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Department of Cbutation

0 1 2015
DepEd O RD E R
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

Basic 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 is 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

Guidelines on Classroom Assessment for the K to 12
Basic 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sooner repealed, amended, or rescinded.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inconsistent with this Order are rescinded.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. LUI

TRO FSC
Secretary

DepEd Complex, Meralco Avenue, Pasig City 1600633-7208/633-7228/632-1361 636-4876/637-

6209 www.deped.gov.ph
Encl.:
As stated
Reference:
DepEd Order No. 73, s. 2012
To be indicated in the Perpetual Index
under the following subjects:
ASSESSMENT
ELEMENTARY EDUCATION
POLICY
PROGRAM
SCHOOLS SECONDARY
EDUCATION
TEACHERS
(EncloEsurc to DepEd Order No. 8, s. 2015)

POLICY GUIDELINES ON CLASSROOM ASSESSMENT FOR THE K TO 12

BASIC EDUCATION PROGRAM (BEP)

1.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 21 st-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.

Il. 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

Page 1 of 33
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.
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.

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 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

learning, 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 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.

Ill. 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 21 st-century skills. The integration of Imowledge, 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:

Page 3 of 33
 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

C. Learning Competencies refer to the knowledge, understanding, skills, and

attitudes that students need to demonstrate in every lesson and/or learning
activity.

D. 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.
Table 1. Adapted Cognitive Process Dimensions*
Cognitive Process
Dimensions Descriptors

e learner can recall information and retrieve relevant owledge

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

Page 4 of 33
*Adapted from Table 5.1 "The Cognitive Process Dimensions" (Anderson and Krathwohl 2001, pp. 67—68)

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 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

Page 5 of 33
 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.
Table 2. Purposes of Formative Assessment
Parts of se of
Assessment Methods
the
Lesson For the Learner For Gie Teacher
1. Know what s/he 1. Get information 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 2. lesson checklists of
to do well in the Share learning skills (relevant
lesson intentions and to the topic in a
Before 3. Identify ideas or learning area)
Lesson 3. success criteria 5. KWL activities
concepts s/he to the learners
misunderstands 4. Determine (what I know,
what I want to
4. Identify barriers misconceptions know, what I
to learning Identify what learned)
hinders learning 6. Open-ended
questions
7. Practice
exercises

Page 6 of 33
 1. Identify 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
learning 3. Identify what performance
facilitates learning tasks (simple
3. Identify factors 4. Identify learning activities that
that help him/her gaps can be drawn
learn 5. Track learner from a specific
4. Know what s/he progress in topic or lesson)
Lesson knows and does not comparison to 4. Quizzes
Proper know formative (recorded but
assessment results not graded) 5.
5. Monitor his/her own prior to the lesson Recitations
progress
6. proper 6. Simulation
To make decisions activities
on whether to
proceed with the
next lesson, reteach,
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 for a
specified duration 3. Games
and success
criteria 2. Remediate and/ or 4. Performance
After enrich with tasks that
Lesson 2. Seek support emanate from
appropriate
through the lesson
strategies as objectives
remediation, needed
enrichment, or 5. Practice
3. Evaluate whether
other strate •es
ose of
Assessment
For@e er For the Teacher Method
learning intentions exercises
and success criteria 6. Short quizzes
7. Written work
have been met
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

Page 7 of 33
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
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.

C. 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

Page 8 of 33
 Components Purpose When Given

Written Work Assess learners' understanding of

1. concepts and application of skills in At end of
the topic or
2. written form Prepare learners for unit
quarterly assessments
1. Involve students in the learning process At end of a
individually or in collaboration with lesson focusing
tearnmates over a period of time on a topic/ skill

2. Give students opportunities to lesson

demonstrate and integrate their
knowledge, understanding, and skills Several
about topics or lessons learned in a times during
specific real-life situation by performing the quarter
Performance and/or producing evidence of their
Tasks (PT) learning
3.
Give students the freedom to express
4. their learning in appropriate and diverse
ways Encourage student inquiry,
integration of knowledge, understanding,
and skills in various contexts beyond the
assessment period
Quarterly Once, at end
Assessment (QA)
Synthesize all the learning skills, concepts,
of the
and alues learned in an entire quarter
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.
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.

Page 9 of 33
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.
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 Learner's total x 100%

(PS) raw score
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.

Page 10 of 33
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

EPP/
Components Languages AP ESP Science Math
TLD
ritten
30% 20%
Work
erformanc
1 to 10 e asks
50% 60%
Quarterly
ssessment 20%
The grading system for Senior High School (SHS)
follows a different set of weights for each
component. Table 5 presents the weights for the core
and track subjects.
Table 5. Weight of the Components for SHS
Technical-Vocational and
Liveåihood
Academic Track Sports/ Arts an es TracÉ

Work
Immersion/
Core Subjects Research/ Work
All Business Immergiop/
All other
other Enterprise 'Research/
subjects Exhibit(
subjects Simulation/
Exhibit/ Performapce
Performance
ritten Work 25% 25% 35% 20%
11 Performance 45%
to 50%
asks
12 Quarterly
ssessment 25% 25%
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).

Page 11 of 33
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 12 of 33
Table 7. Steps for Computing Grades
EXAMPLE
1. Learner's Raw Highest Possible
Score Score
18 20
22 25
Written Work 1 20 20
Written Work 2 17 20
Written Work 3 23 25
Written Work 4 26 30
Written Work 5 19
Written Work 6 20
Written Work 7
145 160
Get the total TOTAL Learner's Raw
score for each Highest Possible
Score Score
component. 12
15
Performance Task 1 13
Performance Task2 15
19
Performance Task3 25
Performance Task4 15
20
Performance Task5 16
20
Performance Task6 25
25
TOTAL 100 120
Learner's Raw
Score
Highest Possible
Quarterly 40 Score
Assessment 50
2. Divide the
total raw score
by the highest 160
possible score Percentage Score (PS)=1000//0
then multiply
the quotient PS of Written Work is 90.63.
by 100%.
Percentage Score (PS) = x 100%

120
PS of Performance Task is 83.33.

Percentage x

50

Page 14 of 33
 PS of Quarterly Assessment is 80.00.

3. Convert Written Work for English Grade 4 is 30%

Percentage Weighted Score 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%.
Weighted Score 83.33 x 0.50
Multiply the
Percentage The Weighted Score of Performance Task is 41.67.
Score by the Quarterly Assessment for English Grade 4 is 20%.
weight of the Weighted Score 80.00 x 0.20
component The Weighted Score of Quarterly Assessment is 16.
indicated in (The scores can be found in the sample class record on Table 6.)
Table 4 and
Table 5.
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 Re ort 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.

Page 15 of 33
For Grades 1—10
The average of the Quarterly Grades (QG) produces the Final Grade.
Final 1 st-quarter grade + 2nd-quarter grade + 3rd-quarter grade + 4th-quarter
Grade by grade
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.
General Sum of Final Grades of All Learning Areas
Average Total number of Learning Areas in a grade level

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

Table 8. Final Grades and General Average

Quarter
arning Area pa Fad?

Filipino 80 89 86 84 85
nglish 89 90 92 87 90
Mathematics 82 85 83 83 83
Science 86 87 85 84 86
aling Panlipunan 90 92 91 89 91
Edukasyon sa
Pagpapakatao 89 93 90 88 90
Edukasyong
Pantahanan at 80 81 79 81
angkabuhayan
MAPEH 85 86 85 84 85
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.
Table 9. Grade 11, 2nd Semester of ABM strand
Quartetilcv Second
Semester
Subjects
.59,
3 4 Final Grade

Page 16 of 33
Core Subjects

Reading and Writing Skills 80 83 82

Pagbasa at Pagsusuri ng Iba't
Ibang Teksto tungo sa 86 85 86
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 Professional Tracks
80 83 82
Business Math 87 86 87
Organization and Management 85 81 83
Fundamentals of Accounting,
Business and Management 1
84 81 83
General Average for the
85
Semester
C. 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

DESCRiPTOR G ING SCALE MARKS
Outstanding 90-100 Passed

Very Satisfactory 85-89 Passed

Satisfactory 80—84 Passed

Fairly Satisfactory 75-79 Passed

Did Not Meet

Below 75 Failed
Expectations
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

Page 17 of 33
equivalent to Very Satisfactory. LEARNER C received a grade of 71, which means
that the learner Did Not Meet Expectations in the First Quarter of Grade 4 English.
When a learner's raw scores are consistently below expectations in Written
Work and Performance Tasks, the learner's parents or guardians must be
informed not later than the fifth week of that quarter. This will enable them to
help and guide their child to improve and prepare for the Quarterly Assessment.
A learner who receives a grade below 75 in any subject in a quarter must be
given intervention through remediation and extra lessons from the teacher/ s of
that subject.

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 1 1 specifies the guidelines to be
followed for learner promotion and retention.

Table 11. Learner Promotion and Retention

1. Final Grade of at least 75 in all Promoted to the next grade

learning areas level
Must pass remedial
classes for learning areas
For Grades with failing mark to be
1 to 3 2. Did Not Meet Expectations in not
promoted to the next
Learners more than two learning areas
grade level. 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
1. Final Grade of at least 75 in all Promoted to the next grade
learning areas level
Must pass remedial classes
For Grades
for learning areas with
4 to 10
2. Did Not Meet Expectations in not failing mark to be
Learners
more than two learning areas promoted to the next grade
level. Otherwise the
learner is retained in the

Page 18 of 33
 same grade level.
3. Did Not Meet Expectations in three Retained in the same grade
or more learning areas level

1. 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 in a learning the subject before being
area allowed to enroll in the
higher-level subject
For Grades Must pass remedial classes
11 to 12 for failed competencies in
Learners 3. Did Not Meet Expectations in the subjects or learning
any subject or learning area at areas to be allowed to enroll
the end of the semester in the next semester.
Otherwise the learner must
retake the subjects failed.

4. Must pass all subjects or learning Earn 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.

Page 19 of 33
For Grade 1 1—12, learners who fail a unit/ set of competencies must be
immediately given remedial classes. They should pass the summative
assessments during remediation to avoid a failing grade in a learning area/
subject. This will prevent students from having back subjects in Senior High
School (SHS). However, if the learner still fails remedial classes, s/he must
retake the subject/ s failed during the summer or as a back subject. Guidance
teachers/career advocates must provide support to the SHS student for his/her
choices in SHS tracks.
Summative Assessments are also given during remedial classes. These are recorded,
computed, weighted, and transmuted in the same way as the Quarterly Grade. The
equivalent of the Final Grade for remedial classes is the Remedial Class Mark (RCM).
The Final Grade at the end of the school year and the Remedial Class Mark are
averaged. This results in the Recomputed Final Grade. If the Recomputed Final Grade
is 75 or higher, the student is promoted to the next grade level. However, students will
be retained in the grade level if their Recomputed Final Grade is below 75.

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

Figure 1. Sample Certificate of Recomputed Final Grade

Certificate of Recomputed Final Grade

Name of student:
Grade level:
School Year:

Prepared by: Date:

Remedial Class Teacher

Noted by: Date:

School Principal

Received by: Date:

Division Office

Page 20 of 33
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.
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 21stcentury

skills. The development of learners' cognitive competencies and skills must be
complemented by the formation of their values and attitudes anchored on the Vision,
Mission, and Core Values of the Department of Education (DepEd Order No. 36,
s.2013) as shown on the next page. Non-DepEd schools may modify or adapt these
guidelines as appropriate to the philosophy, vision, mission, and core values of their
schools.
VISION
We dream of Filipinos who passionately love their country and whose values
and competencies enable them to realize their full potential and contribute
meaningfully to building the nation.

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

continuously improves itself to better serve its stakeholders.
MISSION
To protect and promote the right of every Filipino to quality, equitable,
culturebased, and complete basic education where:
Students learn in a child-friendly, gender-sensitive, safe, and motivating
environment

Teachers facilitate learning and constantly nurture every learner

Administrators and staff, as stewards of the institution, ensure an enabling

and supportive environment for effective learning to 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.
Table 12. Descriptors and Indicators of Observed Values

Page 21 of 33
Core Values Behavior
Statements
1. Engages oneself in worthwhile
spiritual activities Respects
xpresses one's sacred places
spiritual beliefs while 2. Respects religious beliefs of others
especting the spiritual 3. Demonstrates curiosity and willingness
eliefs of others 4.
to learn about other ways to express
spiritual life
Shows adherence to 1. Tells the truth
Maka-Diyos ethical principles by 2. Returns borrowed things in good
pholding truth condition
Demonstrates intellectual honesty
Expects honesty from others
5. Aspires to be fair and kind to all
6. Identifies personal biases
7. Recognizes and respects one's
feelings and those of others
s sensitive to 1. Shows respect for all
•ndividual, social, and 2. Waits for one's turn
cultural differences 3. Takes good care of borrowed things
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
Makatao different economic, social, and cultural
backgrounds
1. Cooperates during activities
2. Recognizes and accepts the
contribution of others toward a goal
Considers diverse views
Demonstrates 3.
Communicates respectfully
ontributions toward
5. Accepts defeat and celebrates others'
solidarity success
6. Enables others to succeed
7. Speaks out against and prevents
bullying
Core Values Behavior Indicators
Statements

Page 22 of 33
 Makakalikasan 1. Shows a caring attitude toward the
environment
2. Practices waste management
Cares for the
3. Conserves energ,' and
nvironment and tilizes
resources sely, resources Takes care of school
materials, facilities, and
judiciously, and 5.
equipment
conomically
Keeps work area in order during and
after work
Keeps one's work neat and orderly
1. 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
Makabansa rules of the school, community, and
country
Enables others to develop interest and
pride in being a Filipino
emonstrates 1. Manages time and personal resources
appropriate behavior efficiently and effectively
in carrying out Perseveres to achieve goals despite
difficult circumstances
activities the school,
3. Conducts oneself appropriately in
ommunity, and
various situations
country
Schools may craft additional indicators for the behavior statements. Schools
must ensure that these are child-centered, gender-fair, and age- and culture-
appropriate. To support the development of these Core Values, schools must
make sure that their homeroom guidance program promotes them. Additional
opportunities may be integrated into class discussions in all learning areas.

A non-numerical rating scale will be used to report on learners' behavior

demonstrating the Core Values. The Class Adviser and other teachers shall
agree on how to conduct these observations. They will also discuss how each
child will be rated. Table 13 presents the marks that must be used.

Table 13. Marking for the Observed Values

Marking Non-Numerical Rating

AO ways Observed
so Sometimes Observed

Page 23 of 33
 RO arely Observed
NO Not Observed
Learners who demonstrate behaviors that are not consistent with or do not reflect the
core values may need additional psychosocial support from the school. The class
adviser should discuss these observations with the parents/ guardians to promote the
child's affective development. Further probing may be needed to better understand the
learner's situation and context.

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

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 21 21 22 21 21 20 11 21 21 18 197
present

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

Page 24 of 33
to the topics/competencies that were or will be missed. These include modules
and materials for the Alternative Delivery Mode, and/or Alternative Learning
System as well as those that are found on the Learning Resources Management
and Development System (LRMDS). When students successfully accomplish
the learning activities through these materials, they shall be exempted.
However, the report card should still reflect the number of absences. Parents of
learners who are accumulating many absences must be immediately informed
through a meeting to discuss how to prevent further absences.

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

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=5#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 25 of 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.

Learnin Areas Written Work Performance Tasks

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/ reflection 7. Portfolios

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. Sto ellin readin
Math A. Unit/ Chapter Tests A. Products
B. Written output 1. Diagrams

1. Data recording 2. Mathematical Investigatory

projects
and analyses 3. Models/ making models of
2. Geometric and geometric figures
statistical 4. Number representations
analyses
B. Performance-based tasks
3. Graphs, charts, or maps 1. Constructing graphs from survey
4. Problem sets conducted

5. Surveys 2. Multimedia presentation

3. Outdoor math
4. Probability experiments
5. Problem-posing

Appendix A — Page 26 of 33
Appendix A
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 construction
2. Data recording
and anal ses 3. Proto e buildin

Learnin Areas Written Work Performance Tasks

3. Laboratory reports B. 4. Research papers

and
documentations Performance-based tasks
4. Reaction/ 1. Debates
reflection papers 2. Designing and
5. Surveys
implementation of action
plans
3. Designing various models
4. Doing scientific
investigations
5. Issue-awareness campaigns
6. Laboratory activity
7. Multimedia presentations
8. Simulation
9. Skills demonstration
10. Verification ex eriments
Araling A. Unit/ Chapter Tests A. Products
1. Collages and diorama making
Panlipunan (AP) B. Written output 2. Leaflet, poster, and slogan making
1. Concept maps and 3. Map construction
organizers 4. Research work
2. Essays 5. Timelines
3. Journals Performance-based tasks
4. News writing B. 1. Community involvement
5. News/ article 2. Debate
reviews
3. Interviews
6. Reaction/ 4. Issue-awareness campaigns
reflection papers
5. News reporting
6. Presentations and multimedia presentations

Appendix A — Page 27 of 33
Appendix A
7. Role plays
8. Simulations
A. Unit/ Chapter Tests A. Products
B. Written output 1. Argument analyses
2. Expressing their feelings and
1. Essays ideas through art activities
2. Journal writing 3. Journal responses
3. Journal/ article 4. Letter writing
reviews 5. Song and poem writing
Edukasyon sa 4. Reaction/ B. Performance-based tasks
Pagpapakatao reflection papers 1. Issue awareness campaigns
(ESP) 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 anal sis Pa susuri

Learnin Areas -Written Work Performance Tasks

n sitwas on

A. Unit/ Chapter Tests A. Products

B. Written output 1. Creating simple musical
1. Essays arrangement
2. Reaction/ reflection 2. Musical analysis/ song analysis
papers
3. Research paper 3. Musical research
Music 4. Writing program notes

B. Performance-based tasks 1.
Multimedia presentations
2. Musical presentation
3. Skills demonstration (singing, la •n
musical instruments

Appendix A — Page 28 of 33
Appendix A
A. Unit/ Chapter Tests A. Products
B. Written output 1. Art criticism and
1. Essays appreciation compilations
2. Reaction/
reflection papers 2. Art exhibit
3. Research paper 3. Art projects
4. portfolio

Arts B. Performance-based tasks

1. Art production
2. Multimedia presentations
3. Portfolio
4. Skills demonstration
(drawing, coloring, painting)
5. Stage/ bulletin board
roduction
A. Unit/ Chapter Tests A. Products
B. Written output 1. Article/journal review
1. Essays 2. Personal fitness and health logs
2. Reaction/ 3. Portfolio
reflection papers
3. Research paper B. Performance-based tasks
Physical
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
2. Personal fitness and health logs
1. Essays 3. Portfolio
2. Journal/ article
Health B. Performance-based tasks
review
1. Debates
3. Reaction/
reflection papers
4. Research a er

Learnin Written Performance Tasks

Areas Work
5. Journal 2. Design and implementation
writing of fitness and health program

Appendix A — Page 29 of 33
Appendix A
3. Issue-awareness campaigns
4. Role la s
A. Unit/ Chapter A. Products
1. Technical drawing output
Tests
2. Prototype building
B. Written output
3. Products/ projects using
1. Essays locally available
2. Diagrams, materials
Edukasyong
charts, and
Pantahanan at models B. Performance-based tasks
Pangkabuhayan/ 3. Work designs and 1. Skills demonstration
Techn010U and plans
Livelihood 2. Skills application
Education 3. Laboratory exercises
4. Oral tests
5. Design, creation, and
layout of outputs/
diagnose and re air e ui
ment

Appendix A — Page 30 of 33
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 a.Transmuted Grade

100 .100
98.40 _ 99.99 99 66.40 67.99 79
96.80 - 98.39 98 64.80 66.39 78
95.20 - 96.79 97 63.20 64.79 77
93.60 - 95.19 96 61.60 63.19 76
92.00 - 93.59 95 60.00 61.59 75
90.40 - 91.99 94 56.00 59.99 74
88.80 - 90.39 93 52.00 55.99 73
87.20 - 88.79 48.00 51.99 72
85.60 - 87.19 91 44.00 47.99
84.00 - 85.59 90 40.00 43.99 70
82.40 - 83.99 89 36.00 39.99 69
80.80 - 82.39 88 32.00 35.99 68
79.20 - 80.79 87 28.00 31.99 67
77.60- 79.19 86 24.00 27.99 66
76.00 - 77.59 85 20.00 23.99 65
74.40
75.99 16.00 19.99 64
—
72.80 - 74.39 83 12.00 15.99 63
71.20- 72.79 82 8.00 11.99 62
69.60 - 71.19 81 4.00 7.99 61
Appendix -Page 31 of 33
Appendix

68.00 - 69.59 80 3.99 60

B

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