WEEK 2

The Teacher’s Role in Assessing Children 2. Facilitator

 When the planning and preparation are finished
 Teaching in a preschool or kindergarten and children arrive for the day, your role shifts to
classroom is challenging. It is physically that of a facilitator. It is your job to make sure
demanding because there is rarely a moment to that every child has the opportunity to
sit down. It is mentally and emotionally experience success and learn according to
demanding because it requires that you be individual needs, styles, and levels of ability.
constantly alert and always searching for ways Move about the classroom and the outdoor area
to extend the children’s discoveries and while the children are playing. Watch, listen, and
enhance their learning. Teaching young children talk with the children during their play.
can be more difficult and demanding than  Ask open-ended questions to help children
teaching older children! It is also tremendously extend their thinking and stretch their
rewarding when you see young children develop vocabulary. Open-ended questions are those
into independent and self-confident thinkers, with many possible answers. Some examples of
doers, and problem-solvers. open-ended questions are:
 The following is a list of roles that teachers of  “What did you notice about the paint at
young children must assume in order to provide the easel today?”
quality learning experiences. By fulfilling these  “What do you think will happen when
roles, you will teach children to think you put the cork in the water?”
independently and creatively, to ask questions  “Tell me about the lemon.”
and look for their own answers through  For additional questioning ideas, see Bloom’s
experimenting and exploring, to become aware Taxonomy on page 23.
of their own uniqueness and to value  While moving about the learning environment,
themselves as worthwhile human beings, and to be alert for special moments of discovery
get along peacefully in the world with others. —“teachable moments”—when a child is on the
brink of learning something new. When this
ROLES OF A TEACHER happens, move closer and help the child take
the new ideas a step or two further. For
1. Planner example, two children have built towers with
 Your first and most important job is to plan and blocks and they notice that one tower is taller
prepare the environment for learning. Because than the other. This is a good time to move in
young children learn through play, it is essential and begin talking with the children about ways in
that you provide the materials and equipment which the towers are the same and ways in
necessary for meaningful play activities that which they are different. Suggest measuring the
support the development of multiple towers and encourage the children to think of
intelligences. The classroom and the outdoor ways to do the measuring.
area must be set up with care so that the They might suggest using a piece of yarn, their
children will find interesting, stimulating, hands, their feet, their shoes, a tape measure, or
meaningful, and challenging things to do in an a yardstick. Encourage children to go from that
atmosphere that is orderly, safe, and has a point to measuring other objects in the room,
sense of purpose. comparing measurements, and “writing” their
 Young children also learn best when they feel results on paper.
emotionally safe and supported. When planning  When you are working with children in this
your classroom, always keep in mind the exploratory way, always remember that their
children’s ethnicities, cultures, languages, and learning will be less meaningful if you give them
differing abilities. Make sure that your the answer or take over the direction of the
environment, including your books, music, activity.
posters, pictures, dolls, dramatic play props,  When you facilitate children’s learning, you are
cooking activities, and the overall tone of your setting things up and providing materials, time,
interactions, reflects a respect and concern for space, and encouragement so that they can find
each child as a unique individual and as a their own answers in their own way and in their
member of a family and a community. own time. That’s what early learning is all about.
 In such a carefully planned learning
environment, children will learn that school is a 3. Observer
happy, safe, and interesting place in which they  The children’s playtime is also a time for you to
can explore, discover, and learn about observe each child carefully. Through careful
themselves and the world around them. With observation of children at work and play you can
this belief system in place they are prepared to begin to see which skills they have mastered
move forward into the more structured world of and which skills need additional reinforcement.
“school” with eager anticipation and ready for Your observations can give your insight into
success. which intelligences are used more than others
 by a particular child. They may also raise your wipe up a spill or help put the blocks back on the
awareness of a child’s cultural, linguistic, or shelf at clean-up time, you are showing by
developmental needs. These observations will example that taking care of the classroom and
help you plan for the next day or week. keeping it neat and orderly are important things
 If, for example, you see that a child has to do. When you’re feeling upset or angry, you
mastered all of the puzzles in the classroom, can teach children how to deal with strong
make a note of that and plan to provide more emotions by expressing your feelings in a
difficult puzzles the next day. If you notice that a socially acceptable way. Modeling is a very
child is calling all of the shapes in the block powerful teaching technique. Its amazing how
center “squares,” make a note of that quickly you will begin hearing your own words
observation and plan to spend more time with and seeing your own actions reflected in the
that child, mentioning the names of shapes that children’s behavior.
are encountered throughout the classroom.
When that child chooses a block activity, you 7. Modeling During Play
might go into the block center and say, “I see  Another way to serve as a model for children is
you’ve used many triangles in your building by entering into their play. The reasons for
today,” as you point to the triangles. If that same entering into their play are to help them get
child chooses to paint circles at the easel, say, started with new or unfamiliar materials or to
“You’re painting a circle.” By casually mentioning help them through difficult social experiences. If,
the names of shapes over a period of days and for example, there is a new game and the
weeks and months of play, the child is likely to children don’t understand how it works, play the
learn the names of shapes easily and naturally. game with the children until they are able to do it
themselves. As soon as you think they can
4. Anecdotal Records handle it without you, move on and encourage
 It is helpful to keep anecdotal records of them to continue independently. If you see that a
observations like those mentioned above. Make child is standing off to the side of the dramatic
a section in a recipe-card file box with each play center, feeling unsure about how to
child’s name on it. Write anecdotal notes and the participate with others, join in the play and
date of the observation on index cards. Be pretend to be a neighbor who has come for tea.
specific. For example, a good notation would be, Sit down at the table and invite the reluctant
“Julia completed a ten-piece puzzle without child to serve you tea. As soon as you see that
assistance.” With this notation, you know that the newcomer has been accepted into the play
Julia needs to be exposed to more difficult environment, step out of the situation and
puzzles, and you can plan to provide those encourage the children’s play to progress.
challenges in the days to come. Vague  KEEP IN MIND: It is important to remember to
comments like, “Julia has good eye-hand enter into the play for only as long as you are
coordination” are less helpful to you when you needed. You are not there to “call the shots” or
are planning new opportunities for the child. File direct the play activity. As soon as you see that
the cards behind the child’s name in the file box. the children are able to take charge, step away
and move on.
5. Portfolio
 Add these observations to a collection of 8. Support System
children’s work, developmental checklists, and  Children need the safety and security of knowing
parent observations and you have a good that you will be there for them when they need
overview of the child’s strengths, needs, and you. There will be times when an adult’s
interests. Many teachers put such collections assistance is truly needed—opening a sticky
together into a box or set of folders called a glue bottle, getting a drippy painting to the drying
“portfolio.” Portfolios are used for assessment rack, getting a CD or computer game started,
and for planning, and they enable the teacher to unfastening tight buttons for a quick trip to the
provide an individually appropriate experience toilet, or providing hugs and comfort for a child
for each child. who has fallen down or bumped an elbow.
 At the same time, you must be constantly alert
6. Model to ways to support the children’s emerging self-
 Social skills such as cooperating, getting along help skills. Encourage children to help each
with others, and communicating effectively to other. For example, if a child asks for help
solve problems can be modeled through actions putting on a paint smock, do not quickly put it on
and words. You will be teaching politeness and for him or her. Instead, encourage the child to try
courtesy when you say “please” and “thank you” it independently. If, after trying alone, the child
to the children and to other adults in the room. still needs help, suggest that he or she ask a
When you look at your lesson plans or read a friend for help. This accomplishes several goals:
note from a parent, you are modeling the  It encourages children to be helpful
importance of reading and writing. When you and nurturing toward one another.
  It frees you from the task of putting has special training in Child Development or
on and taking off smocks throughout Early Childhood Education and is held
the day. accountable for the children’s educational
 Children learn a lot from each other, experiences. Because of this special training
and oftentimes peer instruction is and accountability, it is the teacher’s job to plan
the most effective form of teaching and implement the curriculum, implement
 The same rule applies to all sorts of self-help classroom management techniques, assess
situations, like buttoning and zipping jackets, children’s growth and development, make
wiping up spills, hanging up sweaters, and referrals for special needs, and report progress
putting on shoes. Don’t be too quick to come to to parents. While most teachers welcome
a child’s rescue. Helping too quickly denies suggestions from other caregivers, the final
children the opportunity to learn to solve decision in all matters related to the children’s
problems for themselves. Children who never education lies in the teacher’s hands.
take care of their own needs often feel helpless
and powerless. Build up children’s feelings of 12. Teaching Assistants
self-worth and self-confidence by enabling them  Other caregivers, such as assistants or aides,
to accomplish simple tasks such as buttoning are typically responsible for helping the teacher
their own sweater independently. manage the classroom and implement the
curriculum. Division of specific duties will vary
9. Provide Scaffolding from classroom to classroom and should be
 Another way early childhood teachers support decided upon by each teaching team. Team
children is by providing “scaffolding” for learning. members should sit down together at the
Just as a new building under construction beginning of the school year and talk about how
requires scaffolding to support its progress, they will divide the responsibilities.
young children benefit from having an adult or  Because each teacher has his or her own style,
an older, more experienced child support their it is usually a good idea for an assistant to begin
progress in making sense of the world around the school year by observing the teacher. This
them, helping them accomplish tasks that are will help the assistant get a feel for the teacher’s
too difficult for them to do alone. The primary methods. When the assistant is uncertain about
ingredient in providing scaffolding is you! When something the teacher does or expects, it’s
children are engaged in play throughout the important to ask questions and come to a mutual
room, stay tuned in to their needs. Watch for understanding of what is expected of him/her.
“teachable moments,” and be ready to help
children develop new skills that build on existing 13. Effective Communication
skills. For example, if a child is having difficulty  The adults in the classroom must communicate
working a puzzle, you might sit with the child with each other daily, especially before and after
and talk about the shapes of the pieces, helping school. When the children are in the classroom,
them match curved lines to curved lines and there is no time to engage in lengthy discussions
parts of pictures to related parts. Talk them about teaching practices or philosophies. During
through the activity and support their emerging class time, all members of the teaching team
skills and knowledge. need to devote their full attention to the task at
hand—facilitating the children’s learning.
10. Team Player Therefore, using a notebook system is an
 Whether your title is “teacher,” “assistant,” effective way to communicate with team
“aide,” or “caregiver,” there’s a good chance that members. Write down questions, ideas, and
you will share your classroom with other staff suggestions that come to mind throughout the
members. Many classrooms for young children day. At some point in the day, each team
have at least two adults and often more, member should check the notebook to see if
depending on the number of children. Each staff there are any messages or points for discussion.
member is an important part of the teaching The notebook serves as an ongoing two-way
team. In the early childhood classroom, team communication system.
members should work together very closely,  This is especially important in full-day programs
joining forces to facilitate learning for the that employ different morning and afternoon
children. As with any type of team, each staff. Before the morning staff goes home for the
member has specific responsibilities. It is day, vital information must be communicated to
important that each team member’s the afternoon staff. This is essential for
responsibilities are clearly understood by all so continuity in the child’s day and for smooth
that the classroom can function smoothly and overall operation of the program. In addition to
effectively. the “communications notebook” method, set
aside a block of time once or twice a week for a
11. Teachers team meeting. This special time gives each
 Typically, the teacher is the staff member who team member a chance to share ideas,
 questions, suggestions, and concerns. It’s also a Using what was learned in you use
good time to visit with each other, get to know a new situation ? What would
each other, and build healthy relationships. happen if
?
14. Handling Conflict Children solve problems, What would you use to
 As with every close relationship, conflicts and demonstrate discoveries, ?
misunderstandings will arise from time to time. It and modify and
happens in families, in friendships, in marriages, How would you make
rearrange materials. ?
and in teaching teams. In order to prevent little
problems and misunderstandings from getting What would you need in order to
out of control, each team member must share ?
his or her concerns clearly and directly as soon Analysis How do you know
as possible. Little things left unspoken can Breaking an idea or activity this is a
become big problems! into separate components ? In which group
 Talk things out, face to face, with honesty and does this belong?
mutual respect. When all team members work at Children
Why?
establishing and maintaining a healthy working separate,
Is this a or a
relationship, their effectiveness in the classroom order,
? Why?
is strengthened and the school days are happy, subdivide,
productive times for everyone. estimate,
and
15. Questioner infer.
 Dr. Benjamin Bloom was a noted educator who Synthesis Can you think of a new
contributed greatly to the field, especially in the Combining parts to make a way to
area of cognitive development. He created a whole ? Draw a picture about
system to categorize thinking skills, known as .
Bloom’s Taxonomy. As you ask children open- Children combine, create, Tell me a story about
ended questions to extend their learning, ask design, compose, .
questions from each category. You might even construct, and How could you make
find it helpful to post a copy of the taxonomy at rearrange. ?
several of the learning centers to serve as a Pretend that you are a
reminder. .

Bloom’ s taxonomy Evaluation Which do you like best? Why?

Making value judgments What do you like about
Category Sample Questions
? Why?
Knowledge What is the
name of Children criticize, compare, What don’t you like about
Recalling bits of justify, conclude,
? Where is ? Why?
information discriminate, and
the What is the best thing about
support. ? Why?
Children What different kinds of
identify, name, are there? What What is the worst thing about
define, happened first? Next? ? Why?
describe, Last?
match, and WEEK 3
select. Classroom Assessment in the K to 12 Basic Education
Comprehension How are Program
Understanding the
meaning of the experience and DepEd Order No. 8 s. 2015
Policy Guidelines on Classroom Assessment for the
alike? How are they K to 12 Basic Education Program
different?
Why do you think
Children
explain,
happened?
classify,
summarize, What might have caused
predict ?
outcomes, and
sort objects.
Tell me about .
Application How else could
 1. These cover a specified scope of sequential
topics within each learning strand, domain,
theme or component.
2. They answer the question “What should
learners know?”
Performance Standards
1. These describe the abilities and skills that
learners are expected to demonstrate in relation
to the content standards and integration of 21st-
century skills.
2. They answer the following questions:
i. What can learners do with what they
know?
ii. How well must learners do their work?
iii. How well do learners use their
learning or understanding in different
situations?
Theoretical Basis iv. How do learners apply their learning
Zone of Proximal Development (Vygotsky, 1978) or understanding in real-life contexts?
1. Appropriate assessment is committed to v. What tools and measures should the
a. ensuring learners’ success to move from learners use to demonstrate?
guided to independent display of knowledge, Learning Competencies
understanding, and skills Learning competencies refer to the knowledge,
b. enabling learners to transfer knowledge, understanding, skills and attitudes that learners
understanding and skills successfully in future need to demonstrate in every lesson and/or
situations learning activity.
2. Assessment facilitates the development of
learners’ higher order thinking and 21st-century skills.
 To align the assessment process with the K to
Assessment in the K to 12 Basic Education Program 12 curriculum, the adapted Cognitive Process
recognizes: Dimensions may be used as a guide in the
1. Diversity of learners inside the classroom formulation of assessment tasks and activities.
2. The need for multiple ways of measuring their Remembering The learner can recall
varying abilities and learning potentials information and retrieve
3. The role of learners as co-participants in the relevant knowledge from
assessment process long-term
memory: identify,
What is Classroom Assessment? retrieve, recognize,
1. Assessment is a joint process that involves duplicate, list,
both memorize, repeat,
2. It should be in unity with instruction. reproduce
3. It is used to track learner progress in relation Understanding The learner can
to learning standards and development of 21st- construct meaning from
century skills. oral, written and graphic
4. It provides bases for the profiling of student messages: interpret,
performance on the learning competencies and exemplify, classify,
standards of the curriculum. summarize, infer,
5. It promotes self-reflection and personal compare, explain,
accountability among students about their own paraphrase, discuss
learning. The learner can use
6. Classroom assessment is a process of Applying information to undertake
identifying, gathering, organizing and a procedure in familiar
interpreting quantitative and qualitative situations or in a new
information about what learners know and can way: execute,
do. implement,
7. Classroom assessment methods should be demonstrate, dramatize,
consistent with curriculum standards. interpret, solve, use,
8. It measures achievement of competencies by illustrate,
the learners. convert, discover
The learner can
What is assessed in the classroom? Analyzing distinguish between
Content Standards parts and determine
 how they relate to one 1. Know what s/he 1. Get information
another, and to the knows about the about what the learner
overall structure and topic/lesson already knows and can
purpose: differentiate, 3.Identify ideas or do about the new lesson
distinguish, compare, concepts s/he
contrast, organize, misunderstands
outline, attribute, 2.Understand the 2. Share learning
deconstruct purpose of the lesson intentions and success
Evaluating The learner can make and how to do well in the criteria to the learners
judgments and justify lesson
decisions: coordinate, 3.Identify ideas or 3. Determine
measure, detect, concepts s/he misconceptions
defend, judge, argue, misunderstands
debate, critique, 4.Identify barriers to 4. Identify what
appraise, evaluate learning hinders learning
The learner can put 2. during the lesson
Creating elements together to For the Learner For the Teacher
form a functional whole, 1.Identify one’s strengths 1. Provide immediate
create a new and weaknesses feedback to learners
product or point of view: 2. Identify barriers to 2. Identify what hinders
generate, hypothesize, learning learning
plan, design, develop, 3. Identify factors that 3.Identify what facilitates
produce, construct, help him/her learn learning
formulate, assemble, 4. Know what s/he knows 4. Identify learning gaps
design, devise and does not know 5.Track learner progress
Monitor his/her own in comparison to
What is the connection between and among progress formative assessment
Curriculum Standards, Cognitive Process results prior to the lesson
Dimensions and KPUP? proper
6. To make decisions on
whether to proceed with
the next lesson, re-teach,
or provide for corrective
measures or
reinforcements

How are learners assessed in the classroom? 3. after the lesson

Formative Assessment For the Learner For the Teacher
1. According to the UNESCO Program on
1. Tell and recognize 1. Assess whether
Teaching and Learning for a Sustainable Future
whether s/he met learning objectives have
(UNESCO-TLSF):
learning objectives and been met for a specified
a. Formative assessment refers to
success criteria duration
ongoing forms of assessment closely
2.Seek support through 2. Remediate and/or
linked to the learning process.
remediation, enrichment, enrich with appropriate
b. It is informal.
or other strategies strategies as needed
2. It provides immediate feedback to both
3. Evaluate whether
learner and teacher.
learning intentions
3. It helps prepare learners for summative
and success criteria have
assessments.
been met
4. It is recorded but not included as basis for
grading.
Summative Assessment
When Formative Assessment may be conducted:
1. Summative Assessment may be seen as
 Lesson
assessment of learning which occurs at the end
 before the lesson of a particular unit.
 during the lesson 2. It usually occurs towards the end of a period
 after the lesson of learning in order to describe the standard
Purposes of Formative Assessment reached by the learner.
1. before the lesson 3. Judgements derived from summative
For the Learner For the Teacher
 assessment are usually for the benefit of people 8 s. 2015.
other than the learner (UNESCO-TLSF). How are grades computed at the end of the School
4. Results of summative assessment are Year?
recorded and are included in the computation of Kindergarten Checklists, anecdotal records
the final grade. and portfolios are presented to
Components of Summative Assessment the parents at the end of each
1. Written Work quarter for discussion.
 Ensures that students are able to express Grades 1 to 10 1. The average of the Quarterly
learned skills and concepts in written form. Grades produces the Final
 May include essays, written report, long quizzes Grade.
and other written output 2. The General Average is
2. Performance Tasks computed by dividing the sum of
 Allows learners to show what they know and are all final grades by the total
able to do in diverse ways number of learning areas. Each
 Learners may create or innovate products or do learning area has equal weight.
performance-based tasks
 Written output may also be considered as Grades 11 to 12 1. The average of the Quarterly
performance tasks Grades produces the Semestral
3. Quarterly Assessment Final Grade.
 Measures student learning at the end of the 2. The General Average is
quarter computed by dividing the sum of
 This may be in the form of objective tests, all Semestral Final Grades by
performance-based assessment or a the total number of learning
combination thereof. areas.
Can also be in:
1. Individual Assessment How is the learner’s progress reported?
2. Collaborative Assessment  The summary of learner progress is shown
quarterly to parents and guardians through a
What is the Grading System? parent-teacher conference, in which the report
Kindergarten Checklists, anecdotal records and card is discussed.
portfolios are used instead of Descriptor Grading Scale
numerical grades which are Outstanding 90-100
based on the Kindergarten Very Satisfactory 85-89
curriculum guide. Satisfactory 80-84
Grades 1 to 12 1. Learners are graded on three Fairly Satisfactory 75-79
components every quarter: Did Not Meet Expectations Below 75
Written Work, Performance Tasks
and Quarterly Assessment. How are learners promoted and retained at the end
2. These components are given of the School Year?
specific weights which vary. For Grades 1 to 3 Learners:
3. All grades will be based on Requirements Decision
weighted raw score of the Final Grade of at least 75 Promoted to the next
learner’s summative assessments in all learning areas grade level
4. The minimum grade needed to
Did Not Meet Must pass remedial
pass a specific learning area is 60
Expectations in not more classes for learning areas
which is then transmuted to 75 in
than two learning areas with failing mark to be
the report card.
promoted to the next
grade level. Otherwise
How is learner progress recorded and computed?
the learner is retained in
Step 1: Add the grades from all learner’s work. This will
the same
result in the total score for each component.
Grade level.
Step 2: Divide the total raw score by the highest possible
Did Not Meet Retained in the same
score then multiply the quotient by 100%. This will result
Expectations in three or grade level
in a Percentage Score.
more learning
Step 3: Convert Percentage Scores to Weighted Score.
areas
Multiply the Percentage Score by the weight of
the component indicated in Tables 4 and 5 of the For Grades 4 to 10 Learners:
Classroom Assessment Policy. Requirements Decision
Step 4: Add the Weighted Scores of each component. Final Grade of at least 75 Promoted to the next
The result will be the Initial Grade. in all learning areas grade level
Step 5: Transmute the Initial Grade using the given
Transmutation Table in Appendix B of DepEd Order No. Did Not Meet Must pass remedial
 Expectations in not more classes for learning areas level
than two learning areas with failing mark to be  Grades 11 to 12 - Student needs to retake the
promoted to the next subject.
grade level. Otherwise  Grades 11 to 12 (for subjects that are pre-
the learner is retained in requisites for other subjects) - Student will not
the same be allowed to enroll in the higher level learning
Grade level. area
Did Not Meet Retained in the same
Expectations in three or grade level How are the Core Values of the Filipino child
more learning reflected in the Report Card?
areas 1. Maka-Diyos
Must pass all learning 1. Earn the Elementary 2. Makakalikasan
areas in the Elementary Certificate 3. Makatao
2. Promoted to Junior 4. Makabansa
High School
Must pass all learning 1. Earn the Junior High 1. Development of learners’ cognitive competencies and
areas in the Junior High School skills must be complemented by the formation of their
School Certificate values and attitudes anchored on the Vision, Mission
2. Promoted to Senior and Core Values of the Department of Education
High School (DepEd Order No. 36, s. 2013).
2. Core Values have been translated into behavior
statements and indicators have been formulated for
For Grades 11 to 12 Learners: each behavior statement.
Requirements Decision 3. Non-DepEd schools may modify or adapt these
Final Grade of at least 75 Can proceed to the next guidelines as appropriate to the Philosophy, Vision,
in all learning areas in a semester Mission and Core Values of their schools.
semester 4. Schools may craft additional indicators for the
Did not Meet Must pass remedial behavior statements.
Expectations in a classes for failed 5. Schools must ensure that these are child-centered,
prerequisite subject in a competencies in the gender-fair, and age- and culture-appropriate.
learning area subject before being 6. A non-numerical rating scale will be used to report on
allowed to enroll in the learners’ behavior demonstrating the Core Values.
higher- 7. The Class Adviser and other teachers shall agree on
level subject how to conduct these observations and discuss how
Did Not Meet Must pass remedial each child will be rated.
Expectations in any classes for failed
subject or learning area competencies in the How is attendance reported?
at the end of the subjects or learning areas 1. Learners’ attendance shall be recorded by
semester to be allowed to enroll in teachers daily.
the next semester. 2. The attendance is reflected in the report card
Otherwise the learner at the end of each quarter.
must retake the subjects 3. Incurred absences of more than 20% of the
failed. prescribed number of class or laboratory periods
during the school year or semester will result in
Must pass all subjects or Earn the Senior High
a failing grade.
learning areas in Senior School Certificate
4. Exemptions may be given by the school head
High School
should a learner have reasons considered valid
by the school.
1. Summative Assessments are also given during
5. When absences cannot be avoided, the
remedial classes. These are computed, weighted
school must give the learner alternative methods
and transmuted in the same way as the Quarterly Grade.
and materials that correspond to the
2. The equivalent of the Final Grade for remedial classes
topics/competencies that were or will be missed.
is the Remedial Class Mark.
3. The Final Grade at the end of the School Year and the
Remedial Class Mark are averaged.
4. If the Recomputed Final Grade is 75 or better:
 Grades 1 to 10 - Student is promoted to next
grade level
 Grades 11 to 12 (for subjects that are pre-
requisites for other subjects) - Student is able to
enroll in the higher level learning area
5. If the Recomputed Final Grade is below 75:
 Grades 1 to 10 - Student is retained in the grade