Assessment K To 12 2015 ke2n
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CLASSROOM ASSESSMENT IN THE K TO 12 BASIC EDUCATION PROGRAM DepEd Order No. 8, s. 2015 LEONCIO P. LUMABAN, Ph.D. Chief, QAD
Objective
Be updated on the policy guidelines on classroom assessment for the K to 12 Basic Education Program particularly on the features of the K to 12 Assessment Framework and the grading system per DepEd Order No. 8, s. 2015 Use the principles of effective classroom assessment as they apply to Vygotsky’s Views on the Zone of Proximal Development of the learners
“What do you think?”
Statement 1:
Assessment is standard-based.
Statement 2: The formative assessment needs to scaffold students in the summative assessment.
Statement 3: Assessment should become more like instruction.
Statement 4: Assessment results need to be used by teachers to mark student’s performance.
Statement 5: Assessment is a technical competency.
Statement 6: DepEd Order No. 8, s. 2015 says goodbye to KPUP.
Statement 7: Summative assessment is composed of Written Work, Performance Task and Quarterly Assessment.
Statement 8: The highest form of the cognitive process as guide in formulating assessment task is understanding.
Statement 9: No one is retained in the K to 12 Basic Education Program.
Statement 10: The raw score of the learner in a given test under the K to 12 Curriculum is transmuted.
Statement 11: Learning is greatly facilitated by guidance and assistance that is pitched in the learner’s “zone of proximal development” (zpd).
Statement 12: Classify materials based on the ability to absorb water , float, sink and undergo decay is a skill under applying.
Statement 13: Synthesis in the old domain of cognitive processes is the same with creating in the new domain.
Statement 14: The lowest mark of the learner in the report card based on DepEd Order # 8, s. 2015 is 70.
Statement 15: A learner who receives a grade below 75 in any subject in a quarter must be given intervention through remediation and extra lessons from the teacher/s of that subject.
Thought Sharing….
1. What are the main points that were raised in the activity? 2. Which of the ideas shared is essential for you as a classroom assessor? 3. What have you realized from the activity?
Cognitive Processes
Examples
ing—Produce the right information from memory Identify frogs in a diagram of Recognizing different kinds of amphibians. Find an isosceles triangle in your neighborhood. Answer any true-false or multiple-choice questions. Recalling • Name three 19th-century women English authors. • Write the multiplication facts. • Reproduce the chemical formula for carbon tetrachloride.
Cognitive Processes
Examples
Understanding—Make meaning from educational materials or experiences
Interpreting
Exemplifying
• Translate a story problem into an algebraic equation. • Draw a diagram of the digestive system. • Paraphrase Jawaharlal Nehru's tryst with destiny speech. • Draw a parallelogram. • Find an example of stream-ofconsciousness style of writing. • Name a mammal that lives in our area.
Cognitive Processes
Examples
Understanding—Make meaning from educational materials or experiences Classifying
• Label numbers odd or even. • List the events of the Sepoy Mutiny of 1857. • Group native animals into their proper species.
Summarizing
• Make up a title for a short age. • List the key points related to capital punishment that the Web site promotes
Inferring
Read a age of dialogue between two characters and make conclusions about their past relationship. • Figure out the meaning of an unfamiliar term from the context. • Look at a series of numbers and predict what the next number will be.
Comparing
Explain how the heart is like a pump.
Cognitive Processes
Examples
Understanding—Make meaning from educational materials or experiences Explaining
Draw a diagram explaining how air pressure affects the weather. • Provide details that justify why the French Revolution happened when and how it did. • Describe how interest rates affect the economy.
Applying—Use a procedure Executing
Add a column of two-digit numbers. • Orally read a age in a foreign language. • Have a student open house discussion.
Implementing
Design an experiment to see how plants grow in different kinds of soil. • Proofread a piece of writing. • Create a budget.
Cognitive Processes
Examples
Analyzing—Break a concept down into its parts and describe how the parts relate to the whole Differentiating
• List the important information in a mathematical word problem and cross out the unimportant information. • Draw a diagram showing the major and minor characters in a novel.
Organizing
Place the books in the classroom library into categories. • Make a chart of often-used figurative devices and explain their effect. • Make a diagram showing the ways plants and animals in your neighborhood interact with each other.
Cognitive Processes
Examples
Analyzing—Break a concept down into its parts and describe how the parts relate to the whole Attributing
Read letters to the editor to determine the authors’ points of view about a local issue. • Determine a character’s motivation in a novel or short story. • Look at brochures of political candidates and hypothesize about their perspectives on issues.
Evaluating—Make judgments based on criteria and syllabus guidelines Checking
Participate in a writing group, giving peers on organization and logic of arguments. • Listen to a political speech and make a list of any contradictions within the speech. • Review a project plan to see if all the necessary steps are included.
Cognitive Processes
Examples
Analyzing—Break a concept down into its parts and describe how the parts relate to the whole Critiquing
• Judge how well a project meets the criteria of a rubric. • Choose the best method for solving a complex mathematical problem. • Judge the validity of arguments for and against astrology.
Creating—Put pieces together to form something new or recognize components of a new structure. Generating
Given a list of criteria, list some options for improving race relations in the school. • Generate several scientific hypotheses to explain why plants need sunshine. • Propose a set of alternatives for reducing dependence on fossil fuels that address both economic and environmental concerns. • Come up with alternative hypotheses based on
Cognitive Processes
Examples
Creating—Put pieces together to form something new or recognize components of a new structure. Planning
Make a storyboard for a multimedia presentation on insects. • Outline a research paper on Mark Twain’s views on religion. • Design a scientific study to test the effect of different kinds of music on hens’ egg production.
Producing
• Write a journal from the point of view of mountaineer. • Build a habitat for pigeons. • Put on a play based on a chapter from a novel you’re reading.
How is learner progress recorded and computed? For Grades 1 to 12 Steps for computing for the Final Grades 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
How is learner progress recorded and computed? For Grades 1 to 12 Steps for computing for the Final Grades 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%.
PS x 100%
How is learner progress recorded and computed? For Grades 1 to 12 Steps for computing for the Final Grades 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 Score is multiplied by the weight of the component as stipulated in the following tables. The product is known as the Weighted Score (WS).
WS Percentage Score x Weight of
How is learner progress recorded and computed? For Grades 1 to 12 Weight of the Component for Grades 1-10 Component
Languag es
AP
EsP
Scienc e
Math
MAPEH
EPP/TLE
Written Work
30%
40%
20%
Performance Task Quarterly Assessment
50%
40%
60%
20%
20%
20%
For Grades 1 to 12 Weight of the Component for SHS Academic Track
Core Subjects
All Other Subjects
Written Work
25%
25%
Performance Task
50%
45%
Quarterly Assessment
25%
30%
Work Immersion/ Research /Business Enterprise Simulation/ Exhibit/ Performance 35%
Technical-Vocational and Livelihood (TVL)/Sports/Arts and Design Track All Other Subjects
Work Immersion/ Research/ Exhibit/ Performance
25%
20%
40%
45%
60%
25%
30%
20%
How is learner progress recorded and computed? For Grades 1 to 12 Steps for computing for the Final Grades 4. The sum of the Weighted Scores in each component is the Initial Grade. This initial Grade will be transmuted using the given transmutation table to get the Quarterly Grade (QG). 5. The Quarterly Grade for each learning area is written in the report card of the student.
Sample Class Record for English 4 (FQ) Written Work (30%) 1
2
3
4
5
6
7
Total
PS
WS
20
25
20
20
25
30
20
160
100
30%
18
22
20
17
23
26
19
145
90.63
27.19
Learner B
19
15
15
9
13
14
9
94
58.75
17.63
Learner C
9
11
5
8
8
9
4
54
33.75
10.13
Highest Possible Score Learner A
Sample Class Record for English 4 (FQ) Performance Task (50%) 1
2
3
4
5
6
Total
PS
WS
15
15
25
20
20
25
120
100
50%
12
13
19
15
16
25
100
83.33
41.67
Learner B
15
15
23
15
18
23
109
90.83
45.42
Learner C
10
6
7
12
10
18
63
52.50
26.25
Highest Possible Score Learner A
Sample Class Record for English 4 (FQ) Quarterly Assessment (20%) 1
PS
WS
50
100
20%
40
80
16
B
48
96
19.20
C
29
58
11.60
Highest Possible Score Learner A Learner Learner
Sample Class Record for English 4 (FQ) Writt Perform Quarter Initial en ance ly Grade Work Task Assess (30% (50%) ment ) (20%) Highest Possible Score Learner A Learner B Learner C
Quarter ly Grade
30%
50%
20%
100
100
27.19
41.67
16
84.86
90
17.63
45.42
19.20
82.25
88
10.13
26.25
11.60
47.98
71
Transmutation Table Initial Grade
Transmuted Grade 100
82.40- 83.99
Transmuted Grade 89
98.40– 99.99
99
80.80- 82.39
88
96.80- 98.39
98
79.20- 80.79
87
95.20- 96.79
97
77.60- 79.19
86
93.69- 95.19
96
76.00- 77.59
85
92.00- 93.59
95
74.40- 75.99
84
90.40- 91.99
94
72.80- 74.39
83
88.80- 90.39
93
71.20- 72.79
82
87.20- 88.79
92
69.60- 71.19
81
85.60- 87.19
91
68.00- 69.59
80
84.00- 85.59
90
66.40- 67.99
79
100
Initial Grade
Transmutation Table Initial Grade 64.80 – 66.39
Transmuted Grade 78
Initial Grade 28.00 – 31.99
Transmuted Grade 67
63.20 - 64.79
77
24.00 – 27.99
66
61.60 – 63.19
76
20.00 – 23.99
65
60.00 – 61.59
75
16.00 – 19.99
64
56.00 – 59.99
74
12.00 - 15.99
63
52.00 – 55.99
73
8.00 - 11.99
62
48.00 – 51.99
72
4.00 - 7.99
61
44.00 – 47.99
71
40.00 – 43.99
70
36.00 – 39.99
69
32.00 – 35.99
68
0-
3.99
60
Quarterly Grade for MAPEH is the average of the quarterly grades in the four areas. Quarterly Grade
(QG) for MAPEH
Computation of Grades at the end of the School Year For Kindergarten
No numerical grades. Descriptions of the learner’s 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.
Computation of Grades at the end of the School Year For Grades 1-10
The average of the Quarterly Grades (QG) produces the final grade.
Final Grade
by Learning Area
The general average is computed by dividing the sum of all final grades by the total number of learning areas. Each learning areas has equal weight.
Computation of Grades at the end of the School Year For Grades 1-10
The general average is computed by dividing the sum of all final grades by the total number of learning areas. Each learning areas has equal weight.
Gen.
Ave.
The Final Grade in each learning area and the General Average are reported as whole numbers.
Example of Final Grades and General Average (Grades 1-10) Quarter 1
2
3
4
Final Grade
Filipino
80
89
86
84
85
English
89
90
92
87
90
Mathematics
82
85
83
83
83
Science
86
87
85
84
86
Araling Panlipunan
90
92
91
89
91
Edukasyon sa Pagpapakatao
89
93
90
88
90
Edukasyon Pantahanan at Pangkabuhayan
80
81
84
79
81
MAPEH
85
86
85
84
85
Learning Area
General Average
86
Example of Final Grades and General Average ( Grades 11 and 12), 2nd Semester of ABM Strand Quarter Subjects
Second Semester Final Grade
3
4
Reading and Writing Skills
80
83
82
Pagbasa at Pagsusuri ny Iba’t Ibang Teksto tungo sa Pananaliksik
86
85
86
Statistics and Probability
82
87
85
Physical Science
88
87
88
Physical Education and Health
90
88
89
Empowerment Technologies: ICT for Professional Tracks
80
83
82
Business Math
87
86
87
Organization and Management
85
81
83
Fundamentals of ing, Business and Management I
84
81
83
Core Subjects
Applied and Specialized Subjects
How is the learner’s progress reported? When a learner’s raw score are consistently below expectations in WW and PT, the learner’s parents or guardians must be informed not later than the 5th week of that quarter. This will enable them to help and guide their child to improve and prepare for the Quarterly Assessment. A learner who receives a grade below 75 in any subject in a quarter must be given intervention through remediation and extra lessons from the teacher/s of that subject.
Learner Promotion and Retention Requirements
For Grades 1 to 3 Learners
Decision
1. Final Grade of at least 75 in all learning areas
Promoted to the next grade level
2. Did not meet expectations in not more than two learning areas
Must remedial classes for learning areas with failing mark to be promoted to the next grade level. Otherwise the learner is retained in the same grade level. Retained in the same grade level
3. Did not meet expectations in three or more learning areas
Learner Promotion and Retention Requirements
Decision
1. Final Grade of at least 75 in Promoted to the next all learning areas grade level 2. Did not meet expectations in not more than two learning areas For Grades 4 to 10 Learners
Must remedial classes for learning areas with failing mark to be promoted to the next grade level. Otherwise the learner is retained in the same grade level. Retained in the same
3. Did not meet expectations in three or more learning grade level areas 4. Must all learning areas 1. Earn the Elementary in the Elementary Certificate 2. Promoted to Junior High School
Learner Promotion and Retention Requirements For Grades 4 to 10 Learners
For Grades 11 to 12 Learners
Decision
5. Must all learning areas 1. Earn the Junior High in the Junior High School School Certificate 2. Promoted to Senior High School 1. Final Grade of at least 75 in Can proceed to the all learning areas in a next semester semester 2. Did not meet Expectations in a prerequisite subject in a learning area
Must remedial classes for failed competencies in the subject before being allowed to enroll in the higher-level subject
Learner Promotion and Retention Requirements 3. Did not meet expectations in any subject or learning area at the end of the semester For Grades 11 to 12 Learners
4. Must all subjects or learning areas in Senior High School
Decision Must remedial classes for failed competencies in the subject or learning areas to be allowed to enroll in the next semester. Otherwise the learner must retake Earn the Senior High the subject failed. School Certificate
Sample Certificate of Recomputed Final Grade Certificate of Recomputed Final Grade Name of student: Grade level: School Year Learning Area
Prepared by:
Final Grade
Remedial Class Mark
________________________
Recomputed Final Grade
Date: ______________
Remedial Class Teacher Noted by: _______________________ Date : ___________ School Principal Received by ___________________ Date : ___________ Division Office
4
5
List of Summative Assessment Tools Components Learning Areas
Languages
Written Work (WW)
Performance Tasks (PT)
A. Unit/Chapter Tests B. Written Output 1. Book/article reviews 2. Essays 3. Journals 4. Letter writing 5. Reaction/ reflection papers 6. Reports
A.
Products 1. Campaigns 2. Case Studies 3. Collages 4. Compositions 5. Literary Analyses 6. Multimedia productions 7. Portfolios 8. Research projects 9. Story/Poem Writing
B. Performance-based tasks 1. Debates 2. Interviews 3. Multimedia presentations 4. discussions 5. Presentations 6. Project making
List of Summative Assessment Tools Components
Learning Areas
Math
Written Work (WW)
Performance Tasks (PT)
A. Unit/chapter Tests B. Written Output 1. Data recording and analyses 2. Geometric and statistical analyses 3. Graphs, charts, or maps 4. Problem sets 5. Surveys
A. Products 1. Diagrams 2. Mathematical Investigatory projects 3. Models/making models of geometric figures 4. Number representations B. Performance-based tasks 1. Constructing graphs from survey conducted 2. Multimedia presentation 3. Outdoor math 4. Probability experiments 5. Problem-posing 6. Reasoning and proof through
List of Summative Assessment Tools Components
Learning Areas
Science
Written Work (WW)
Performance Tasks (PT)
A. Unit/Chapter Tests B. Written Output 1. Concept maps 2. Data recording and analyses 3. Laboratory reports and documentations 4. Reaction/ reflection papers 5. Surveys
A. Products 1. Investigatory projects 2. Models and diagrams construction 3. Prototype building 4. Research Papers B. Performance-based tasks 1. Debates 2. Deg and implementation of action plans 3. Deg various models 4. Doing scientific investigations 5. Issue-awareness campaigns 6. Laboratory activity
List of Summative Assessment Tools Components
Learning Areas
Written Work (WW)
Performance Tasks (PT)
A. Unit/Chapter Tests A. Products B. Written Output 1. Collages and diorama making 1. Concept maps and 2. Leaflet, poster, and slogan organizers making 2. Essays 3. Map construction 3. Journals 4. Research Work 4. News writing 5. Timelines Araling 5. News/article Panlipunan reviews B. Performance-based tasks (AP) 6. Reaction/ 1. Community Involvement reflection papers 2. Debate 3. Interviews 4. Issue-awareness
campaigns 5. News reporting 6. Presentations and
List of Summative Assessment Tools Components
Learning Areas
Written Work (WW)
A. Unit/Chapter Tests B. Written Output 1. Essays 2. Journal Writing 3. Journal /article reviews 4. Reaction/ Edukasyon sa reflection papers Pagpapakata
o (EsP)
Performance Tasks (PT)
A. Products 1. Argument analyses 2. Expressing their feelings and ideas through art activities 3. Journal responses 4. Letter Writing 5. Song and poem writing B. Performance-based tasks 1. Issue-awareness campaigns 2. Presentations and Multimedia presentations 3. Role plays 4. Preparation of action plans (Plano ng Pagsasabuhay)
List of Summative Assessment Tools Components
Learning Areas
Music
Written Work (WW)
Performance Tasks (PT)
A. Unit/Chapter Tests B. Written Output 1. Essays 2. Reaction/ reflection papers 3. Research paper
A. Products 1. Creating simple musical arrangement 2. Musical analysis/song analysis 3. Musical research 4. Writing Program notes B. Performance-based tasks 1. Multimedia presentations 2. Musical presentations 3. Skills demonstration (singing. playing musical instruments
List of Summative Assessment Tools Components
Learning Areas
Arts
Written Work (WW)
Performance Tasks (PT)
A. Unit/Chapter Tests B. Written Output 1. Essays 2. Reaction/ reflection papers 3. Research paper
A. Products 1. Art criticism and appreciation compilations 2. Art exhibit 3. Art projects 4. Portfolio B. Performance-based tasks 1. Art production 2. Multimedia presentations 3. Portfolio 4. Skills demonstration (drawing, coloring, painting 5. Stage/bulleting board production
List of Summative Assessment Tools Components
Learning Areas
Physical Education (PE)
Written Work (WW)
Performance Tasks (PT)
A. Unit/Chapter Tests B. Written Output 1. Essays 2. Reaction/ reflection papers 3. Research paper
A. Products 1. Article/journal review 2. Personal fitness and health logs 3. Portfolio B. Performance-based tasks 1. Creating personalized exercise program 2. Physical activity participation 3. Physical activity/fitness assessment 4. Role plays 5. Skills demonstration
List of Summative Assessment Tools Components
Learning Areas
Health
Written Work (WW)
Performance Tasks (PT)
A. Unit/Chapter Tests B. Written Output 1. Essays 2. Journal/article review 3. Reaction/ reflection papers 4. Research paper 5. Journal Writing
A. Products 1. Journal responses 2. Personal fitness and health logs 3. Portfolio B. Performance-based tasks 1. Debates 2. Design and implementation of fitness and health program 3. Issue-awareness campaigns 4. Role plays
List of Summative Assessment Tools Components
Learning Areas
Edukasyong Pantahanan at Pangkabuhayan/ Technology and Livelihood Education
Written Work (WW)
Performance Tasks (PT)
A. Unit/Chapter Tests B. Written Output 1. Essays 2. Diagrams, charts, and models 3. Work designs and plans
A. Products 1. Technical drawing output 2. Prototype building 3. Products/projects using locally available materials B. Performance-based tasks 1. Skills demonstration 2. Skills application 3. Laboratory exercises 4. Oral tests 5. Design, creation, and layout of outputs/ diagnose and repair equipment
Major features: DepEd K to 12 Classroom Assessment
Workshop Create an instructional plan integrating assessment and instruction for one learning competency.
Objective
Be updated on the policy guidelines on classroom assessment for the K to 12 Basic Education Program particularly on the features of the K to 12 Assessment Framework and the grading system per DepEd Order No. 8, s. 2015 Use the principles of effective classroom assessment as they apply to Vygotsky’s Views on the Zone of Proximal Development of the learners
“What do you think?”
Statement 1:
Assessment is standard-based.
Statement 2: The formative assessment needs to scaffold students in the summative assessment.
Statement 3: Assessment should become more like instruction.
Statement 4: Assessment results need to be used by teachers to mark student’s performance.
Statement 5: Assessment is a technical competency.
Statement 6: DepEd Order No. 8, s. 2015 says goodbye to KPUP.
Statement 7: Summative assessment is composed of Written Work, Performance Task and Quarterly Assessment.
Statement 8: The highest form of the cognitive process as guide in formulating assessment task is understanding.
Statement 9: No one is retained in the K to 12 Basic Education Program.
Statement 10: The raw score of the learner in a given test under the K to 12 Curriculum is transmuted.
Statement 11: Learning is greatly facilitated by guidance and assistance that is pitched in the learner’s “zone of proximal development” (zpd).
Statement 12: Classify materials based on the ability to absorb water , float, sink and undergo decay is a skill under applying.
Statement 13: Synthesis in the old domain of cognitive processes is the same with creating in the new domain.
Statement 14: The lowest mark of the learner in the report card based on DepEd Order # 8, s. 2015 is 70.
Statement 15: A learner who receives a grade below 75 in any subject in a quarter must be given intervention through remediation and extra lessons from the teacher/s of that subject.
Thought Sharing….
1. What are the main points that were raised in the activity? 2. Which of the ideas shared is essential for you as a classroom assessor? 3. What have you realized from the activity?
Cognitive Processes
Examples
ing—Produce the right information from memory Identify frogs in a diagram of Recognizing different kinds of amphibians. Find an isosceles triangle in your neighborhood. Answer any true-false or multiple-choice questions. Recalling • Name three 19th-century women English authors. • Write the multiplication facts. • Reproduce the chemical formula for carbon tetrachloride.
Cognitive Processes
Examples
Understanding—Make meaning from educational materials or experiences
Interpreting
Exemplifying
• Translate a story problem into an algebraic equation. • Draw a diagram of the digestive system. • Paraphrase Jawaharlal Nehru's tryst with destiny speech. • Draw a parallelogram. • Find an example of stream-ofconsciousness style of writing. • Name a mammal that lives in our area.
Cognitive Processes
Examples
Understanding—Make meaning from educational materials or experiences Classifying
• Label numbers odd or even. • List the events of the Sepoy Mutiny of 1857. • Group native animals into their proper species.
Summarizing
• Make up a title for a short age. • List the key points related to capital punishment that the Web site promotes
Inferring
Read a age of dialogue between two characters and make conclusions about their past relationship. • Figure out the meaning of an unfamiliar term from the context. • Look at a series of numbers and predict what the next number will be.
Comparing
Explain how the heart is like a pump.
Cognitive Processes
Examples
Understanding—Make meaning from educational materials or experiences Explaining
Draw a diagram explaining how air pressure affects the weather. • Provide details that justify why the French Revolution happened when and how it did. • Describe how interest rates affect the economy.
Applying—Use a procedure Executing
Add a column of two-digit numbers. • Orally read a age in a foreign language. • Have a student open house discussion.
Implementing
Design an experiment to see how plants grow in different kinds of soil. • Proofread a piece of writing. • Create a budget.
Cognitive Processes
Examples
Analyzing—Break a concept down into its parts and describe how the parts relate to the whole Differentiating
• List the important information in a mathematical word problem and cross out the unimportant information. • Draw a diagram showing the major and minor characters in a novel.
Organizing
Place the books in the classroom library into categories. • Make a chart of often-used figurative devices and explain their effect. • Make a diagram showing the ways plants and animals in your neighborhood interact with each other.
Cognitive Processes
Examples
Analyzing—Break a concept down into its parts and describe how the parts relate to the whole Attributing
Read letters to the editor to determine the authors’ points of view about a local issue. • Determine a character’s motivation in a novel or short story. • Look at brochures of political candidates and hypothesize about their perspectives on issues.
Evaluating—Make judgments based on criteria and syllabus guidelines Checking
Participate in a writing group, giving peers on organization and logic of arguments. • Listen to a political speech and make a list of any contradictions within the speech. • Review a project plan to see if all the necessary steps are included.
Cognitive Processes
Examples
Analyzing—Break a concept down into its parts and describe how the parts relate to the whole Critiquing
• Judge how well a project meets the criteria of a rubric. • Choose the best method for solving a complex mathematical problem. • Judge the validity of arguments for and against astrology.
Creating—Put pieces together to form something new or recognize components of a new structure. Generating
Given a list of criteria, list some options for improving race relations in the school. • Generate several scientific hypotheses to explain why plants need sunshine. • Propose a set of alternatives for reducing dependence on fossil fuels that address both economic and environmental concerns. • Come up with alternative hypotheses based on
Cognitive Processes
Examples
Creating—Put pieces together to form something new or recognize components of a new structure. Planning
Make a storyboard for a multimedia presentation on insects. • Outline a research paper on Mark Twain’s views on religion. • Design a scientific study to test the effect of different kinds of music on hens’ egg production.
Producing
• Write a journal from the point of view of mountaineer. • Build a habitat for pigeons. • Put on a play based on a chapter from a novel you’re reading.
How is learner progress recorded and computed? For Grades 1 to 12 Steps for computing for the Final Grades 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
How is learner progress recorded and computed? For Grades 1 to 12 Steps for computing for the Final Grades 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%.
PS x 100%
How is learner progress recorded and computed? For Grades 1 to 12 Steps for computing for the Final Grades 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 Score is multiplied by the weight of the component as stipulated in the following tables. The product is known as the Weighted Score (WS).
WS Percentage Score x Weight of
How is learner progress recorded and computed? For Grades 1 to 12 Weight of the Component for Grades 1-10 Component
Languag es
AP
EsP
Scienc e
Math
MAPEH
EPP/TLE
Written Work
30%
40%
20%
Performance Task Quarterly Assessment
50%
40%
60%
20%
20%
20%
For Grades 1 to 12 Weight of the Component for SHS Academic Track
Core Subjects
All Other Subjects
Written Work
25%
25%
Performance Task
50%
45%
Quarterly Assessment
25%
30%
Work Immersion/ Research /Business Enterprise Simulation/ Exhibit/ Performance 35%
Technical-Vocational and Livelihood (TVL)/Sports/Arts and Design Track All Other Subjects
Work Immersion/ Research/ Exhibit/ Performance
25%
20%
40%
45%
60%
25%
30%
20%
How is learner progress recorded and computed? For Grades 1 to 12 Steps for computing for the Final Grades 4. The sum of the Weighted Scores in each component is the Initial Grade. This initial Grade will be transmuted using the given transmutation table to get the Quarterly Grade (QG). 5. The Quarterly Grade for each learning area is written in the report card of the student.
Sample Class Record for English 4 (FQ) Written Work (30%) 1
2
3
4
5
6
7
Total
PS
WS
20
25
20
20
25
30
20
160
100
30%
18
22
20
17
23
26
19
145
90.63
27.19
Learner B
19
15
15
9
13
14
9
94
58.75
17.63
Learner C
9
11
5
8
8
9
4
54
33.75
10.13
Highest Possible Score Learner A
Sample Class Record for English 4 (FQ) Performance Task (50%) 1
2
3
4
5
6
Total
PS
WS
15
15
25
20
20
25
120
100
50%
12
13
19
15
16
25
100
83.33
41.67
Learner B
15
15
23
15
18
23
109
90.83
45.42
Learner C
10
6
7
12
10
18
63
52.50
26.25
Highest Possible Score Learner A
Sample Class Record for English 4 (FQ) Quarterly Assessment (20%) 1
PS
WS
50
100
20%
40
80
16
B
48
96
19.20
C
29
58
11.60
Highest Possible Score Learner A Learner Learner
Sample Class Record for English 4 (FQ) Writt Perform Quarter Initial en ance ly Grade Work Task Assess (30% (50%) ment ) (20%) Highest Possible Score Learner A Learner B Learner C
Quarter ly Grade
30%
50%
20%
100
100
27.19
41.67
16
84.86
90
17.63
45.42
19.20
82.25
88
10.13
26.25
11.60
47.98
71
Transmutation Table Initial Grade
Transmuted Grade 100
82.40- 83.99
Transmuted Grade 89
98.40– 99.99
99
80.80- 82.39
88
96.80- 98.39
98
79.20- 80.79
87
95.20- 96.79
97
77.60- 79.19
86
93.69- 95.19
96
76.00- 77.59
85
92.00- 93.59
95
74.40- 75.99
84
90.40- 91.99
94
72.80- 74.39
83
88.80- 90.39
93
71.20- 72.79
82
87.20- 88.79
92
69.60- 71.19
81
85.60- 87.19
91
68.00- 69.59
80
84.00- 85.59
90
66.40- 67.99
79
100
Initial Grade
Transmutation Table Initial Grade 64.80 – 66.39
Transmuted Grade 78
Initial Grade 28.00 – 31.99
Transmuted Grade 67
63.20 - 64.79
77
24.00 – 27.99
66
61.60 – 63.19
76
20.00 – 23.99
65
60.00 – 61.59
75
16.00 – 19.99
64
56.00 – 59.99
74
12.00 - 15.99
63
52.00 – 55.99
73
8.00 - 11.99
62
48.00 – 51.99
72
4.00 - 7.99
61
44.00 – 47.99
71
40.00 – 43.99
70
36.00 – 39.99
69
32.00 – 35.99
68
0-
3.99
60
Quarterly Grade for MAPEH is the average of the quarterly grades in the four areas. Quarterly Grade
(QG) for MAPEH
Computation of Grades at the end of the School Year For Kindergarten
No numerical grades. Descriptions of the learner’s 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.
Computation of Grades at the end of the School Year For Grades 1-10
The average of the Quarterly Grades (QG) produces the final grade.
Final Grade
by Learning Area
The general average is computed by dividing the sum of all final grades by the total number of learning areas. Each learning areas has equal weight.
Computation of Grades at the end of the School Year For Grades 1-10
The general average is computed by dividing the sum of all final grades by the total number of learning areas. Each learning areas has equal weight.
Gen.
Ave.
The Final Grade in each learning area and the General Average are reported as whole numbers.
Example of Final Grades and General Average (Grades 1-10) Quarter 1
2
3
4
Final Grade
Filipino
80
89
86
84
85
English
89
90
92
87
90
Mathematics
82
85
83
83
83
Science
86
87
85
84
86
Araling Panlipunan
90
92
91
89
91
Edukasyon sa Pagpapakatao
89
93
90
88
90
Edukasyon Pantahanan at Pangkabuhayan
80
81
84
79
81
MAPEH
85
86
85
84
85
Learning Area
General Average
86
Example of Final Grades and General Average ( Grades 11 and 12), 2nd Semester of ABM Strand Quarter Subjects
Second Semester Final Grade
3
4
Reading and Writing Skills
80
83
82
Pagbasa at Pagsusuri ny Iba’t Ibang Teksto tungo sa Pananaliksik
86
85
86
Statistics and Probability
82
87
85
Physical Science
88
87
88
Physical Education and Health
90
88
89
Empowerment Technologies: ICT for Professional Tracks
80
83
82
Business Math
87
86
87
Organization and Management
85
81
83
Fundamentals of ing, Business and Management I
84
81
83
Core Subjects
Applied and Specialized Subjects
How is the learner’s progress reported? When a learner’s raw score are consistently below expectations in WW and PT, the learner’s parents or guardians must be informed not later than the 5th week of that quarter. This will enable them to help and guide their child to improve and prepare for the Quarterly Assessment. A learner who receives a grade below 75 in any subject in a quarter must be given intervention through remediation and extra lessons from the teacher/s of that subject.
Learner Promotion and Retention Requirements
For Grades 1 to 3 Learners
Decision
1. Final Grade of at least 75 in all learning areas
Promoted to the next grade level
2. Did not meet expectations in not more than two learning areas
Must remedial classes for learning areas with failing mark to be promoted to the next grade level. Otherwise the learner is retained in the same grade level. Retained in the same grade level
3. Did not meet expectations in three or more learning areas
Learner Promotion and Retention Requirements
Decision
1. Final Grade of at least 75 in Promoted to the next all learning areas grade level 2. Did not meet expectations in not more than two learning areas For Grades 4 to 10 Learners
Must remedial classes for learning areas with failing mark to be promoted to the next grade level. Otherwise the learner is retained in the same grade level. Retained in the same
3. Did not meet expectations in three or more learning grade level areas 4. Must all learning areas 1. Earn the Elementary in the Elementary Certificate 2. Promoted to Junior High School
Learner Promotion and Retention Requirements For Grades 4 to 10 Learners
For Grades 11 to 12 Learners
Decision
5. Must all learning areas 1. Earn the Junior High in the Junior High School School Certificate 2. Promoted to Senior High School 1. Final Grade of at least 75 in Can proceed to the all learning areas in a next semester semester 2. Did not meet Expectations in a prerequisite subject in a learning area
Must remedial classes for failed competencies in the subject before being allowed to enroll in the higher-level subject
Learner Promotion and Retention Requirements 3. Did not meet expectations in any subject or learning area at the end of the semester For Grades 11 to 12 Learners
4. Must all subjects or learning areas in Senior High School
Decision Must remedial classes for failed competencies in the subject or learning areas to be allowed to enroll in the next semester. Otherwise the learner must retake Earn the Senior High the subject failed. School Certificate
Sample Certificate of Recomputed Final Grade Certificate of Recomputed Final Grade Name of student: Grade level: School Year Learning Area
Prepared by:
Final Grade
Remedial Class Mark
________________________
Recomputed Final Grade
Date: ______________
Remedial Class Teacher Noted by: _______________________ Date : ___________ School Principal Received by ___________________ Date : ___________ Division Office
4
5
List of Summative Assessment Tools Components Learning Areas
Languages
Written Work (WW)
Performance Tasks (PT)
A. Unit/Chapter Tests B. Written Output 1. Book/article reviews 2. Essays 3. Journals 4. Letter writing 5. Reaction/ reflection papers 6. Reports
A.
Products 1. Campaigns 2. Case Studies 3. Collages 4. Compositions 5. Literary Analyses 6. Multimedia productions 7. Portfolios 8. Research projects 9. Story/Poem Writing
B. Performance-based tasks 1. Debates 2. Interviews 3. Multimedia presentations 4. discussions 5. Presentations 6. Project making
List of Summative Assessment Tools Components
Learning Areas
Math
Written Work (WW)
Performance Tasks (PT)
A. Unit/chapter Tests B. Written Output 1. Data recording and analyses 2. Geometric and statistical analyses 3. Graphs, charts, or maps 4. Problem sets 5. Surveys
A. Products 1. Diagrams 2. Mathematical Investigatory projects 3. Models/making models of geometric figures 4. Number representations B. Performance-based tasks 1. Constructing graphs from survey conducted 2. Multimedia presentation 3. Outdoor math 4. Probability experiments 5. Problem-posing 6. Reasoning and proof through
List of Summative Assessment Tools Components
Learning Areas
Science
Written Work (WW)
Performance Tasks (PT)
A. Unit/Chapter Tests B. Written Output 1. Concept maps 2. Data recording and analyses 3. Laboratory reports and documentations 4. Reaction/ reflection papers 5. Surveys
A. Products 1. Investigatory projects 2. Models and diagrams construction 3. Prototype building 4. Research Papers B. Performance-based tasks 1. Debates 2. Deg and implementation of action plans 3. Deg various models 4. Doing scientific investigations 5. Issue-awareness campaigns 6. Laboratory activity
List of Summative Assessment Tools Components
Learning Areas
Written Work (WW)
Performance Tasks (PT)
A. Unit/Chapter Tests A. Products B. Written Output 1. Collages and diorama making 1. Concept maps and 2. Leaflet, poster, and slogan organizers making 2. Essays 3. Map construction 3. Journals 4. Research Work 4. News writing 5. Timelines Araling 5. News/article Panlipunan reviews B. Performance-based tasks (AP) 6. Reaction/ 1. Community Involvement reflection papers 2. Debate 3. Interviews 4. Issue-awareness
campaigns 5. News reporting 6. Presentations and
List of Summative Assessment Tools Components
Learning Areas
Written Work (WW)
A. Unit/Chapter Tests B. Written Output 1. Essays 2. Journal Writing 3. Journal /article reviews 4. Reaction/ Edukasyon sa reflection papers Pagpapakata
o (EsP)
Performance Tasks (PT)
A. Products 1. Argument analyses 2. Expressing their feelings and ideas through art activities 3. Journal responses 4. Letter Writing 5. Song and poem writing B. Performance-based tasks 1. Issue-awareness campaigns 2. Presentations and Multimedia presentations 3. Role plays 4. Preparation of action plans (Plano ng Pagsasabuhay)
List of Summative Assessment Tools Components
Learning Areas
Music
Written Work (WW)
Performance Tasks (PT)
A. Unit/Chapter Tests B. Written Output 1. Essays 2. Reaction/ reflection papers 3. Research paper
A. Products 1. Creating simple musical arrangement 2. Musical analysis/song analysis 3. Musical research 4. Writing Program notes B. Performance-based tasks 1. Multimedia presentations 2. Musical presentations 3. Skills demonstration (singing. playing musical instruments
List of Summative Assessment Tools Components
Learning Areas
Arts
Written Work (WW)
Performance Tasks (PT)
A. Unit/Chapter Tests B. Written Output 1. Essays 2. Reaction/ reflection papers 3. Research paper
A. Products 1. Art criticism and appreciation compilations 2. Art exhibit 3. Art projects 4. Portfolio B. Performance-based tasks 1. Art production 2. Multimedia presentations 3. Portfolio 4. Skills demonstration (drawing, coloring, painting 5. Stage/bulleting board production
List of Summative Assessment Tools Components
Learning Areas
Physical Education (PE)
Written Work (WW)
Performance Tasks (PT)
A. Unit/Chapter Tests B. Written Output 1. Essays 2. Reaction/ reflection papers 3. Research paper
A. Products 1. Article/journal review 2. Personal fitness and health logs 3. Portfolio B. Performance-based tasks 1. Creating personalized exercise program 2. Physical activity participation 3. Physical activity/fitness assessment 4. Role plays 5. Skills demonstration
List of Summative Assessment Tools Components
Learning Areas
Health
Written Work (WW)
Performance Tasks (PT)
A. Unit/Chapter Tests B. Written Output 1. Essays 2. Journal/article review 3. Reaction/ reflection papers 4. Research paper 5. Journal Writing
A. Products 1. Journal responses 2. Personal fitness and health logs 3. Portfolio B. Performance-based tasks 1. Debates 2. Design and implementation of fitness and health program 3. Issue-awareness campaigns 4. Role plays
List of Summative Assessment Tools Components
Learning Areas
Edukasyong Pantahanan at Pangkabuhayan/ Technology and Livelihood Education
Written Work (WW)
Performance Tasks (PT)
A. Unit/Chapter Tests B. Written Output 1. Essays 2. Diagrams, charts, and models 3. Work designs and plans
A. Products 1. Technical drawing output 2. Prototype building 3. Products/projects using locally available materials B. Performance-based tasks 1. Skills demonstration 2. Skills application 3. Laboratory exercises 4. Oral tests 5. Design, creation, and layout of outputs/ diagnose and repair equipment
Major features: DepEd K to 12 Classroom Assessment
Workshop Create an instructional plan integrating assessment and instruction for one learning competency.
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