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Republic of the Philippines

Department of Education

DepEd ORDER
No. 8, s. 2015

POLICY GUIDELINES ON CLASSROOM ASSESSMENT FOR THE K TO 12

BASIC EDUCATION PROGRAM

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.

2. Classroom Assessment is an integral part of curriculum implementation. It allows

the teacher to track and measure learners’ progress and to adjust instruction
accordingly. Classroom assessment informs the learners, as well as their parents
and guardians, of their progress.

3. Effective School Year (SY) 2015-2016, the policy Guidelines on Classroom

Assessment for the K to 12 Basic Education Program shall be implemented in public
elementary and secondary schools nationwide.

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.

5. Special Programs may further issue supplementary guidelines in relation to the

program’s specific assessment concerns.

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unless sooner repealed, amended, or rescinded.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that are inconsistent with this Order are rescinded.
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7. Immediate dissemination of and strict compliance with this Order is directed.

(Enclosure to DepEd Order No. 8, s. 2015)

POLICY GUIDELINES ON CLASSROOM ASSESSMENT FOR THE K TO 12

BASIC EDUCATION PROGRAM (BEP)

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.

At the heart of this assessment framework is the recognition and deliberate

consideration of the learners’ zone of proximal development (Vygotsky 1978).
Appropriate assessment is committed to ensure learners’ success in moving from
guided to independent display of knowledge, understanding, and skills, and to
enable them to transfer this successfully in future situations. From this point of
view, assessment facilitates the development of learners’ higher-order thinking and
21stcentury skills.

This view of assessment, therefore, acknowledges the unity of instruction and

assessment. Assessment is part of day-to-day lessons and extends the day-to-day
classroom activities that are already in place in the K to 12 curriculums.

II. What is Classroom Assessment?

Assessment is a process that is used to keep track of learners’ progress in relation to

learning standards and in the development of 21stcentury skills; to promote self-
reflection and personal accountability among students about their own learning;
and to provide bases for the profiling of student performance on the learning
competencies and standards of the curriculum. Various kinds of assessments shall
be used appropriately for different learners who come from diverse contexts, such
as cultural background and life experiences.
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Classroom Assessment is an ongoing process of identifying, gathering, organizing,

and interpreting quantitative and qualitative information about what learners know
and can do.

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.

A. Formative assessment, on the other hand, may be seen as assessment for

learning so teachers can make adjustments in their instruction. It is also
assessment as learning wherein students reflect on their own progress.
According to the UNESCO Program on Teaching and Learning for a
Sustainable Future (UNESCO-TLSF), formative assessment refers to the
ongoing forms of assessment that are closely linked to the learning process. It
is characteristically informal and is intended to help students identify
strengths and weaknesses in order to learn from the assessment experience.

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.
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B. Summative Assessment, on the other hand, may be seen as assessment of learning,

which occurs toward the end of a period of learning in order to describe the standard
reached by the learner. Often, this takes place in order for appropriate decisions about
future learning or job suitability to be made. Judgments derived from summative
assessment are usually for the benefit of people other than the learner (UNESCO-TLSF).

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.

III. What is assessed in the classroom?

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 21 st 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?”

C. Learning Competencies refer to the knowledge, understanding, skills, and

attitudes that students need to demonstrate in every lesson and/or learning activity.
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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.

Table1. Adapted Cognitive Process Dimensions

Cognitive Process Descriptors
Dimensions
Remembering The learner can recall information and retrieve relevant
knowledge from long-term memory: identify, retrieve,
recognize, duplicate, list, memorize, repeat, reproduce
Understanding The learner can construct meaning from oral, written, and
graphic messages: interpret, exemplify, classify, summarize,
infer, compare, explain, paraphrase, discuss
Applying The learner can use information to undertake a procedure
in familiar situations or in a new way: execute, implement,
demonstrate, dramatize, interpret, solve, use, illustrate,
convert, discover
Analyzing The learner can be distinguish between parts and
determine how they relate to one another and to overall
structure and purpose: differentiate, distinguish, compare,
contrast, organize, outline, attribute, deconstruct
Evaluating The learner can make judgments and justify decisions:
coordinate, measure, detect, defend, judge, argue, debate,
critique, appraise, evaluate
Creating The learner can put elements together to form a functional
whole, create a new product or point of view: generate,
hypothesize, plan, design, develop, produce, construct,
formulate, assemble, design, devise
*Adapted from Table5.1”The Cognitive Process Dimensions” (Anderson and Krathwohl 2001, pp. 67-68)

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.
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IV. How are learners assessed in the classroom?

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.

Individual and Collaborative Formative Assessment

Individual formative assessment enables the learner to demonstrate independently

what has been learned or mastered through range of activities such as check-up
quizzes, written exercises, performances, models, and even electronic presentations.

Collaborative formative assessment (peer assessment) allows to students to support

each other’s learning. Discussion, role playing, games, and other group activities may
also be used as performance-based formative assessment wherein learners support and
extend each other’s learning.

Formative Assessment in Different Parts of the Lesson

Formative assessment may be integrated in all parts of the lesson. Basically, every
lesson has three parts: before the lesson, the lesson proper, and after the lesson.
Formative assessment conducted in each part serves a different purposes.

A. Before the Lesson

Formative assessment conducted before the lesson informs the teacher about the
students understanding of a lesson/ topic before direct instruction. It helps teacher
understands where the students stand in terms of conceptual understanding and
application. Formative assessment provides bases for making instructional decisions,
such as moving on to a new lesson or clarifying prerequisite understanding.

B. During the Lesson Proper

Formative assessment conducted during the lesson proper informs teachers of the
progress of the students in relation to the development of the learning competencies. It
also helps the teacher determine whether instructional strategies are effective. The
results of formative assessment is given at this time may be compared with the result of
formative assessment given before the lesson to establish if conceptual understanding
and application have improved. On this basis, the teacher can make decisions on
whether to review, re-teach, remediate, or enrich lessons and, subsequently, when to
move on to the next lesson.

C. After the Lesson

Formative assessment conducted after the lesson assesses whether learning objectives
were achieved. It also allows the teacher to evaluate the effectiveness of instruction.
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Students who require remediation and or/ enrichment should be helped by the teacher
using appropriate teaching strategies.

Table2. Enumerates the purposes of formative assessments conducted before, during

and after the lesson. It also shows examples of assessment methods. Teacher should not
limit the assessment methods they use to the examples provided in the table on page 6.

Table2. Purposes of Formative Assessment

Parts of Purpose Examples of Assessment
the Method
For the Learner For the Teacher
Lesson
1. Know what she/he 1. Get information 1. Agree/disagree
knows about the about what the activities
topic/lesson learner already 2. Games
2. Understand the knows and can do 3. Interviews
purpose of the lesson about the new 4. Inventories/checklists
and how to do well lesson of skills (relevant to
Before in the lesson 2. Share learning the topic in a learning
Lesson 3. Identify the ideas or intentions and area)
concepts she/he success criteria to 5. KWL activities (what I
misunderstands the learners know, what I want to
4. Identify barriers to 3. Determine know, what I learned)
learning misconceptions 6. Open-ended questions
4. Identify what 7. Practice exercises
hinders learning
1. Identify one’s 1. Provide immediate 1. Multimedia
strengths and feedback to presentations
weaknesses learners 2. Observations
2. Identify barriers to 2. Identify what 3. Other formative
learning hinders learning performance tasks
3. Know what she/he 3. Identify what (simple activities that
Lesson knows and does not facilitates learning can be drawn from a
Proper know 4. Identify learning specific topic or
4. Monitor his/her gaps lesson)
own progress 5. Track learner 4. Quizzes (recorded but
progress in not graded)
comparison to 5. Recitations
formative 6. Simulation activities
assessment result
prior to the lesson
proper
6. To make decisions
on whether to
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proceed with the

next lesson, re-
teach or provide
for corrective
measures or
reinforcements
1. Tell and recognize 1. Assess whether 1. Checklist
whether she/he met learning objectives 2. Discussion
learning objectives have been met for a 3. Games
and success criteria specified duration 4. Performance task that
2. Seek support 2. Remediate and/ or emanate from the
through enrich with lesson objectives
remediation, appropriate 5. Practice exercises
enrichment, or strategies as needed 6. Short quizzes
other strategies 3. Evaluate whether 7. Written work
learning intentions
and success criteria
have been met

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.

Individual and Collaborative Summative Assessment

Learners may be assessed individually through unit test and quarterly assessment.
Collaboratively, learners may participate in group activities in which they cooperate to
produce evidence of their learning. The process of creating a learning project is given more
weight or importance than the product itself.

Components of Summative Assessment

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Summative assessments are classified into three components, namely, Written Work
(WW), Performance Tasks (PT), and Quarterly Assessment (QA). These three will be the
bases for grading. The nature of the learning area defines the way these three components
are assessed.

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.

Table3. Components of Summative Assessments

Components Purpose When Given

Written Work 1. Assess learners’ understanding of
(WW) concepts and application of skills in At the end of the
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written form topic or unit

2. Prepare learners for quarterly
assessments
1. Involve students in the learning
process individually or in a
collaboration with teammates over a
period of time
2. Give students opportunities to
demonstrate and integrate their At the end of a
knowledge, understanding, and skills lesson focusing on a
Performance about topics or lesson learned in a topic/skill lesson
Tasks (PT) specific real-life situation by
performing and/or producing
evidence of their learning. Several times during
3. Give students the freedom to express the quarter
their learning in appropriate and
diverse ways
4. Encourage student inquiry,
integration of knowledge,
understanding, and skills in various
contexts beyond the assessment
period
Quarterly Synthesize all the learning skills, Once, at end of the
Assessment (QA) concepts, and values learned in an quarter
entire quarter

There must be sufficient and appropriate instructional interventions to ensure that

learners are ready before summative assessment are given. The evidence produce
through summative assessment enables teachers to describe how well the students
have learned the standards/competencies for a given quarter. These are then
reflected in the class record. The grades of learners are presented in a report card to
show the progress of learners to parents and other stakeholder.

V. What is the grading system?

The K to 12 Basic Education Program uses a standards and competency-based grading

system. These are found in the curriculum guides. All grades will be based on the weighted
raw score of the learners’ summative assessment. The minimum grade needed to pass a
specific learning area is 60, which is transmuted to 75 in report card. The lowest mark that
can appear on the report card is 60 for Quarterly Grades and Final Grades.
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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.

A. How is learner progress recorded and computed?

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.

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:
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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)

Learner’s total raw score

PERCENTAGE SCORE = x 100%
Highest possible score

Weighted Score (WS) = Percentage Score x Weighted of Component

Table4. Weight of the Components for Grades 1-10

Components Languages AP EsP Science Math MAPEH EPP/
TLE
Written 30% 40% 20%
Work
1 to 10 Performance 50% 40% 60%
Tasks
Quarterly 20% 20% 20%
Assessment

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.

Table 5.Weight of the Component for SHS.

Technical-Vocational
Academic Track and Livelihood
(TVL)/Sports/ Arts
and Design Track
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Core
Subjects Work Work
All other Immersion/Research/ All Immersion/
subjects Business Enterprise other Research/
Simulation/ Exhibit/ subjects Exhibit/
Performance Performance

Written 25% 25% 35% 20%

Work
11 Performance 50% 45% 40% 60%
to Tasks
12 Quarterly 25% 30% 25% 20%
Assessment

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.

Table7:Steps for Computing Grades

STEPS EXAMPLE
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Learner’s Raw Highest Possible

Score Score
Written Work 1 18 20
Written Work 2 22 25
Written Work 3 20 20
Written Work 4 17 20
1. Get the total score Written Work 5 23 25
for each component Written Work 6 26 30
Written Work 7 19 20

TOTAL 145 160

Learner’s RawHighest Possible

Score Score
Performance Task 1 12 15
Performance Task 2 13 15
Performance Task 3 19 25
Performance Task 4 15 20
Performance Task 5 16 20
Performance Task 6 25 25

TOTAL 100 120

Learner’s Raw Highest Possible

Score Score
Quarterly
Assessment 40 50
145
Percentage Score (PS) = x 100%
160
2. Divide the total raw
score by the highest PS of Written Work is 90.63
possible score then
multiply the 100
quotient by 100%. Percentage Score (PS) = x 100%
120

PS of Performance Tasks is 83.33

40
Percentage Score PS = x 100%
50

PS of Quarterly Assessment is 80.00

STEPS EXAMPLE
3. Convert Percentage Scores Written Work for English Grade 4 is 30%
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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.

Quarterly Assessment for English Grade 4 is 20%

Weighted Score (WS)= 80.00 x 0.20
The Weighted Score of Quarterly Assessment is 16.

(The scores can be found in the sample class record on Table 6)

4. Add the Weighted Scores of Component Weighted Scores
each component. The result Written Work= 27.19
will be initial Grade Performance Tasks = 41.67
Quarterly Assessment= 16.00

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.

The Quarterly Grade in English for the 1st Quarter is 90.

This is reflected in the Report Card

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

B. How are grades computed at the end of the school year?

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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.

For Grades 1-10

The average of the Quarterly Grades (QG) produces the Final Grade.
When a learner’s raw scores are consistently below expectations in Written Work and
Performance Tasks, the learner’s parents or guardians must be informed not later than the fifth
week of the 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 teachers of the
subject.

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.

Table11. Learner Promotion and Retention

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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.

3. Did not meet expectations in three Otherwise the learner is

or more learning areas retained in the same grade
level.
1. Final Grade of at least 75 in all Promoted to the next grade
learning areas level
For Grades 4 to
10 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.

3. Did not meet expectations in three Otherwise the learner is

or more learning areas retained in the same grade
level.

Table9. Grade 11, 2nd Semester of ABM strand

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Subjects Quarter Second Semester

3 4 Final Grade
Core Subjects
Reading and Writing Skills 80 83 82
Pagbasa at Pagsusuri ng
Iba’tIbangTekstotungosaPananaliksi 86 85 86
k
Statistics and Probability 82 87 85
Physical Science 88 87 88
Physical Education and Health 90 88 89
Applied and Specialized Subjects
Empowerment Technologies: ICT for 80 83 82
Professional Tracks
Business Math 87 86 87
Organization and Management 85 81 83
Fundamentals and Accounting, 84 81 83
Business and Management 1

General Average for the Semester 85

How is the learner’s progress reported?

The summary of learner progress is shown quarterly to parents and guardians through a parent-
teacher conference, in which the report card is discussed. The grading scale, with its
corresponding descriptors, are in Table 10. Remarks are given at the end of the grade level.

Table 10. 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 Expectations Below 75 Failed

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
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.
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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.

GENERAL = Sum of Final Grades of All Learning Areas

AVERAGE Total number of Learning Areas in a grade Level

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.

Table 8.Final Grades and General Average

Quarter
Learning Area Final Grade
1 2 3 4
Filipino 80 89 86 84 85
English 89 90 92 87 90
Mathematics 82 85 83 83 83
Science 86 87 85 84 86
AralingPanlipunan 90 92 91 89 91
Edukasyongsa 89 93 90 88 90
Pagkatao
EdukasyongPantahanan
at Pangkabuhayan 80 81 84 79 81
MAPEH 85 86 85 84 85
General Average 86

For Grades 11 and 12

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The two quarters determine the Final Grade in a semester. Table 9 shows an example in Grade
11, second semester for the Accounting, Business, and Management (ABM) strand.

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
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.
 21

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.

Figure1. Sample Certificate of Recomputed Final Grade

Certificate of Recomputed Final Grade

Name of Student: ___________________________________

Grade level: _______________________________________
School Year: ______________________________________

Learning Area Final Grade Remedial Class Mark Recomputed Final

Grade

Prepared by: ___________________________________ Date:________________

Remedial Class Teacher

Noted by: _____________________________________ Date: _______________

School Principal

Received by: __________________________________ Date: _______________

Division Office

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.

VI. How are these Core Values of the Filipino child reflected in the Report Card?
 22

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.

As a learner-centered public institution, the Department of Education continuously improves

itself to better serve its stakeholders.
MISSION
To protect and promote the right of every Filipino to quality, equitable, culture-based, and
complete basic education where:

Students learn in a child-friendly, gender-sensitive, safe and motivating environment

Teachers facilitate learning and constantly nurture every learner

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.

Table12. Descriptors and Indicators of Observed Values

 23

Core Values Behavior Statements Indicators

1. Engages oneself in worthwhile spiritual
activities
Expresses one’s spiritual beliefs 2. Respects sacred places
while respecting the spiritual 3. Respects religious beliefs of others
beliefs of others 4. Demonstrate curiosity and willingness to
learn about other ways to express
spiritual life

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

1. Shows respect for all

Is sensitive to individual, social, 2. Waits for one’s turn
and cultural differences 3. Takes good care of borrowed things
4. View mistakes as learning opportunities
5. Upholds and respects the dignity and
Makatao equality of all including those with
special needs
6. Volunteers to assist others in times of
need
7. Recognizes and respects people from
different economic, social, and cultural
backgrounds

1. Cooperates during activities

Demonstrates contributions 2. Recognizes and accepts the contribution
toward solidarity of others toward a goal
3. Considers diverse views
4. Communicates respectfully
5. Accepts defeat and celebrate others’
success
6. Enables others to succeed
7. Speak out against and prevents bullying

Core Values Behavior Statements Indicators

 24

1. Shows a caring attitude towards the

Cares for the environment and environment
Makakalikasan utilizes resources wisely, 2. Practices waste management
judiciously, and economically 3. Conserves energy and resources
4. Takes care of school materials,
facilities, and equipment
5. Keeps work area in order during after
work
6. Keeps one’s work neat and orderly

1. Identifies oneself as a Filipino

Demonstrate pride in being a 2. Respects the flag and national anthem
Filipino; exercises the rights and 3. Takes pride in diverse Filipino cultural
responsibilities of a Filipino expressions, practices, and traditions
citizen 4. Promotes the appreciation and
enhancement of Filipino languages
5. Abides by the rules of the school,
Makabansa community, and country
6. Enables others to develop interest and
pride in being a Filipino

Demonstrates appropriate 1. Manages time and personal resources

behavior in carrying out efficiently and effectively
activities in the school, 2. Perseveres to achieve goals despite
community, and country difficult circumstances
3. Conducts oneself appropriately in
various situations

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.

Table13. Marking for the Observed Values

 25

Marking Non-Numerical Rating

AO Always Observed
SO Sometimes Observed
RO Rarely Observed
NO Not Observed

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.

VI. How is attendance reported?

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.

Table14. Attendance Record 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.

VIII. To whom is classroom assessment reported?

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.

UNESCO “Teaching and Learning for a Sustainable Future”.Accessed March 31,

2015.http://www.unesco.org/education/tlsf/mods/theme_d/mod24.htm|?panel=5#top.

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

A. Unit/Chapter Tests A. Products

Math B. Written Output 1. Diagrams
1. Data recording and 2. Mathematical Investigatory projects
analyses 3. Models/making models of geometric
2. Geometric and statistical figures
analyses 4. Number presentations
3. Graphs, charts, or maps B. Performance-based tasks
4. Problem sets 1. Constructing graphs form survey
5. Surveys conducted
2. Multimedia presentation
3. Outdoor math
4. Probability experiments
5. Problem-posing
6. Reasoning and proof through
recitation
7. Using manipulatives to show math
concepts/solve problem
8. Using measuring tools/devices
 28

A. Unit/Chapter Test A. Products

B. Written Output 1. Investigatory projects
1. Concept maps 2. Models and diagrams construction
2. Data recording and 3. Prototype building
analyses 4. Research papers
Science 3. Laboratory reports and
documentation B. Performance based-task
4. Reaction/reflection papers 1. Debates
5. Surveys 2. Designing and implementation of
action plans
3. Designing various models
4. Doing scientific investigations
5. Issue-awareness campaigns
6. Laboratory activity
7. Multimedia presentations
8. Simulation
9. Skills demonstrations
10. Verification experiments
A. Unit /Chapter Tests A. Products
B. Written Output 1. Argument analyses
1. Concept maps and 2. Expressing their feelings and ideas
organizers through art activities
2. Essays 3. Journal responses
3. Journals 4. Letter writing
AralingPanlipunan 4. News writing 5. Song and poem writing
(AP) 5. News/article reviews
6. Reaction/ reflection papers B. Performance based-task
1. Community involvement
2. Debate
3. Interviews
4. Issue-awareness campaigns
5. News reporting
6. Presentations and multimedia
presentations
7. Role plays
8. simulations

A. Unit/Chapter Tests A. Products

B. Written Output 1. Argument analyses
1. Essays 2. Expressing their feelings and ideas
2. Journal writing through art activities
3. Journal/article reviews 3. Journal responses
EdukasyonsaPagpa 4. Reaction/reflection papers 4. Letter writing
 29

katao (EsP) 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)
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)

A. Unit/Chapter Test A. Products

B. Written Output 1. Art criticism and appreciation
1. Essays compilations
2. Reaction/reflection papers 2. Art exhibit
Arts 3. Research paper 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 bulletin board production
A.Unit/Chapter Test A. Products
B. Written Output 1. Article/journal review
1. Essay 2. Personal fitness and health logs
Physical Education 2. Reaction /reflection papers 3. Portfolio
(PE) 3. Research paper
B. Performance-based tasks
 30

1. Creating personalized exercise

program
2. Physical activity participation
3. Physical activity/fitness assessment
4. Role plays
5. Skills demonstration

A. Unit/Chapter Tests A. Products

B. Written Output 1. Journal responses
1. Essays 2. Personal fitness and health logs
Health 2. Journal/article review 3. Portfolio
3. Reaction/reflection
papers B. Performance-based tasks
4. Research paper 1. Debates
5. Journal writing 2. Design and implementation of
fitness and health program
3. Issue-awareness campaigns
4. Role plays
A. Unit/Chapter Test A. Products
B. Written Output 1. Technical drawing output
1. Essays 2. Prototype building
2. Diagrams, charts, and 3. Products/project using locally
EdukasyongPantah models available materials
anan at 3. Work designs and plans
Pangkabuhayan/Te B. Performance based-tasks
chnology and 1. Skills demonstration
Livelihood 2. Skills application
education 3. Laboratory exercises
4. Oral tests
5. Design, creation, and layout of
outputs/ diagnose and repair
equipment

Appendix B

Transmutation Table

Following is the range of Initial Grade and their equivalent. Transmuted Grades that will be
reflect in the report card.
 31

Initial Grade Transmuted Grade Initial Grade Transmuted Grade

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

Appendix B

Transmutation Table

Following is the range of Initial Grade and their equivalent. Transmuted Grades that will be
reflect in the report card.
 32

Initial Grade Transmuted Grade Initial Grade Transmuted Grade

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