Assessment For K To 12
Assessment For K To 12
Assessment For K To 12
DepEd ORDER
No. 8, s. 2015
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.
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.
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unless sooner repealed, amended, or rescinded.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that are inconsistent with this Order are rescinded.
2
I. Theoretical Basis
Classroom Assessment is a joint process that involves both teachers and learners. It
is an integral part of teaching and learning. Teachers provide appropriate
assessment when they aim to holistically measure learners’ current and developing
abilities while enabling them to take responsibility in the process. This view
recognizes the diversity of learners inside the classroom, the need for multiple ways
of measuring their varying abilities and learning potentials, and the role of learners
as c0-participants in the assessment process.
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 process. Classroom assessment also measures the achievement of
competencies by the learners.
There are two types of classroom assessment, namely, formative and summative.
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 learner’s progress,
strengths, weaknesses, and needs. The result of formative assessments will help teachers
make good instructional decisions so that their lessons are better suited to the learner’s
abilities. It is important for teachers to record formative assessment by documenting and
tracking learners’ progress using systematic ways that can easily provide insight into a
student’s learning. Such monitoring will allow teachers to understand their students and
thus teach them better. Formative assessment results, however, are not included in the
computation of summative assessment.
Formative assessment must also provide students with immediate feedback on how well
they are learning throughout the teaching-learning process. Recommendations on how
they can improve themselves should also be given by the teachers. Formative assessment
enables students to take responsibility for their own learning, and identify areas where
they do well and where they need help. As a result, students will appreciate and make their
own decisions about their progress.
4
Summative assessment measures whether learners have met the content and performance
standards. Teachers must use methods to measure students 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
principal/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.
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 21st century
skills. The integration of knowledge, understanding, skills is expressed through
creation, innovation, and adding value of products/ performance during
independent work or in collaboration with others.
Performance standards answer the following questions:
1. “What can learners do with what they know?”
2. “How well must learners do their work?”
3. “How well do learners use their learning or understanding in different
situations?”
4. “How do learners apply their learning or understanding in real-life contexts?”
5. “What tools and measures should learners use to demonstrate what they know?”
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.
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.
6
Learners are assessed in the classroom through various processes and measures
appropriate to and congruent with learning competencies defined in the K to 12
curriculums. 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.
Students who require remediation and or/ enrichment should be helped by the teacher
using appropriate teaching strategies.
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.
Teacher should keep a record of formative assessment results to study the patterns of
learning demonstrated by students. However, this should not be used as bases for grading.
Summative Assessment
This form of assessment measures the different ways learners use and apply all relevant
knowledge, understanding, and skills. It must be spaced properly over the quarter. It is
usually conducted after a unit of work and/or at the end of an entire quarter to determine
how well learners can demonstrate content knowledge and competencies articulated in the
learning standards. Learners synthesize their knowledge, understanding, and skills during
summative assessments. The results of these assessments are used as bases for computing
grades.
9
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 demonstrate, 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 list of sample summative assessment tools per learning area are found in
Appendix A.
10
For these guidelines, the Department will use a floor grade considered as the lowest
possible grade that will appear in the learner’s report card.
Learners from Grades 1 to 12 are graded on written work, performance tasks and quarterly
assessment every quarter. These three are given specific percentage weights that vary
according to the nature of the learning area.
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
record or compilation of the learners output, such as writing samples, accomplished
activity sheets, and artwork. The portfolio can provide concrete evidence of how much or
hoe well the learner is able to accomplish the skills and competencies. Through checklist,
the teacher will be able to indicate whether or not the child is able to demonstrate
knowledge and or perform tasks expected to 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, but these must be spread out over the quarter and used to
assess learner’s 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.
12
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:
STEP 3: Percentage Scores are then converted to Weighted Scores to show the importance
of each component in promoting learning in the different subjects.
To do this, the Percentage is multiplied by the weight of the component found in Table 4 for
Grade 1 to 10 and Table 5 for Senior High School. The product is known as the Weighted
Score (WS)
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.
13
Technical-Vocational
Academic Track and Livelihood
(TVL)/Sports/ Arts
and Design Track
Core
Subjects Work Work
All other Immersion/Research/ All Immersion/
subjects Business Enterprise other Research/
Simulation/ Exhibit/ subjects Exhibit/
Performance Performance
Step4: 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).
Step5: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.
14
40
Percentage Score PS = x 100%
50
STEPS EXAMPLE
3. Convert Percentage Scores Written Work for English Grade 4 is 30%
to Weighted Scores. Weighted Score (WS)= 90.63 x 0.30
Multiply the Percentage The Weighted Score of Written Work in 27.19.
Score by the weight of the
component indicated in Performance Task for English Grade 4 is 50%
Table 4 and Table 5. Weighted Score (WS)= 83.33 x 0.50
The Weighted Score of Performance Task is 41.67.
TOTAL 84.86
The Initial Grade is 84.86
5. Transmute the Initial Grade The Initial Grade is 84.86
using the Transmutation
Table in Appendix B. The Transmuted Grade is 90.
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 gardes in
the four areas.
Quarterly Grade =QG for Music + QG for Arts +QG for PE + QG for Health
(QG) for MAPEH 4
16
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.
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 for retaining a
learner in the same grade level. These decisions must be applied based on evidence and
judiciously.
A Final Grade of 75 or higher in all learning areas allows the student to be promoted to the next
grade level. Table 11 specifies the guidelines to be followed for learner promotion and retention.
17
Requirements Decisions
1. Final Grade of at least 75 in all Promoted to the next grade
learning areas level
For Grades 1 to 3
Learners 2. Did not meet expectations in not Must pass remedial classes for
more than two learning areas learning areas with failing
mark to be promoted to the
next grade level.
Using the sample class record in Table 6, LEARNER A received an Initial Grade of 84.86 in
English for the First Quarter, which, when transmuted to a grade of 90, is equivalent to
Outstanding. LEARNER B received a transmuted grade of 88, which is equivalent to Very
19
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.
Final
Grade by = 1st-quarter grade + 2nd-quarter grade + 3rd –quarter grade + 4th –quarter grade
Learning 4
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.
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.
Requirements Decision
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 for
2. Did not Meet Expectations in a failed competencies in the
prerequisite subject in a learning area subject before being allowed to
enroll in the higher-level
subject
Must pass remedial classes for
For Grades failed competencies in the
11 to 12 3. Did Not Meet Expectations in any subjects or learning areas to be
Learners subject or learning area at the end of allowed to enroll in the next
the semester semester. Otherwise the learner
must retake the subjects failed
4. Must pass all subjects or learning Earn the Senior High School
areas in Senior High 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
this year.
For Grade 11-12, learners who fail a unit/set of competencies must be immediately given
remedial classes. They should pass the summative assessment 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
21
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 Assessment 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 for remedial
classes is 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.
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.
22
VI. How are these Core Values of the Filipino child reflected in the Report Card?
The goal of the K to 12 curriculum is to holistically develop Filipinos with 21st century skills.
The development of learners’ cognitive competencies and skills must be complemented by the
formation of their values and attitudes anchored on the Vision, Mission, and Core Values of the
Department of Education (DepEd Order No. 36, 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 contribute meaningfully to building the nation.
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.
23
Maka-Diyos
1. Tells the truth
Shows adherence to ethical 2. Returns borrowed things in good
principles by upholding truth condition
3. Demonstrates intellectual honesty
4. Expects honesty from others
5. Aspires to fair and kind to all
6. Identifies personal biases
7. Recognizes and respects one’s feeling
and those of others
Schools may craft traditional indicators for the behavior statements. School 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 discussion 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 observation.
They will also discuss how each child will be rated. Table 13 presents the marks that must be
used.
25
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.
It is important for learners to be in school every day. Learner’s 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.
Jun Jul Aug Sept Oct Nov Dec Jan Feb Mar Total
No. of 21 21 22 21 21 20 14 21 21 18 200
school
days
No. of 21 21 22 21 21 20 11 21 21 18 197
days
present
No. of 0 0 0 0 0 0 3 0 0 0 3
days
absent
A learner who incurs absences of more than 20% of the prescribed number of class or laboratory
periods during the school year or semester should be given a failing grade and not earn credits
for the learning area or subject. Furthermore, the school head may, at his/her discretion and in
the individual case, exempt a learner who exceeds the 20% limit for reasons considered valid and
acceptable to the school. The discretionary authority is vested in the school head, and may not be
availed of by a student or granted by a faculty member without the consent of the school head.
26
Such direction shall not excuse the learner from the responsibility of keeping up with lessons and
taking assessments. When absences cannot be avoided, the school must give the learner
alternative methods and materials that correspond to the topics/competencies that were or will be
missed. These include modules and materials for the Alternative Delivery Mode, and/or
Alternative Learning System as well as those that are found on the Learning Resources
Management and 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
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.
Classroom assessment serves to help teachers and parents understand the learners progress on
curriculum standards. The result 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
parent/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.
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).
27
Appendix A
List of Summative Assessment Tools
Below is the list of sample summative assessment tools per learning area. Teachers may use
other tools specific to the assessment task.
Components
Learning Areas Written Work Performance Tasks (PT)
A. Unit/Chapter Test A. Products
B. Written output 1. Campaigns
1. Book/article reviews 2. Case studies
2. Essays 3. Collages
3. Journals 4. Compositions
4. Letter Writing 5. Literary analyses
5. Reaction/ Reflection 6. Multimedia productions
papers 7. Portfolios
Languages 6. Reports 8. Research projects
9. Story/poem writing
B. Performance-based tasks
1. Debates
2. Interviews
3. Multimedia presentations
4. Panel discussions
5. Presentations
6. Project making
7. Speech delivery
8. Storytelling/reading
B. Performance-based tasks
1. Issue awareness campaigns
2. Presentations and multimedia
presentations
3. Role plays
4. Preparation of action plans (plano ng
pagsasabuhay)
5. Implementation of action plans
(pagsasagawa ng plano)
6. Situation analysis (pagsusuring
sitwasyon
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. Musical research
Music 3. Research paper 4. Writing program notes
B. Performance-based tasks
1. Multimedia presentations
2. Musical presentation
3. Skills demonstration (singing,
playing musical instruments)
B. Performance-based tasks
1. Art production
2. Multimedia presentations
3. Portfolio
4. Skills demonstration (drawing,
coloring, painting)
5. Stage bulletin board production
30
Appendix B
Transmutation Table
Following is the range of Initial Grade and their equivalent. Transmuted Grades that will be
reflect in the report card.
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 92 48.00-51.99 72
85.60-87.19 91 44.00-47.99 71
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 84 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
69.6071.19 81 4.00-7.99 61
68.00-69.59 80 0-3.99 60
32
Appendix B
Transmutation Table
Following is the range of Initial Grade and their equivalent. Transmuted Grades that will be
reflect in the report card.
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 92 48.00-51.99 72
85.60-87.19 91 44.00-47.99 71
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 84 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
69.6071.19 81 4.00-7.99 61
68.00-69.59 80 0-3.99 60
33