Name: Bay-asen, Marjie D.

BSED-E3Instructor: Sir Glen Gayagay

1. Supposing you are handling a Grade 7 class, and as part of the list of activities
lined-up for the school year, you are to prepare for the first Parent-Teacher
meeting. The agenda would be: School policies and regulations, the grading
system of K+12 including the assessment methods and assessment tools that
will be utilized to serve as evidence and input for the grading system. Discuss
how you would prepare for the said conference.
What will I do…..
Activities Details
Before  Send a letter to the parents/guardians about the conference one
the conference week prior.
*A day before the meeting, tell the students to remind their parents
or guardian about the meeting. If you have group chat with the
parents send a reminder.

 Be prepared with the things that will be discussed in the meeting

and so are the materials that will be used.
This will be the presentation where I will discuss the agendas
of the said conference.
 Groom yourself and be professional.
During  Welcome the parents with a smile.
the conference
 Start the meeting with a prayer.
 Begin the discussion about the agenda. (School policies and
regulations, the grading system of K+12 including the assessment
methods and assessment tools that will be utilized to serve as
evidence and input for the grading system.)
 Invite parents to bring a list of questions, issues, or concerns.
 Address the parents’ concerns, questions or issues properly.
After  Close the meeting with a prayer.
the conference
 If there are enough budget, give a little snacks to the parents and
allow the parents to approach you for private talk about their
children. Be nice, and polite as possible.
 2. Identify and describe two possible appropriate assessment tools for each (both
traditional and authentic assessment). Provide a specific topic in your course
which the tools will be used. Discuss why the tools are appropriate in your
chosen topic.

Level of assessment Traditional assessment tools Authentic assessment

tools
KNOWLEDGE Topic: Common and proper Topic: The 8 Figures of
nouns. speech
Tool: true or false test Tool: Portfolio
The tool is appropriate in the Portfolios show the
topic because it can assist cumulative efforts and
learners in acquiring and learning of a particular
retaining new information. student over time. They offer
valuable data about student
improvement and skill
mastery. Along with student
reflection, that data provides
valuable information about
how each student learns
and what is important to
him or her in the learning
process.
PROCESS Topic. Importance of poetry Topic: facts and opinion
Tool: essay test Tool: interview
The tool is appropriate since The tool is appropriate for
requires students to see the the topic since it gets the
significance and meaning of what opinions of the people in a
they know. It tests their topic.
knowledge and understanding of
the subject and their skill in
reading and writing.

UNDERSTANDING Topic: Hesiod’s Account Topic: Romeo and Juliets story

Tool: multiple choice by: Shakespeare.
The tool is appropriate for the topic
Tool: role play
because multiple choice test items
The tool is appropriate for the
can be used to test factual recall,
topic since role playing
levels of understanding, and ability
exercises encourage students
to apply learning (analyzing and to think more critically about
evaluating). Multiple choice tests can
complex and controversial
also provide an excellent pre- subjects and to see situations
assessment indicator of student from a different perspective.
knowledge as well as a source for a
When properly employed, role
post-test discussion. plays can motivate students in
a fun and engaging way.
PRODUCT/PERFORMANCES Topic: Adjective and adverbs Topic: subject-verb agreement
Tool: short-answer tests Tool: recitals
The tool is appropriate in the topic The tool is appropriate in the
because the items are open to topic because it engages the
interpretations that will allow students to recite infront of
learners to fill in the blanks with the their peers.
said choices.
 In the DepEd to k-12 grading system:
a. How is learner progress recorded and computed?

 For kindergarten
A different memo or order with guidelines specifically for the evaluation of
Kindergarten students will be released. However, checklists and anecdotal data
are employed in Kindergarten rather than grades. Based on the Kindergarten
curriculum guide's learning standards, they have been created. It is crucial for
teachers to maintain a portfolio of student work, which includes written samples,
completed activity sheets, and artistic creations. The learner's ability to perform
the abilities and competencies can be demonstrated in the portfolio in a tangible
manner. The instructor will be able to say whether or not the student can
demonstrate knowledge and/or complete the tasks expected of Kindergarten
learners by using checklists. 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. There is no required number of
Written Work and Performance Tasks, but these must be spread out over the
quarter and used to assess learners’ skills after each unit has been taught.

b. How to compute for final grades and general average in DepEd k to

12 grading system?

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:

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 Score is multiplied by the weight of the component
found in Table 4 for Grades 1 to 10 and Table 5 for Senior High School. The
product is known as the Weighted Score (WS).
table 4. Weight of the Components for Grades 1-10.

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 Components for SHS.

Step 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).

Step 5: 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.

Table 6. Sample Class Record for English Grade 4 (First Quarter)

c. Steps for computing grades
1. Get the total score for each component.
2. Divide the total raw score by the highest possible score then multiply the
quotient by 100%.
3. Convert Percentage Scores to Weighted Scores. Multiply the Percentage
Score by the weight of the component indicated in Table 4 and Table 5.
4. Add the Weighted Scores of each component. The result will be the Initial
Grade.
5. Transmute the Initial Grade using the Transmutation Table.

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

 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.

The General Average is computed by dividing the sum of all final

grades by the total number of learning areas. Each learning area
has equal weight.

The Final Grade in each learning area and the General Average are
reported as whole numbers. Table 8 shows an example of the Final
Grades of the different learning areas and General Average of a
Grade 4 student.
Table 8. Final Grades and General Average

 For Grades 11 and 12

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.
Table 9. Grade 11, 2nd Semester of ABM strand
e. 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

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.

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 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.

f. How are learner’s promoted or retained at the end of the school year?
This section provides the bases for promoting a learner to the next grade level
or 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.

 For Grades 1 to 3 Learners Promotion and Retention

Requirements Decision
Final Grade of at least 75 in all Promoted to the next grade level
learning areas
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. Otherwise the learner is
retained in the same grade level.
Did Not Meet Expectations in three Retained in the same grade level
or more learning areas

 For Grades 4 to 10 Learners promotion and retention

Requirements Decision
Final Grade of at least 75 in all Promoted to the next grade level
learning areas
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. Otherwise the learner is
retained in the same grade level.
Did Not Meet Expectations in three Retained in the same grade level
or more learning areas
Must pass all learning areas in the Earn the Elementary Certificate
Elementary
Promoted to Junior High School
Must pass all learning areas in the Earn the Junior High School
Junior High School Certificate

Promoted to Senior High School

 For Grades 11 to 12 Learners

Requirements Decision
Final Grade of at least 75 in all Can proceed to the next semester
learning areas in a semester
Did not Meet Expectations in a Must pass remedial classes for
 prerequisite subject in a learning failed competencies in the subject
area before being allowed to enroll in
the higher-level subject
Did Not Meet Expectations in any Must pass remedial classes for
subject or learning area at the end failed competencies in the subjects
of the semester or learning areas to be allowed to
enroll in the next semester.
Otherwise the learner must retake
the subjects failed.
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
the year.

For Grade 11-12, learners who fail a unit/set of competencies must be

immediately given remedial classes. They should pass the summative assessments
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.

Summative Assessments 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 at the end of the school year and 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 .

Figure 1. Sample Certificate of Recomputed Final Grade

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.

g. How are the Core Values of the Filipino child reflected in the Report Card?
The goal of the K to 12 curriculum is to holistically develop Filipinos with 21st-
century skills. The development of learners’ cognitive competencies and skills must
be complemented by the formation of their values and attitudes anchored on the
Vision, Mission, and Core Values of the Department of Education (DepEd Order No.
36, s. 2013) as shown on the next page. Non-DepEd schools may modify or adapt
these guidelines as appropriate to the philosophy, vision, mission, and core values of
their schools.
 VISION
We dream of Filipinos who passionately love their country and whose values
and competencies enable them to realize their full potential and 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,
culturebased, 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 happe
- Family, community, and other stakeholders are actively engaged and
share responsibility for developing life-long learners.

 CORE VALUES
 Maka-Diyos
 Makatao
  Makakalikasan
 Makabansa

h. How is attendance reported?

It is important for learners to be in school every day. Learners’ 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.

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.
Such discretion 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 must be immediately informed through a meeting to
discuss how to prevent further 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.

i. To whom is classroom assessment reported?

Classroom assessment serves to help teachers and parents understand
the learners’ progress on curriculum standards. The results 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 parents/guardians.

REFERENCES:
https://www.teacherph.com/deped-grading-system/

REFLECTION
Module 4
Lesson 1:
ITEM ANALYSIS

Item analysis is a process which examines student responses to individual

test questionnaire in order to assess the quality of those items and of the test as
a whole. I have learned that item analysis is especially valuable in improving
items which will be used again in later tests, but it can also be used to eliminate
ambiguous or misleading items in a single test administration. Item analysis is
especially valuable in improving items which will be used again in later tests, but
it can also be used to eliminate ambiguous or misleading items in a single test
administration.
Item analysis was taught in this class and used on each exam that the
students took. I have never before seen item analysis used on an exam, and I am
now a strong believer of making sure on that I do this for my future students.
Item analysis is for the benefit of teachers and students, and finds badly written
items, items that don't connect to the objectives, mis key items, and particularly
difficult items. My artifact is an example of a made-up item analysis of a multiple
choice question. While item analysis has plenty of benefits, one prominent
negative aspect to item analysis is the time that it takes. If I was to do item
analysis by hand on a 50question exam, it would take me a very long time.
Luckily, there are certain computer programs that can do this for you. I hope to
learn how to use them, as well as perfect how to do it myself, before I become a
teacher.

Lesson 2:
TEST VALIDITY AND RELIABILITY
Making instructional and evaluation decisions about students
requires a basic understanding of test score reliability and validity. The goal of
testing is to give an examinee a score that accurately reflects their level of
mastery of a skill or knowledge as measured by the test. Because instructors
assign grades based on assessment data collected about their students, the data
must be of high validity in order to be useful. The type and number of students
being tested will have an impact on the assessment data gathered. The difficulty
or ease of test items and tests will be affected by the differences in student
groups from semester to semester. Because of the wide range of scores between
groups, reliability and validity are important considerations when creating and
implementing assessments and assessing student learning.
In this lesson, I have learned that validity and reliability are not mutually
exclusive. It's possible that a calculation is accurate but not precise, or that it is
reliable but not valid. When collecting information or data about student success,
both validity and reliability are taken into account. Validity refers to an
assessment's precision, or whether it tests what it claims to calculate. The
evaluation is invalid if it is intended to test achievement and skill in one subject
area but then tests principles that are entirely unrelated.
Instructors often refer to types of assessment as credible and legitimate,
whether it's a chosen response test (i.e. multiple-choice, true/false, etc.) or a
constructed response test (i.e. essays, performances, etc.). Technically, it is the
resultant test score or rubric score, not the test itself, that must be highly
reliable. Reliability refers to the extent to which the tests from one application to
the next are consistent. Validity refers to the extent to which a test score can be
interpreted and used. Trustworthiness is an important proof of validity. A test
score may be highly reliable and valid for one purpose, but not for another. In
addition to reliability, other validity evidence is used to determine the validity of a
test score. The test items or rubrics are very important to match the results that
the test is being measured and that the instruction given corresponds to the
results and is being evaluated. Validity is ultimately of the utmost importance as
this refers to how significant and helpful conclusions can be drawn from the test
taker by a result score.
In conclusion in this lesson it is critical to understand the distinctions
between reliability and validity. Validity tells you how good a test is for a specific
situation, while reliability tells you how reliable a test score will be. You can't
draw valid conclusions from a test score unless you know it's reliable. Even if a
test is reliable, it is not always valid. You should make certain that any test you
choose is both reliable and valid for your specific situation. There is a strong link
between reliability and validity. A very low reliability assessment will also have a
low validity; clearly, a measurement with very low accuracy or consistency is
unlikely to be fit for its purpose. However, the requirements for achieving a high
level of reliability can have a negative impact on validity. Consistency in
assessment conditions, for example, leads to higher reliability because it reduces
'noise' (variability) in the results. Flexibility in assessment tasks and conditions,
on the other hand, is one factor that can improve validity. Such adaptability
enables assessment to be tailored to the learning context and made relevant to
specific groups of students. Insisting on highly consistent assessment conditions
in order to achieve high reliability will result in little flexibility and, as a result,
may limit validity.

REFLECTION
MODULE 5
Lesson 1:

PORTFOLIO ASSESSMENT
Assessment based on the systematic collection of learner work (such as
written assignments, drafts, artwork, and presentations) that represents
competencies exemplary work, or the learner's developmental progress. The
purpose of portfolio assessment is, to document student learning on specific
curriculum outcomes. As such, the items in the portfolio must be designed to
elicit the knowledge and skill specified in the outcomes. Meaning, or to sum up is
that, Portfolio Assessment is a systematic method that collects the works of the
students specially in their academics. So for my reflection is, that this method is
very useful and very effective because for us teacher, this is the basis on what
could be their possible action to help their students. There are five types of
portfolios. Showcase portfolio, documentation portfolio, process portfolio, product
portfolio, and standard-based portfolio. Portfolios typically identify the student’s
strengths. These provide students with the opportunity to show what they can
do. Students are encouraged to submit examples of their best work. These also
encourage the students to become reflective learners and to develop skills in
evaluating the strengths and weaknesses of their work. With this, a portfolio can
provide teachers and students with opportunities to collaborate and reflect on the
student’s progress.
The opportunity for students to reflect on and revisit their results over time
is, in essence, a portfolio's main contribution. The process of turning in papers,
productions, and performances is an ongoing aspect of school life. Every day,
students complete a number of academic tasks that gauge their skills in the
cognitive, emotional, and psychomotor domains. Thus, maintaining all of the
student's work will keep these experiences alive for future reflection and
research.

Lesson 2:
GRADING AND REPORTING SYSTEM

Grading and Reporting is essentially an exercise in professional judgment

on the part of teachers. It comprises of gathering and assessing evidence on
student’s progress, performance and conduct over a set length of time, such as a
few weeks, an academic semester, or an entire school year. Various sorts of
descriptive information and measurements of student performance are turned
into grades or marks that summarize student achievements.
Grading and reporting serve a variety of purposes including communicating
student’s accomplishment status to parents and other interested parties. It
provides information to students for self-evaluation. It helps to choose, identify,
or organize students for specific educational pathways or program. It give
incentives for student to study and monitor students’ performance to assess the
efficiency of instructional programs.
I have learned that one of the most frustrating aspects of teaching is
grading and reporting student progress since there are so many factors to
consider and decision to make. In order for them to develop a good grading and
reporting systems that give quality information about student development they
considered clear thinking, careful preparation, strong communication skills, and
concern for entire well-being of student. Aside from that, they used to cultivate
traits like accountability, desire to learn from mistakes, and honest self-
evaluation. As a result, how a student learns is as important as what he or she
learns. Meeting deadlines, being prepared to participate in conversational
learning, choosing the appropriate level of challenge and working well with others
are all abilities that should be rewarded, and our grading systems should reflect
it. Combining these abilities with current knowledge of good practice will
undoubtedly lead to more efficient and effective grading and reporting system. If
we want to prepare kids for life, our grading systems must be intended to direct
them away from meaningless activity and toward a purposeful and satisfying
engagement with learning.