FS 5

FIELD STUDY

Learning
Episode
8 The K to 12
GRADING SYSTEM

My Learning Episode Overview

With the implementation of Enhanced Basic Education Curriculum of 2013,
more popularly known as K to 12, is a new grading system that is aligned to the
new assessment policy of the Department of Education based on DepEd Memo 8,
s. 2015. In this episode, you will be made to observe how this is implemented in
schools.

My Intended Learning Outcomes

At the end of this Episode, I will be able to:

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Compute students grade based on DepEd’s grading policy

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Give the descriptor of a numerical grade
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My Performances Criteria

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I will be rated along the following:

a. quality of my observations and documentation,
b. completeness and depth of my analysis,
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c. depth and clarity of my classroom observation-based reflections,

d. completeness, organization, clarity of my portfolio and
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e. time of submission of my portfolio

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My Learning Essentials
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In the K to 12 curriculum, a student’s grade is based on his/her written

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work, performance task and quarterly assessment.

The weights of the curriculum (written work, performance task and quarterly
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assessment) vary among groups of subject from Grade 1 to 10 and from Grade 11
and 12. See tables below:
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Weight of the Components for Grades 1-10

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Components Languages/AP/EsP Science/Math MAPEH/EPP/TLE

Written Work 30% 40% 20%
1 to Performance 50% 40% 60%
10 Task
Quarterly 20% 20% 20%
Assessment

Weight of the Components for Grades 11-12

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 Academic Track Technical-
Vocational
Livelihood (TVL)
Sports/Arts and
Core Design Track
Subject Work Work
s All Immersion/ All Immersion
other Research/ other /
subje Business subjec Research/
11 cts Enterprise ts Exhibit/
to Simulation/ Performan
12 Exhibit/ ce
Performance
Written Work 25% 25% 35% 20%
Performance Task 50% 45% 40% 60%
Quarterly 25% 30% 25% 20%
Assessment

Components of Summative Assessment

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A. Written Work includes "long quizzes and unit or long tests. Other

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written work may include essays, written reports, and other written
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output…" It is strongly recommended that items in long quizzes and test

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be distributed across the cognitive process dimensions of Anderom and
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Krathwohl (2001)" - DepEd Order 8, s.2015.,
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The written Work component "ensures that students are able to

express skills and concepts in written form."

If you are looking for the application KPUP (knowledge, process,

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understanding and performance of DepO. 73, s. 2012). This is it. In

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assessment, teacher sees to it that written tests assess the cognitive

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processes of remembering, understanding, applying, analysing,

evaluating and creating with emphasis on the higher dimensions.
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B. "The Performance Task component allows learner to show what they

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know and are able to do in diverse ways. They may create or innovate
products or do performance-based tasks. Performance-based task may
include skills demonstration, group presentations, and works, multimedia
presentations and research projects." (DepEd, Order 8, s. 2015). It also
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includes written outputs.

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C. Quarterly Assessment measures student learning at the end of the

quarter. These mat be objective tests, performance-based assessments,
or a combination of both. (DepEd, Order 8, s. 2015).
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Reporting Learners Program

DepEd, Order 8, s. 2015 states:

The summary of learners progress is shown quarterly to parents and
guardians through parent-teacher conference, in which the report card is
discussed. The table below presents the grading scale with its corresponding
descriptors and remarks.

Grading Scale

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 DESCRIPTOR GRADING SCALE REMARKS
Outstanding 90-100 Passed
Very Satisfactory 85-89 Passed
Satisfactory 80-84 Passed
Fairly Satisfactory 75-79 Passed
Did Not Meet Expectations Below 79 Passed

My Map

2.

1. I will write 3.
Answers of my
I will interview Informants, I will analyze
One Resource My Resource and reflect on
Teacher and 5 Teacher and 5 their
Students. students. responses and

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on my

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observation.

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5.
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I will offer my Analyze my
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help to my Together with my observation

resource learning partner, with the use of
Teacher for the I will ask her/him guide
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computation and 5 students questions.

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of students’ the interview

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grades. questions.
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Reflect on my 9.
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observation and Come up with my

analysis. 8. portfolio.

Answer the LET-

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like test items.

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My Learning Activities

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 Activity 1: Interview of Research Teacher

Interview Guide question Resource Teacher

Based on DepEd Order 8, s. 2015:

1. What are the bases grading?

 The bases of calculating the grades of the students is their
own academic performances like quiz assignments .
2. How do you compute grades per quarter for Grade 1 to 10 and
grades 11 to 12. Give an example.
 There shall be four grading periods using the cumulative
method. This means that the grades for the second to fourth
grading periods are computed based on the 30% - weight of
the previous grade and the 70% weight of the tentative grade
for the quarter or grading period.

EXAMPLE:

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Grade for the first grading period.................................

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85 eH w Tentative grade for the second grading period................

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87
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30% of 85 = 25.50
+ 70% of 87 = 60.90
_________________________
Computed grade = 86.40
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3. How do you compute grades at the end of the school year?

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The grade shall be computed based on the percentage

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weights of the component subjects.

4. What description and grading scale are used in reporting progress of
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learner?
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DESCRIPTOR GRADING SCALE REMARKS

Outstanding 90-100 Passed
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Very Satisfactory 85-89 Passed

Satisfactory 80-84 Passed
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Fairly Satisfactory 75-79 Passed

Did Not Meet Expectations Below 79 Passed

5. What are the bases for learners’ promotion and retention at the end
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of the school year?

 Promotion shall be by subject and by number of units. In this

case, a student who fails in three (3 units or less is promoted
to the next curriculum level. On the other hand, a student who
fails in more than three (3) units is retained in the year level.
Under this circumstance, the student shall only be required to
repeat the subjects that he failed and should be given
advance subjects in the next curriculum level.

Activity 3: Grade Computation

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 Show sample computation of a grade in a subject of your choice either
from grades 1 to 10 or from Grades 11 and 12. Show the percentage
contributions of written work, performance tasks and quarterly assessment.
The give the descriptor. (Ask your Resource for his/her help).

Subject:___________________________________________________Grade_____________

Steps

1. Get the total score for each component.

Learner’s Raw Score Highest Possible

Score
Written Work 1
2
3
4
5 Learner’s Raw Score Highest Possible
Score

Performance Task 1

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2

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3
4
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Quarterly Assessment Learner’s Raw Score Highest Possible

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(test) Score
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2. Obtain the performance Socre for each of Percenatge Score of Written Work

_______
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The component by dividing the total raw Percenatge Score of Performance task
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________
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Score by the highest possible score then Percenatge Score of Quarterly

Assessment ______
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Multiply the quotient by 100%

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3. Convert Percentage score to weighted The Weighted Score of Written Work

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________
Score by multiplying the percentage The Weighted Score of Performance

Task ______
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Score by the weight of the component. The Weighted Score of Quarterly

Assessment _____
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Refer to tables on weights of

Components per subject for grades 1 to
10 and for grade 11 to 12 on pp. 91-92.
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4. Add the weighted Score of each component. This will give you the
initial grade.
5. Transmute the Initial Grade using the Transmutation Table in Appendix
G.
6. Give the description of the computed final grade of the subject. Refer
to Table Of Descriptor on p.92.
My Analysis

Analyze data and information gathered from the interview.

1. Do teachers/students like the new grading system? Why or why not?

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  Yes, it mold students deeper of what they can. And it is easy for
the teachers to compute the performances of their students.

2. What are the good points of the new grading system?

 It will minimize misclassification of students on the basis of
marks.
 It will eliminate unhealthy competition among high achievers.
 It will reduce societal pressure and will provide the learner with
more flexibility.
 It will lead to a focus on a better learning environment
Operational
 It will facilitate joyful and stress free learning.

3. What are teachers challenged to do by this new grading system?

 The first challenge to address is clarifying the report card’s
purpose
 Differentiating Grading Criteria
 Moving from Letter Grades to Standards

4. Do you favor the distribution of percentages of written work,

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performance tasks and quarterly assessment?

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 YES

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5. Do Andersons and Krathwols cognitive process dimensions include

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Kendalls and Marzanos (retrieval, understanding, analysis and
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knowledge utilization)?
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 YES

6. Do you like the experience of computing grades? Why or why not?

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 Yes, maybe because I’m major in math and I’m loving numbers.
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My Reflections
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1.In an era where the emphasis is self-directed learning, demonstration of

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knowledge, skills and values learned (outcomes-based education) do

grades really matter?
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 Yes.
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2. What are your thoughts about the reflection of core values of the
Filipino child in the Report Card?
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 I think it’s important to rate the child’s manner or attitude

‘cause for me even you are that smart enough your attitude
should be on the top. Attitude matters.

Integrating Theory and Practice

1. How is the final grade per subject for Grades 11 and 12 obtained?
A. Get the average of the grades for the 2 Quarters
B. Get the average of the grades for the 4 Quarters

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 C. Get the average of the grades of all subjects for the 2 semesters
D. Get the average of the grades of all subjects for the 4 semesters

2. Which is/are TRUE of MAPEH when it comes to grade computation?

I. The quarterly grade is the average of the quarterly grades in the four
areas – Music, Art Physical Education and Health (MAPEH)
II. Individual grades are given to each area (MAPEH)
III. There is one grade for Music and Arts, PE and Health because they
are related.
A. I only C. I and III
B. I and II D. II only
3. Which is TRUE of Kindergarten grades?
A. Grades are computed like the grades in Grade 1.
B. There are numerical grades with descriptions.
C. There are no numerical grades.
D. Remarks like Passed and Failed are used.

4. At the end of the school year, which is/are TRUE of grades?

I. The General Average is computed by dividing the sum of all final
grades by the total number of learning areas.
II. Each learning area has equal weight in computing for the General
Average.

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III. The Final Grade per learning area and the General Average are
reported as whole numbers.

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A. I and II eH w C. I and III
B. II and III D. I, II and III

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5. Who is retained in the same grade level for Grades 1 to 10? Any students
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who did not meet expectations ____________.

A. in three or more learning areas
B. in 2 learning areas
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C. in four learning areas

D. as shown in the general average
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6. What happens when a student in Grade 1 to 10 did not meet expectations

in two learning areas?
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A. Retained in the same grade level

B. Promoted to the next grade level after passing remedial classes for
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learning areas with failing mark

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C. Promoted in the next grade level but has back subjects in the lower
grade level
D. Is not accepted for enrolment in the school
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Answers are
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1. A
2. b
3. C
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4. B
5. D
6. A
7.

My Learning Rubric

Field Study 5, Episode 8 – The K to 12 Grading System

Focused on: - Compute student’s grade based on DepEd’s grading policy
- Give the descriptor of a numerical grade
Name of Student Norel Jan M. Pineda Date Submitted:

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 Year & Section: 4th year Course BSED MATHEMATICS

Exemplary Superior Satisfactory NI

Learning
4 3 2 1
Episodes
All episodes All or nearly all Nearly all Fewer than half
were done with episodes were episodes were of episodes
Learning outstanding done with high done with were done; or
Activities quality; work quality acceptable most objectives
exceeds quality were met but
expectations need
improvement
All Analysis Analysis Analysis
questions/episode questions were questions were questions were
s were answered answered not answered
completely not answered
completely; in completely
depth answers; Clear connections Grammar and
thoroughly with theories Vaguely related
Analysis of grounded on the to the theories spelling are
the theories. Grammar and
unsatisfactory
Learning Exemplary spelling are Grammar and
Episode grammar and superior. spelling are
spelling acceptable

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Reflection Reflection Reflection Reflection

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statements are statements are statements statements are

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profound and
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Reflections clear; supported supported by supported by shallow and are
experiences not supported by

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/ by experiences experiences
from the experiences from
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Insights from the learning from the the learning
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learning episodes learning episodes

episodes episodes
Portfolio is Portfolio is Portfolio is Analysis
complete, clear, complete, clear, incomplete; questions were
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well-organized well-organized; supporting not answered

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and all most supporting documentation

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supporting; documentations s are Grammar and

documentation are available
S are all located organized but spelling
and logical and
Learning are lacking unsatisfactory
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in sections clearly clearly marked

Portfolio designated locations
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Submitted Submitted on Submitted Submitted two

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Submission before the the deadline after the days or more

s of deadline deadline after the
Learning deadline
Episodes
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Rating:
Over-all Score (Based on
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COMMENT/S transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

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Scor 20 19-18 17 16 15 14 13-12 11 10 8-8 7-below

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Grad 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.0 3.5 5.00
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99 96 93 90 87 84 81 78 75 72 71-
Bellow
-

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