Exp 312-

GRADING SYSTEM in the GRADING

SYSTEM of the DEPARTMENT of
EDUCATION.

Baterna, Melissa
Madia, Aida
Pepito, Sheryl Mie
Solarion, Christine
GRADING SYSTEM and the
GRADING SYSTEM of the
DEPARTMENT OF EDUCATION.

Grading in Education is the

process of applying standardized
measurements of varying levels
of achievement in a course.
Grades can be assigned in letter( for example, A, B, B+,
B-, C, C-, D) as a seven-point in the American system.
(1, 1.25, 1.50, 1.75,2.0, 2.5, 3.0 4.0) or an eight-point
system. In basic education, grades are expressed as
percentages (of accomplishment such as 80% or 75%.)
As a number out of a possible total ( for example out of
20 or 100), or as descriptors ( excellent, great,
Satisfactory, needs improvement).
NORM-REFERENCED GRADING SYSTEM

Refers to a grading system wherein

student’s performance is evaluated
relatively to the performance of the
student.
ADVANTAGE
-It is very easy to use.
-It works well for the courses with retention
policies and it limits only flew students to advance
to the next level of the course.
-It is useful if the focus is the individual
achievement of the students.
-It is appropriate to a large group of
students that is more than 40.
-The teacher easily identifies learning
criteria- the percentage of the who receive
highest grade or lowest grade.
DISADVANTAGES

-The performance of a student is not only determine by his

achievement, but also the achievement of other student.
- It promotes competition among the students rather than
cooperation.
-It cannot be use when the class size is smaller than 40.
-Not all the students can pass the given subject or course.
NORM-REFERENCE GRADING SYSTEM
EXAMPLE;

1. Percentile Rank Formula: [ MN

100
L- Percentile, M- Score, N-no. of observation.
2. Standard nine ( Stanine) are some example of
norm-referenced grading system.
3. Mean- Formula: Ʃ x/N
Example: Consider the following two sets of scores in English 1
class for two sections ten student each.

A= { 30, 40, 50, 55, 60, 65,70,75,80, 85}

B= {60,65,70,75,80,85,90,100}

· Student in “A” Class. Raw score of 75 would get the

score of 80%
L= 7.5 or 8 observation “A”
·Student in “B” class. Raw Score of 90 would get a grade
of 80%.
L observation “B”.
In norm-referenced grading system, the students while they may
work individually, are actually in competition to achieve standard
of performances that will classify them into the desired grade
range.

example; A teacher may establish a grading policy whereby the

top 15% student will receive a mark of excellent or outstanding.
1.0 ( Excellent) Top 15% of the class
1.50 (Good) Next 15% of class
2.0 ( Average) Next 45% of class
3.0 (Poor, Pass) Next 15% of class
5.0 (Failure) Bottom 10% of class
Norm-Referenced systems are most often used for screening
selected student populations in condition where its known that not
all students can advance due to limitations such as available
places, jobs, controlling factors .

- Should grades reflect achievements only or nonacademic components such

as attitude, speed and diligence?

It is a very common practice to incorporate such things as turning in

assignments on time in to overall grade in the course, primarily because the
need to motivate students to get their work done is a real problem for
instructors.
-Should grades report status achieved or amount of growth?
In many beginning classes, the background of the students is
so varied that some students can achieved the end objectives with
little or no trouble while others with weak backgrounds will work
twice a hard and still achieved only half as much.

-How can several grades on diverse skills combine to give a single

mark?
The results of instruction are so varied that the single mark is
really a "Rube Goldberg", as a far as indicating what a students has
achieved. It would complicated an already complicated task.
STANDARDIZED TEST SCORING
Test Standardization is a process by which teacher
or researcher-made tests are validated and Item
analyzed. After a thorough process of validation,
the test characteristics are established.

These characteristics include: test validity, test

reliability, test difficulty level and other
characteristics as previously discussed
CUMULATIVE AND AVERAGING SYSTEM
Averaging System is the grade of student on a particular
grading period equals the average of the grades obtained
in the prior grading periods and the current grading
period.

Cumulative Grading System is the grade of a student in a

grading period equals his current grading period grade
which is assumed to have the cumulative effects of the
previous grading periods.
In the Philippines, there are two types of grading systems used the
averaging and the cumulative grading systems. In the averaging system,
the grade of a student on a particular grading period equals the average of
the grades obtained in the prior grading periods and the current grading
period.

Example: Student's grades are

80-Preim
90-Midterm
85-Final
(80+90+85)3=85
85 is the final grade for the semester
The Department of Education makes use of the averaging grading system. In
the cumulative grading system, the grade of a student in a grading period
equals his current grading period grade which is assumed to have the
cumulative effects of the previous grading periods.

Example:
50-Prelim
90-Midterm Grade
80-Tentative Final Grade

Final
Grade 13 of Midterm
Grade 2/3 of Tentative Final Grade
13 of 90213 of 60-30+53.33-83
CRITERION-REFERENCED GRADING SYSTEM
There is a fixed target and the students must achieve that target in
order to obtain a passing grade in a course regardless of how the
other students in the class perform. For example, in a class of 100
students using the table below, no one might get a grade of
excellent if no one scores 98 above or 85 above depending on the
criterion used. There is no fixed percentage of students who are
expected to get the various grades in the criterion-referenced
grading system
1.0( Excellent) 98-100 or 85-100

1.5 ( Good) 88-97 80-84

2.0 (Fair) 75-87 70-79

3.0 (Poor/Pass) 65-74 60-69

5.0 (Failure) Below 65 or below 60

Criterion-referenced systems are often used in situations where

the teachers are agreed on the meaning of a "standard of
performance" in a subject but the quality of the students is
unknown or uneven where the work involves student
collaboration or teamwork, and where there is no exdermal
driving factor such as needing to systematically reduce a pool of
eligible students
 FOUR QUESTIONS IN GRADING
Marinilla D. Svinicki (2007) of the Center for Teaching Effectiveness of the
University of Texas in Austin poses four intriguing questions relative to
grading.
1. Should grades reffect absolute achievement level or achievement relative
to others in the same class?

2. Should grades reffect achievement only or nonacademic components

such as attitude, speed and diligence?

3. Should grades report status achieved or amount of growth?

4. How can several grades on diverse skills combine to give a single mark?
WHAT SHOULD GO INTO A STUDENT'S GRADE
The grading system an instructor selects reflects his or her educational
philosophy. There are no right or wrong systems, only systems which
accomplish different objectives

1. Should grades reffect absolute achievement level of achievement

relative to others in the same class

This is often referred to as the controversy between nom-

referenced versus criterion-referenced grading
A certain percentage of those at the top receives A's, a specified
percent of the next highest grades receives B's and so on
2. Should grades reflect achievement only or non-academic components
such as attitude, speed and diligence?

It is a very common practice to incorporate such things as

turning in assignments on time into the overall grade in a
course, primarily because the need to motivate students to get
their work done is a real problem for instructors
3. Should grades report status achieved or amount of growth?
This is a particularly difficult question to answer, in many
beginning classes, the background of the students is so varied that
some students can achieve the end objectives with little or no
trouble while others with weak backgrounds will work twice as hard
and still achieve only half as much. This dilemma results from the
same problem as the previous question.
4. How can several grades on diverse skills combine to give a single mark?
The basic answer is that they can't really. The results of instruction are
so varied that the single mark is really a "Rube Goldberg (doing something
by an unnecessarily complicated means what could be done simply) as far as
indicating what a student has achieved. It would be most desirable to be able
to give multiple marks, one for each of the variety of skills which are
learned.
POLICY GUIDELINES ON CLASSROOM ASSESSMENT
FOR THE K TO 12 BASIC EDUCATION, DEPED ORDER
NO. 8, 5. 2015

Below are some of the highlights of the new K to 12 Grading

System which was implemented starting SY 2015-2016. These are
all lifted from DepEd Order No. 8, s. 2015.
WEIGHTS OF THE COMPONENTS FOR THE
DIFFERENT GRADE LEVELS AND SUBJECTS

The student's grade is a function of three components:

1) written work, 2) performance tasks and 3)
quarterly assessment.

Among the three components, performance tasks are

given the largest percentages. This means that the
emphasis on assessment is on application of concepts
leamed
Table 1. Weight of the Components for Grades 1-10
Components Languag AP EsP Scienc Math MAPEH EPP/TLE
e e
Written work 30% 40% 20%

1 to 10 Performance tasks 50% 40% 60%

Quarterly 20% 20% 20%

Assessment
Table 1 presents the weights of the components for the Senior High School subjects
which are grouped into 1) core subjects, 2) all other subjects (applied and
specialization) and work immersion of the academic track, and 3) all other subjects
(applied and specialization) and work immersions/research/exhibit performance. An
analysis of the figures reveals that among the components, performance tasks have
the highest percentage contribution to the grade. This means that DepEd's grading
system consistently puts most emphasis on application of leamed concepts and skills.
 Table 2. Weight of the Components for SHS
Technical-Vocational and
Academic Track Livelihood(TVL)/ sports/ Arts
and Design Track

All other Work immersion/ research/ All other Work

CORE
subjects Business Enterprise Subjects Immersion
Subjects
Simulation/ Exhibit/
Performance

11 Written work 25% 35% 20%

to Performance tasks 50% 40% 60%

12 Quarterly 25% 25% 20%

Assessment
 STEPS IN GRADE COMPUTATION
Based on the same DepEd Order (8, 2. 2015), here are the steps to follow in computing grades.
Table 3.
STEPS EXAMPLE

Learners Raw score Highest Possible Score

Written work 1 18 20
Written work 2 22 25
1. Get the total score for Written work 3 20 20
Written work 4 17 20
each component. Written work 5 23 25
Written work 6 26 30
Written work 7 19 20
TOTAL 145 160

Learners Raw Score Highest Possible Answer

Performance Task1 12 15
Performance task2 13 15
Performance Task 3 19 25
Performance Task 4 15 20
Performance Task 5 16 20
Performance Task 6 25 25
TOTAL 100 120
Learners Raw Score Highest Possible Answer
Quarterly Assessment 40 50
 Percentage Score (PS)x 100%

PS of Written Work is 90.3

2. Divide the total raw score
by the Highest possible score Percentage Score (PS) x 100%
then multiply the quotient by
100%. PS of performance Task is 83.33

Percentage Score (PS)x100%

PS of Quarterly Assessment is 80.00

3. convert Percentage Written Work for English Grade 4 is 30%
Scores to Weighted Weighted Score (WS)=90.63 0.30
Scores. Multiply The The Weighted Score of Written Work in 27.19
percentage Score by the
weight of the component Performance Tasks for English Grade 4 is 50%
Indicated in the Table 1 Weighted Score (WS) 83.33 0.50
and 2 The Weighted Score of Performance Task is 41.67

Quarterly Assessment for English Grade 4 is 20%

Weighted Score (WS) 80.00 0.20
The Weighted Score of Quarterly Assessment is 16

The scores can be found in the sample class record on Table 4

4. Add the Weighted Scores of Component Weighted Score
each component. The result will Written Work=27.19
be the initial Grade Performance Tasks= 41.67
Quarterly Assessment=16.00

Total 54.06
The Initial Grade is 84.06

5. Transmute the Initial Grade The Initial Grade is 84.86

using the Transmutation Table
in Appendix A The Transmuted Grade is 30
The Quarterly Grade in English for the 1 Quarter is 90.

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 MAPEH)
GRADE COMPUTATION
What follows is a description of how grades are computed based on
DepEd Order 8, s. 2015

For Kindergarten
There are no numerical grades in Kindergarten. Descriptions of the
leamers' progress in the various leaming 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.
The average of the Quarterly Grades (QG) produces the Final Grade.
For Grades 1-10
The average of the Quarterly Grades (QG) produces the Final Grade.
Final Grade by Learning Area

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.
General Average

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

LEARNING AREA Quarter Final Grade

1 2 3 4
Filipino 80 89 86 84 85
English 89 90 92 87 90
Mathematics 82 85 83 83 83
Science 86 87 85 84 86
Araling Panlipunan 90 92 91 89 91
Edukasyon sa Pagkakatao 89 93 90 88 90
Edukasyon Pantahanan at Pangkabuhayan 80 81 84 79 81
MAPEH 85 86 85 84 85
General Averange 86
 Subjects Quarter Second
semester
Final
3 4
Table 5. Grade 11, 2 Semester of ABM strand

Core subjects

Reading and Writing Skills 60 63 82

Pagbasa at Pagsusuri ng ibat ibang Teksto 86 85 86

tungo sa Pananaliksik
Statistics and Probability 82 87 85

Physical Science 88 87 88

Physical Education and Health 90 88 89

Applied and Specialized Subjects

Empowerment Technologies: ICT for 80 83 82

Professional Tracks
Business Math 87 86 87

Organization and Management 85 81 83

Fundamentals of Accounting, Business and 84 81 83

Management 1
General Average for the Semester 85
Table 6. Descriptors, Grading Scale, and Remarks
DESCRIPTOR GRADING SCALE REAMARKS
Outstanding 90-100 Passed

Very Satisfactory 85-89 Passed

Satisfactory 80-84 Passed

Fairly Satisfactory 75-79 Passed

Did Not Meer Expectations Below 75 Passed

Using the sample class record in Table 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 85 which is equivalent to Very Satisfactory, LEARNER C received a grade of 71
which mean that the learner Did Not Meet Expectations in the First Quarter of Grade 4 English.
Promotion and Retention at the End of the School Year
These are what DepEd Order 8, 2015 say