of Quarterly Assessment is 16. |Table 5. _| (The scores can be found in the sample class record on Table 6.) __ 4. Add the Component Weighted Score | Weighted Written Work= 27.19 | Scores of each _| Performance Tasks= 41.67 component. Quarterly Assessment= 16.00 The result will | be the Initial | TOTAL 84.86 Grade. ‘The Initial Grade is 84.86. 5. Transmute the | The Initial Grade is 84.86 Initial Grade | using the ‘The Transmuted Grade is 90. Transmutation Table in ‘The Quarterly Grade in English for the 1st Quarter is 90. Appendix B. This is reflected in the Report Card. 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. Quarterly Grade = QG for Music + QG for Arts + QG for PE + QG for Health | (QG) for MAPEH 4 B. 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. Page 14 of 33Final Grade by Learning Area 4 ‘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. = Ist-quarter grade + 2nd-quarter grade + 3rd-quarter grade + 4th-quarter grade General = Sum of Final Grades of All Learning Areas | average Total number of Learning Areas in a grade level Table 8. Final Grades and General Average ‘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. “Learning Area ~ - lems Final Gra 5 1 2 3 4 =| Filipino 80 89 86 84 8 [English 89 90 92 87 90 | fathematics [85 83 83 83 Science | 87 85 84 86 lAraling Panlipanan ~~) 92 91 39 91 [Edukasyon sa Ppagpapakateo 89 93 90 88 so | Eéukesvone ’antahanan at 80 81 ge | 79 81 angkabuhayan [APEH [8 86 5 84 85 ~ 7 _ _ General Average| 86 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. Page 18 of 33,Table 9. Grade 11, 2nd Semester of ABM strand E ‘Quarter ‘Second } Subjects Semester z 4 Final Grade Core Subjects aa Reading and Writing Skills 80 83 82 Pagbasa at Pagsusuri ng Iba’t | Ibang Teksto tungo sa Pananaliksik: 86 8S so Statistics and Probability #2 a7 ss Physical Science — 88 87 88 [Physical Education and Health 90 88 89 ‘Applied and Specialized Subjects a a Empowerment Technologies: ICT for Professional Tracks 80 88 8 Business Math 87 86 87 Organization and Management 85 a1 83 Fundamentals of Accounting, Business and Management 1 i * 81 83 ~ General Average for the 85 L jemester ©. 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 Expectations DESCRIPTOR ‘GRADING SCALE REMARKS ‘Outstanding ‘90-100 "Passed Very Satisfactory 85-89 Passed Satisfactory 80-84 Passed Fairly Satisfactory 75-79 | Passed Did Not Meet Below 75 Failed 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. Page 16 of 33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. D. 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 Requirements Decision 1. Final Grade of at least 75 in all Promoted to the next grade learning areas level Must pass remedial classes | for learning areas with For Grades : | 2, Did Not Meet Expectations in not | failing mark to be promoted 103 to the next grade level. Learners more than two leaning areas Otherwise the learner is \ retained in the same grade | level. 3. Did Not Meet Expectations in three | Retained in the same grade |__ or more learning areas level | T. Final Grade of at least 75 in all Promoted to the next grade learning areas | evel "| Must pass remedial classes | for learning areas with For Grades failing mark to be promoted | 2. Did Not Meet Expectations in not 4 to 10 . to the next grade level. Learners more than two learning areas Otherwise the learner is | retained in the same grade level | 3. Did Not Meet Expectations in three | Retained in the same grade | or more learning areas level Page 17 of 33& ‘Requirements Decision | ‘I. Earn the Elementary 4, Must pass all learning areas in the Certificate Elementary 2. Promoted to Junior High | School | |1. Earn the Junior High 5. Must pass all learning areas in the School Certificate | Junior High School 2. Promoted to Senior High | | School 1. Final Grade of at least 75 in all Can proceed to the next learning areas in a semester semester Must pass remedial classes 2, Did not Meet Expectations in a for failed competencies in prerequisite subject ina learning | the subject before being area allowed to enroll in the higher-level subject | For Grades Must pass remedial classes 11to12 for failed competencies in 3. Did Not Meet Expectations in any | the subjects or learning subject or learning area at the end | areas to be allowed to of the semester enroll in the next semester. Otherwise the learner must retake the subjects failed. Learners | 4. Must pass all subjects or learning | Eam the Senior High areas in Senior High School | School Certificate | 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 Page 18 of 33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 Certificate of Recomputed Final Grade \ | Name of student: | Grade level Division Office School Year: | ; ae Remedial Clase], -Recémputed Final i repaedty a Remedial Class Teacher Noted by: Date: ‘School Principal Received by: ates | J 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. Page 19 of 33VI. 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, 8.2013) 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. | Asa 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, culture- based, 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 happen | 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 on page 21. Page 20 of 33Table 12. criptors and Indicators of Observed Values "Core Values Behavior Statements Indicators Maka-Diyos jbeliefs of others [Shows adherence to lethical principles by ipholding truth ‘especting the spiritual |) Tous e oT to express spiritu: Engages oneself in worthwhile spiritual activities Respects sacred places Respects religious beliefs of others Demonstrates curiosity and willingness to learn about other ways life Tells the truth Returns borrowed things in good condition 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 Makatao Is sensitive to individual, social, and cultural differences } Demonstrates ‘ontributions toward ‘solidarity FoRS TES Ne we ‘Shows respect for all Waits for one’s turn ‘Takes good care of borrowed things Views mistakes as learning opportunities Upholds and respects the dignity and equality of all including those with special needs Volunteers to assist others in times of need Recognizes and respects people from different economic, social, and cultural backgrounds Cooperates during activities Recognizes and accepts the contribution of others toward a goal Considers diverse views Communicates respectfully Accepts defeat and celebrates others’ success Enables others to succeed Speaks out against and prevents bullying Page 21 of 33Core Values | Behavior Statements Indicators Shows a caring attitude toward the environment Practices waste management nvironment and Conserves energy and resources tilizes resources Takes care of school materials, sely, judiciously, and| facilities, and equipment | economically Keeps work area in order during and after work Keeps one’s work neat and orderly Identifies oneself as a Filipino Respects the flag and national anthem Takes pride in diverse Filipino cultural expressions, practices, and traditions Promotes the appreciation and enhancement of Filipino languages Abides by the rules of the school, community, and country fe. Enables others to develop interest and pride in being a Filipino | emonstrates [Manages time and personal resources \ppropriate behavior in| efficiently and effectively arrying out activities 2. Perseveres to achieve goals despite ‘ares for the Makakalikasan row pee a Demonstrates pride in pbeing a Filipino; I, -xercises the rights and sponsibilities ofa |, ilipino citizen Makabansa the school, difficult circumstances community, and . Conducts oneself appropriately in | _femery various 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 Te] AO [Always Observed | S80 Sometimes Observed RO Rarely Observed 7 NO Not Observed — Page 22 of 33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. VII. 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 [gun | Jul | Aug | Sept | Oct | Nov | Dec | Jan | Feb | Mar | Total | No. of | | | school | 21 | 21 | 22 | 21 | 21 | 20 | 14} 21 | 21 | 18 | 200 days | | | No. of days | 21 | 21 | 22 | 21 | 21 | 20 | 11 | 21 | 21 | 18 | 197 present ‘No. of pas |ofoloj|ofojols 00 | 0 3 Absent _| | 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 Page 28 of 33,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, Appendices C and D show the report cards for Grades 1-10 and Grades 11-12 respectively. VIII. 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. References: Anderson, Lorin W., and Krathwol, David R. A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. New York: Longman, 2001 UNESCO. “Teaching and Learning for a Sustainable Future.” Accessed March 31, 2015.http:/ / www.unesco.org/education /tlsf/mods /theme_d/mod24.html?pan el=S#top. Vygotsky, Lev S., Mind in Society: The Development of Higher Psychological Processes. eds. M. Cole, V. John-Steiner, S. Scribner, & E. Souberman. (Cambridge: Harvard University Press, 1978) Page 24 0f 33Appendix A 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. ‘Components Learning Areas | Written Work (WW) | __ Performance Tasks (PT) ‘A. Unit/Chapter Tests _[A. Products B. Written output 1. Campaigns 1. Book/ article 2. Case studies reviews 3. Collages | 2. Essays 4. Compositions 3. Journals 5. Literary analyses 4. Letter writing 6. Multimedia productions 5. Reaction/ 7. Portfolios reflection papers | 8. Research projects 6. Reports 9. Story/poem writing Languages B. Performance-based tasks 1, Debates 2. Interviews 3. Multimedia presentations 4. Panel discussions 5. Presentations 6. Project making 7. Role plays 8. Speech delivery 9. Storytelling/reading ‘A. Unit/Chapter Tests [A. Products B. Written output 1, Diagrams 1. Data recording 2. Mathematical investigatory and analyses projects 2, Geometric and 3. Models/making models of statistical geometric figures analyses 4, Number representations 3. Graphs, charts, or maps BB. Performance-based tasks 4. Problem sets 1. Constructing graphs from Math, 5. Surveys survey conducted 2, Multimedia presentation 3. Outdoor math 4. Probability experiments 5. Problem-posing 6. Reasoning and proof through recitation 7. Using manipulatives to show math concepts/solve problem 8. Using measuring tools/devices ‘A. Unit/Chapter Tests A. Products B, Written output 1. Investigatory projects Science 1, Concept maps 2. Models and diagrams 2. Data recording construction L and analyses 3._Prototype building Appendix A~Page 28 of 88Appendix A - Components Learning Ares ‘Written Work (WW) Performance Tasks (PT) 3. Laboratory 4. Research papers reports and documentations |B. Performance-based tasks 4. Reaction/ 1. Debates reflection papers | 2. Designing and 5. Surveys implementation of action plans Designing various models. Doing scientific investigations Issue-awareness campaigns Laboratory activity Multimedia presentations Simulation Skills demonstration 10. Verification experiments Pernauae Araling Panlipunan (AP) ‘A. Unit/Chapter Tests B, Written output 1 geen 2 Concept maps and organizers Essays Journals News writing News/article reviews Reaction/ reflection papers IA- Products 1. Collages and diorama making 2. Leaflet, poster, and slogan making 3. Map construction 4. Research work 5. Timelines IB. Performance-based tasks 1. Community involvement 2. Debate 3. Interviews 4, Issue-awareness campaigns 5. News reporting 6. Presentations and multimedia presentations 7. Role plays 8, Simulations Edukasyon sa Pagpapakatao (EsP) ‘A. Unit/Chapter Tests B. Written output 1 2. 3. 4. Essays Journal writing Journal/articte reviews Reaction/ reflection papers IA. Products 1, Argument analyses 2. Expressing their feelings and ideas through art activities 3. Journal responses 4. Letter writing 5. Song and poem writing IB. Performance-based tasks 1. Issue awareness campaigns 2. Presentations and multimedia presentations 3. Role plays 4. Preparation of action plans (Plano ng pagsasabuhay) 5. Implementation of action plans (Pagsasagawa ng plano) 6. Situation analysis (Pagsusuri Appendix A ~Page 26 of 33Appendix A Components Learning Areas | Written Work (WW) Performance Tasks (PT) ing sitwasyon) ‘A. Unit/Chapter Tests A. Products B. Written output 1. Creating simple musical 1. Essays arrangement 2. Reaction/ 2. Musical analysis/song reflection papers analysis 3. Research paper 3. Musical research Music 4. Writing program notes, IB. Performance-based tasks 1. Multimedia presentations | 2. Musical presentation 3. Skills demonstration (singing, playing musical instruments) A. Unit/Chapter Tests JA. Products B. Written output | 1. Art criticism and appreciation 1. Essays compilations reflection papers | 3. Art projects 9 Research paper | 4. Portlio Arts IB, Performance-based tasks 1. Art production 2. Multimedia presentations 3. Portfolio 4) Skills demonstration (drawing, coloring, painting) 5. Stage/bulletin board ‘A. Unit/Chapter Tests B. Written output 1. Article /journal review 1. Essays 2. Personal fitness and health | 2. Reaction/ logs reflection papers | 3. Portfolio | 3, Research paper | Physical IB. Performance-based tasks Education (PE) 1. Creating personalized exercise program 2. Physical activity participation | 3. Physical activity/fitness assessment 4, Role plays | 5. Skills demonstration | ‘A. Unit/Chapter Tests _[A. Products | B. Written output 1, Journal responses | 1. Essays 2. Personal fitness and health 2, Journal/article logs Heath woven 3. Portfolio. 3. Reaction/ reflection papers |B. Performance-based tasks | 4, Research paper 1. Debates Appendix A ~Page 27 of 33Appendix A Components Learning Areas | Written Work (WW) Performance Tasks (PT) 5. Journal writing 2. Design and implementation of fitness and health program 3, Issue-awareness campaigns | 4, Role plays _ ‘A. Unit/Chapter Tests _[A. Products B. Written output 1, Technical drawing output 1. Essays 2. Prototype building 2. Diagrams, charts, | 3. Products/projects using Edukasyong and models locally available materials Pantahanan at | 3. Work designs and Pangkabuhayan/ plans IB. Performance-based tasks ‘Technology and 1. Skills demonstration Livelihood 2. Skills application Education 3. Laboratory exercises 4. Oral tests 5. Design, creation, and layout of outputs/diagnose and _ repair equipment Append A~Page 28 of 83Appendix B ‘Transmutation Table Following is the range of Initial Grades and their equivalent Transmuted Grades that will be reflected in the report card. Initial Grade | Transmuted Grade | Initial Grade _| Transmuted Grade 100 100 | 98.40- 99.99 29 66.40- 67.99 79 96.80- 98.39 8 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 73 90.40- 91.99] 94 56.,00- 59.99 ers! 88.80- 90.39 93 52.00- 55.99 73 87.20- 88,79 92 48.00- 51.99 72 85.60- 87.19 OL 44.00- 47.99 nm 84.00- 85.59 90 40.00- 43.99 70 | 82.40- 83.99 29 36.00- 39.99 6 20.80- 82.39 38 32.00- 35.99 os "79,20- 80.79 87 28.00- 31.99 67 77.60- 79.19 86 24.00- 27.99 66 76.00- 77.59 35 20.00- 23.99 6s 74.40- 75.99 84 16.00- 19.99 64 72,80 74.39 83 12.00- 15.99 63 71.20- 72.79 22 800-1199] 62 69.60- 71.19 81 4.00- 7.99 61 ~68.00- 69.59 80 o- 60 3.99] Append B Page 29 of 33£10 0¢ stu 9 xpuoddy edjoutig, raed uy pontupy ajstreay, oF Atqi8i1s| Jo woReyTsaNND sayoRa. rediounie -aperp 01 worry 305 s4on29s, repel 01 pantupy soysuBA, JO O9BOERION aayoray, -ssoord s,prtq9 mos 1moge aiour mous, 0} u1s9p NOX pInoys nok SawHOD}a% [00498 SLL sonra 2109 194 Sty se fam Se Seas BuTCA waxayP axn UI aPeUE Set pre 1808 ssaiBord pure Ae aup sous pam> odor SL stwered 123 - sea jooung ‘wonv0g ‘pe xg BY :oueN, joouss vmsia uo1stat uoiBoy uoneonpg Jo yuauredaq, soutddyyg atp Jo onaqndoa 81 WAOd Padeq BUENO «ab sayrend we POLEND wz so1eNO wt FANLVNOIS S.NVICAWND/ LNA Twesge 100K, rs ep, JOON, o0yos 0°0N were AONVONALLV NO LOGTE ‘O xipuaddy86 )0 16 284-9 mpUey pore $2 mopa suoneioodxg 192) 10N pic posse 6L Sz A20}29}80eS Aste posed 8-08 Aso1oeysnes possea 688 Axo agjsnes 4194 passed 001-06 Supueisino sqremoy — oyeog Bape sioyduosog ‘aeseay [eroueD paaiaego 1081 on pasioeqo eau on pauibeqo estinatiog os pone som oe Supey jeoHoumu-woN — SupeeN, —— — | | — DION “+ ue sii a1 sostosoxo ‘olny © Buroq, | ur apud sovesisuowod, uesee, BLEW “e | juautuosnatia tp 40} 80305 -mepTOS | promos suonnquntiog _{| sarenisuouod, onrerew | apdiounad pore oi eouazeype sways | soa Susipo jo sjaifoq TEMES | | -wNEW“T 24 Bunoadsor ars sfotaq [CNemunds s,ouo sossaidiea r ‘anfeA 930 | Syuousayeag soaeqog SAN TVA GEANASEO SHAMIVAT NO LUOETE wren aa suy I aisny, — - - Haavin laa) ueceynqeysueg ye ueueyerued suokseynpa i (asa) | oveypdedieg jot es uossexnpa t lav) weundyueg a = - : ——ssiemomnEN snug ould | elelelT oper suewos | ore z svozy Supures] INGINGASIHOV CNV SSTNDOU ONINAVET NO LMOSTI ‘oO xpuaddyse 10g stag — a mpuaddy redrownag sma sa pony sojatea) oF Smita Jo uoneT|20ueD saypva edioutsa :posouddy ‘opeip 0} uorssrmpy 405 ANGE suonoas soysuexL Jo oN IED ‘apeay 0} pantapy Tediousg souse2, “ssasfiond s,priyo m0 ynoqe a1owr Mou 0} axtsap Nok PMOYs NOK sauIO9TaN Joos at, ‘sonqea ar09 104/sIy Se [Jom sv Seore Burureo] yUBIEATp amp ut apeur ‘sey pEyo mos ssouford puw Gyrqe ax smoys pred Hodas sry, niuareg 389, puens /PeAL B94 [OOS suonoag :2peID, x95 oy ‘oureN Joouss sensi uoIsiara uoffoy uonvonpg jo jwounsedaq, soutddyyd aup jo orjqndoy sel Wad Paded, BUEN wb s2UEND pe ENO pz souend =I SINLWNOIS S.NVIGUVND/ INAV Tes) a | a | wer | va | wom | wo | vee] Sav | rer | war AONVONALLY NO LYOaTE a spusddy260 e¢ tug mpuaddy pats persed posse posseg assed ouemey, fans POMS Pa Pome _osfaea_porivisoda pew dd