FS-2-Activity-6

Activity 6 – Grading System and DepEd School Forms
FIELD STUDY
2
Angelika A. Mendoza Angelica C. Iriola Rogielyn C. Sumawang
Angelyn T. Fernandez Diana Rose M. Ibuan Jamil B. Manuel
Name of FS Student Lyca Mae Q. Mina Cristine Z. Baguio Jeanevy R. Aranez
Jenny Rose G. Diaz Mica C. Castro
At the end of this learning activity, the FS students should be able to:
1. identify the school forms, its purpose and uses;
Course, Year and Section BEED 4 -A
2. download and fill-out sample DepEd school forms; and
Name 3.ofdo
FSsample
Mentor computation Mary Anneusing
of grades Kimper
theU.DepEd
Cabuenos, Maed criteria.
assessment
Date December 19, 2023
The K-12 Grading System, Electronic Class Record Templates, and DepEd Forms
. The K to 12 Basic Education Program uses standards- and competency-based grading system. When we say
grading system we mean a system that educators use in a particular institution to evaluate each individual student’s
performance and learning. Grading can include letter grades, percentages and even a simple pass/fail. Grades can be
attached to physical activities like writing assignments, lab work, projects, reports and tests. In DepEd, all grades are
based on the weighted raw scores of the learners summative assessments. These summative assessment can be
classified into three components, namely, written works (WW), performance task (PT), and quarterly assessment These
three will be the bases for grading. The nature of the learning area defines the way these three components are
assessed.
For Kindergarten, checklist and anecdotal records are used instead of numerical grades. These are based on
learning standards found in the Kindergarten curriculum guide. For grades 1 to 12, numerical grades are used. The
minimum grade needed to pass a specific learner’s area is 60, which is transmuted to 75 in the report card. The lowest
rank mark that can appear on the report card is 60 for quarterly grades and final grades.
Teachers in the Basic Education implementing the K to 12 program uses electronic class record in excel format
to facilitate high level of accuracy in the computation of the learners grade. Each learning area has its specific e-class
record. Aside from these, different DepEd forms are accomplished at varied time within a school year.
In this activity, FS 2 students will be exposed to various DepEd forms and e-class records. They will be given
opportunities to examine and accomplish different forms, compute quarterly grades and final grades, and accomplish e-
class records aligned with their specialization.
Below are weights of the components for grades 1 to 10, and senior high school before the covid-19 pandemic.
Table 1: Weight Distribution of the Summative Assessment Components per Learning Area for Grades 1-10
Assessment Weights
Components Languages/AP/EsP Science/Math MAPEH/EPP/TLE
Written
E- PORTFOLIO Works
FOR FIELD STUDY 2 30% 40% 20%
Performance
Domain 5. Assessment Tasks
and Reporting 50% 40% 60%
Quarterly Assessment 20% 20% 20% PAG
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Table 2: Weight Distribution of the Summative Assessment Components for Senior High School
Technical/Vocational and Livelihood
Academic Track
(TVL)/Sports/Arts and Design Tracks
Assessment Core Work
Work
Components Subjects All Other Immersion/Research/Business All Other
Immersion/Research
Subjects Enterprise Subjects
Exhibit/Performance
Simulation/Exhibit/Performance
Written Works 25% 25% 35% 20%
Performance Tasks 50% 45% 40% 60%
Quarterly
25% 30% 25 20%
assessment
The summary of learners progress is shown quarterly to parents and guardians through a parent-teacher conference, in which
the report card is discussed. The grading scale its corresponding descriptors, are in table 3.
Table 3: Descriptors, Grading Scale and remarks
Descriptors Grading Scale Remarks

Outstanding 90 -100 passed
Very Satisfactory 85 - 89 passed
Satisfactory 80 - 84 passed
Fairly satisfactory 75 - 79 passed
Did not meet expectation Below 75 failed
Source: DepEd order No. 8 s 2015
Below are weights of the components for grades 1 to 10, and senior high school during the covid-19 pandemic in
DepEd schools implementing flexible learning modality. (DO No. 031, s 2020)
Table 4: Weights of the components for grades 1 to 10
Assessment Weights Distribution (For grades 1 to 10)

Components
Language/ AP/ EsP Science/ Mathematics MAPEH/ EPP? TLE
Written Works 40% 50% 30%
E- PORTFOLIO FORPerformance
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2 60% 50% 70%
Domain 5. Assessment and Reporting
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Table 5: Weights of the components for Senior High School
Weights Distribution (Senior High School)

Assessment Academic Track TVL/ Sports/Arts and Design
Components Core Work Immersion/ Research/
All other Work Immersion/
Subjects Business Enterprise All other
subjects Research Exhibit/
Simulation/ Exhibit/ Subjects
Performance
Performance
Written
40% 40% 50% 30%
Works
Performance
60% 60% 50% 70%
Task
Written Works (40%) Performance Tasks (60%)

Initial Quarterl
Tot Tota Grade y Grade
1 2 3 4 PS WA 1 2 3 4 PS WA
al l
Highest
2 10 60
Possible 25 20 20 85 100 40% 15 15 25 20 75 100 100
0 0 %
Score
LEARN 1 36.4 45
22 20 17 77 91 12 13 19 15 56 75 81.4 88
ER A 8 % %
Table 3: Sample Computation of Written Works and Performance Tasks in language/AP/EsP for Grade 1 to 10
and SHS Core Subject
For the detailed description of assessment procedures in the DepED, please refer to DepEd Order No. 8, s 2015 for s
the assessment before the Covid19 pandemic and the DepEd Order No.031 s 2020 for the Interim assessment and
Grading in Light of the Basic Education Learning Continuity Plan during pandemic.
E- PORTFOLIO FOR FIELD STUDY 2

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FIELD STUDY
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Direction: Read the following items below before observing an online class.
1. Watch a video tutorial/ pre-recorded video or conduct a webinar on how to accomplish DepEd forms.
2. Follow the minimum health protocol at all times.
3. Observe netiquette while the FS activity online.
4. Accomplish all the given task in this activity.
5. Download e-class record align to your specialization
6. Download and accomplish different DepEd forms used by a classroom adviser.
PART 1: Grading System
Directions: Please refer to DepEd Order No. 8, s. 2015 to complete the task below.
A-1. Write the DepEd Learning Area (in grades 1 -10) that is align to you specialization: Languages – English & Filipino
A-2. List the assessment Components and the weight of each component under that learning area in item # 1:
 Written works which constitute 30%, Performance Tasks that constitute 50% and Quarterly assessments which
constitute 20%.
A-3. Compute for the quarterly grade of the three learners and complete the table below using the given data.
Quarterly
Assessment Written Works (30%) Performance Tasks (50%) Initial Quarterly
( 20%) Grade Grade
PS WA 1 2 3 4 Total PS WA 1 2 3 4 Total PS WA
HPS 50 100 20% 20 25 20 20 85 100 30% 15 15 25 20 75 100 50% 100 100
Learne
r 16 32 6.4 9 12 6 9 36 42.35 12.71 7 4 7 3 21 28 14 33.11 68
A
Learne
r 41 82 16.4 15 18 16 12 61 71.76 21.53 11 12 21 16 60 80 40 77.93 86
B
Learne
70.
r 28 56 11.2 8 14 14 16 52 61.18 18.35 8 11 18 16 53 35.34 64.89 78
C 67
Question:
Which of the three learners got a passing grade?
 Considering the DO No.8 s. 2015, learners B and C earned a passing a grade.
E- PORTFOLIO FOR FIELD

A-4. STUDY
Download the2 available e-class record for the learning area in item #1.Accomplish the e-class record using the
data in # 3. In case there is no available e-class record, construct your own e-class record using excel.
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B-1. Write the DepEd Learning Area (in Senior High School) that is align to you specialization(If there is any): _________________
B-2. List the assessment Components and the weight of each component under that learning area in item # 1:
B-3. Compute for the quarterly grade of the three learners and complete the table below using the given data.
Quarterly
Assessment Written Works (25%) Performance Tasks (50%) Initial Quarterly
(25%) Grade Grade
PS WA 1 2 3 4 Total PS WA 1 2 3 4 Total PS WA
HPS 50 100 25% 20 25 20 20 85 100 25% 15 15 25 20 75 100 50% 100 100
Learne
r 25 50 12.5 12 16 6 10 44 51.76 12.94 6 8 15 15 44 58.67 29.34 54.78 73
A
Learne
r 38 76 19 15 18 16 12 61 71.76 17.94 12 15 21 18 66 88.00 44.00 80.94 88
B
Learne
r 12 24 6 5 11 3 7 26 30.59 7.65 3 7 2 2 14 18.67 9.34 22.99 65
C
Question:
Which of the three learners got a fail to get a passing grade? What component of that learner’s grade needs improvement?
 Learner C and Learner A. They both need improvement on all the components, specifically the Quarterly
assessment, Written works, and Performance Tasks, because they did not get at least the 75% mark of the
percentage score and weighted average for each component.

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B-4. Download the available e-class record for the learning area in item #1.Accomplish the e-class
record using the data in # 3. In case there is no available e-class record, construct your own e-class
record using excel.

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C-1. Write the DepEd Learning Area (in grades 1-10) that is align to you specialization : Language/ AP/ EsP
C-2. List the assessment Components and the weight of each component under that learning area in item # 1:
C-3. Compute for the quarterly grade of the three learners and complete the table below using the given data.
Written Works (40%) Performance Tasks (60%) Initial Quarterly

Grade Grade
1 2 3 4 Total PS WA 1 2 3 4 Total PS WA
HPS 20 25 20 20 85 100 40% 15 15 25 20 75 100 60% 100 100
Learner
A 9 7 6 9 31 36.47 14.59 5 4 7 3 19 25.33 15.20 29.79 67
Learner
B 18 18 16 19 71 83.53 33.41 11 12 21 17 61 81.33 48.80 82.21 88
Learner
C 8 14 14 16 52 61.18 24.47 8 11 18 16 53 70.67 42.40 66.87 79
Question:
What is the quarterly grade of the learner with the highest initial grade? What is its descriptive equivalent?
 The quarterly grade of learner B, which has the highest initial grade of 82.21, is 88 according to the transmutation
table in Appendix B of DO No. 8 s. 2015. Its descriptive equivalent is Very Satisfactory.

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C-4. Download the available e-class record for the learning area in item #1. Accomplish the e-class record
using the data in # 3. In case there is no available e-class record, construct your own e-class record
using excel.

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FIELD STUDY
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D-1. Write the DepEd Learning Area (in senior high school) that is align to you specialization : _________________
D-2. List the assessment Components and the weight of each components under that learning area in item # 1:
D-3. Compute for the quarterly grade of the three learners and complete the table below using the given data.
Written Works ( 40%) Performance Tasks (60%) Initial Quarterly

Grade Grade
1 2 3 4 Total PS WA 1 2 3 4 Total PS WA
HPS 20 25 20 20 85 100 40% 15 15 25 20 75 100 60% 100 100
Learne
r 9 15 12 9 35 41.18 16.47 10 4 9 3 26 34.67 20.80 37.27 69
A
Learne
r 5 8 4 6 23 27.06 10.82 3 5 5 9 22 29.33 17.60 28.42 67
B
Learne
r 17 23 16 15 71 83.53 33.41 13 14 21 18 66 88.00 52.80 86.21 91
C
Question:
Which of the three learners got a very satisfactory grade?
 Learner C has the Very Satisfactory descriptive grade equivalent.
Briefly describe the approach you used to systematically compute the grade of the learners.
 The first thing that I did is that I encoded the formulas to compute the grade/score for the Total score, Percentage
Score, and Weighted score. After which I dragged the fill handle downwards to instruct the subsequent cells to do
the same. Even if the raw scores were not included in the table, I would still encode the commands first because it
will make calculating grades easier later. In this way the computation is a bit easier.

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D-4. Download the available e-class record for the learning area in item #1. Accomplish the e-class record using the data in # 3. In
case there is no available e-class record, construct your own e-class record using excel.

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FIELD STUDY
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Direction: List the forms to be accomplished. Kindly indicate the use or purpose of accomplishing them.
Forms Description To be prepared by Mode of Preparation Schedule
SF 1- Master list of class enrollment Class adviser LIS Beginning of

School Register school year (BoSY)
and as needed
SF 2- Recording of attendance, absence, Class adviser Partially through LIS Daily
Learner’s Daily Class or tardiness (template with name of and manual
Attendance learners)
SF 3- List of books (by title) issue Class adviser Partially through LIS BoSY and End of
Books Issued and to/returned by learners and manual school year (EoSY)
Return
SF 4- Enrollment count, transferred in/out School head LIS monthly

Summary Enrollment and dropout by grade level
and Movement of (Summary of SF 2)
Learners
List of promoted/retained by class Class adviser LIS End of school year

SF 5- (EoSY)
Report on Promotion
SF 6- Number of promoted/retained by School head LIS End of school year

Summary grade level (Summary of SF 5) (EoSY)
Report on Promotion
SF 7- List of school personnel with basic School head Manual (originally BoSY and as
Inventory of School profile and teaching designed in Human needed
Personnel load/assignment Resource Information
System)
SF 8- Per learner assessment of Body Mass Class adviser / LIS BoSY and EoSY
Learner Basic Health Index MAPEH teachers
and Nutrition Profile
SF 9- Individual academic, behavioral and Class adviser Manual Quarterly
Learner Progress attendance report by quarter
Report Card (formerly Form 138)
SF 10-Learner’s Individual academic record by Class adviser Manual End of school year
Permanent Academic quarter and SY (simplified and (EoSY)
Record standardized from former Form 137)

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Answer the following questions:
1. Which is easier to do, manually compute the grade of the students or the use of e-class record? Why?
 I do think that the use of e-class record is the easiest way to compute students’ grade because a teacher just
needs to input all the raw scores that a student got in every task that they have. Also, using e – class record is
beneficial because it has an automatic computation of grades as long as you input the correct formula through
the use of excel and it is considered as an accurate way of calculating students’ grades. All in all, ECRs are time-
savvy, easier, and can lessen error which is way better than manual computation of grades.
2. Is it important to employ a systematic approach in computing the grades of students? Justify your answer.
 Yes, A systematic approach in calculating student grades is essential because it ensures fairness and
consistency in the grading process. The possibility of bias or subjectivity in the grading process is reduced by
having a clear set of criteria and guidelines for how grades will be determined. Furthermore, it enables clear
communication with students about what is expected of them in terms of performance and how grades will be
determined.
3. Why is there a need to accomplish the different school forms?
 Different school forms must be completed because they ensure the quality and consistency of learner and
school information. Completing school forms allows school personnel to collect and update information more
easily; it also allows students to track their progress and learn how to improve.
4. When are the different school forms need to be accomplished? Why?
 The frequency with which school forms are completed varies depending on the type of form. They are typically
required to be completed daily, monthly, quarterly, at the beginning and end of the school year, and as needed.
This is due to the fact that teachers are responsible for submitting reports throughout the year that contain
critical information about the school and students. If these forms are not completed on time, it can make it
difficult to track progress.
5. What will happen if the school forms are not accomplished on the specified schedule?
 If school forms are not completed on time, tracking the progress of both students and the school as a whole
can be delayed. This is due to the fact that the forms are used to collect vital data and information about the
school and its students, and if they are not completed on time, it can impair the ability to accurately assess
progress and make informed decisions. Furthermore, if forms are not completed as required, teachers and
school administrators may face consequences as a failure to meet professional expectations.

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I. Generate your own data, do a sample computation of students’ grade using the DepEd assessment criteria in your respective
specialization.
QUARTE
R1–
ENGLISH PAG
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QUARTE
R3–
ENGLISH
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QUARTE
R4–
ENGLISH
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SUMMARY OF QUARTERLY GRADES - ENGLISH

- ENGLISH
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II. Download and print the DepEd forms listed above. Familiarize yourself by accomplishing the forms with at least fifteen
(15) names as learners.
Attach here is the google drive link for the sample school forms from 1 – 10 with at least fifteen names as
learners.
https://drive.google.com/drive/folders/
1FU7YrZ7oAbb1PzmhY824Y8f1JHAgUNwp?
usp=sharing

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Answer the following questions:
1. If you are the teacher, what approach will you use to systematically compute the grades of you students? Why do you
prefer that approach.
 As a future educator, I want the legal approach that is based on the legal basis created by the Deped to
systematically compute the grades of my students because that is the best and fair way. Additionally, as
what my mother and brother said to me we should keep recording the performances of the students – Written
Works, Performance Task, and Quarterly Assessment for the reason that it is our responsibility to record the
scores of our students every time we assess their knowledge, skills, and performance because it will serve
as our blueprint and proof in computing their grades and it will also serve as our evidences whenever we
receive a complaint from them or from the parents. That's why being systema tically inclined and organized
on the data of our students added by the legal process in computing their grades is important because it will
always prevail over us in truthfulness.
2. Which of the different school forms is the easiest to accomplish? Why?

 We all known and aware that none of those school forms are easy to accomplish it takes an effort, time, and
patience to accomplish it but to answer this question, for us , there are two school form that is easiest to
accomplish the SF 2 & 3. Because in SF 2 it deals with Daily Attendance Report of Learners wherein teachers
are task to monitor / tracks the students' daily attendance that is why every morning it was included on
teacher’s routine to check the attendance of his/her students. Meanwhile, in SF 3 it deals with the Books
Issued and Returned on which if in any case that there is no issue in returning the books of your students, all
you need to do as a class adviser is to record the date you issued the book to them and when they returned
it. Otherwise, if a student fails to return the book because, for some reason, there is a certain action that a
teacher/class adviser will put on the remarks.
3. Which of the different school forms is the most difficult to accomplish? What will you do to lessen the difficulty encountered
in accomplishing this form?
 Even if one has well-organized records, I believe the SF9, or Learner Progress Report Cards is the most
difficult form to complete. Given the large class sizes in many public schools, manually entering, and
frequently writing grades and comments on students' performance, behavioral, and attendance records can
be time-consuming. Furthermore, as a class adviser, I may encounter teachers who are slow to submit
grades or make mistakes when recording them, or students who return their report cards in poor condition.
To lessen my burden in this, I will make sure that I will do the task efficiently by allocating a time frame in
doing it.

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-Attach pictures/ documentation while doing your task. Add caption or description on the photo/s below.

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-Scan/Paste the accomplished DepEd forms here. You may use extra pages for documents and pictures.
SCHOOL FORM 1
SCHOOL FORM 2

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SCHOOL FORM 3

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SCHOOL FORM 4

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SCHOOL FORM 5
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SCHOOL FORM 6
SCHOOL FORM 7
SCHOOL FORM 8
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SCHOOL FORM 9

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SCHOOL FORM 10
Self Peer FS Over-all

Rating Rating Mentor’s Rating
Rating

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Activity 6 – Grading System and DepEd School Forms

Date December 19, 2023

Descriptors Grading Scale Remarks

Source: DepEd order No. 8 s 2015

Assessment Weights Distribution (For grades 1 to 10)

Written Works 40% 50% 30%

Table 5: Weights of the components for Senior High School

Weights Distribution (Senior High School)

Written Works (40%) Performance Tasks (60%)

E- PORTFOLIO FOR FIELD STUDY 2

PART 1: Grading System

HPS 50 100 20% 20 25 20 20 85 100 30% 15 15 25 20 75 100 50% 100 100

E- PORTFOLIO FOR FIELD

HPS 50 100 25% 20 25 20 20 85 100 25% 15 15 25 20 75 100 50% 100 100

E- PORTFOLIO FOR FIELD STUDY 2

E- PORTFOLIO FOR FIELD STUDY 2

Written Works (40%) Performance Tasks (60%) Initial Quarterly

HPS 20 25 20 20 85 100 40% 15 15 25 20 75 100 60% 100 100

E- PORTFOLIO FOR FIELD STUDY 2

E- PORTFOLIO FOR FIELD STUDY 2

Written Works ( 40%) Performance Tasks (60%) Initial Quarterly

HPS 20 25 20 20 85 100 40% 15 15 25 20 75 100 60% 100 100

 Learner C has the Very Satisfactory descriptive grade equivalent.

E- PORTFOLIO FOR FIELD STUDY 2

E- PORTFOLIO FOR FIELD STUDY 2

Forms Description To be prepared by Mode of Preparation Schedule

SF 1- Master list of class enrollment Class adviser LIS Beginning of

SF 4- Enrollment count, transferred in/out School head LIS monthly

List of promoted/retained by class Class adviser LIS End of school year

SF 6- Number of promoted/retained by School head LIS End of school year

E- PORTFOLIO FOR FIELD STUDY 2

Answer the following questions:

3. Why is there a need to accomplish the different school forms?

4. When are the different school forms need to be accomplished? Why?

E- PORTFOLIO FOR FIELD STUDY 2

SUMMARY OF QUARTERLY GRADES - ENGLISH

E- PORTFOLIO FOR FIELD STUDY 2

Answer the following questions:

2. Which of the different school forms is the easiest to accomplish? Why?

E- PORTFOLIO FOR FIELD STUDY 2

E- PORTFOLIO FOR FIELD STUDY 2

E- PORTFOLIO FOR FIELD STUDY 2

E- PORTFOLIO FOR FIELD STUDY 2

E- PORTFOLIO FOR FIELD STUDY 2

E- PORTFOLIO FOR FIELD STUDY 2

E- PORTFOLIO FOR FIELD STUDY 2

Self Peer FS Over-all

E- PORTFOLIO FOR FIELD STUDY 2

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