ASSESSMENT

IN THE K TO 12 BASIC EDUCATION

CURRICULUM
Per DepEd Order No. 73, s. 2012
“Guidelines on the Assessment and
Rating System of Learning Outcomes
Under the K to 12 Basic Education
Curriculum

Basilio Dagalea Uy
Division Coordinator, DepEd
Under the K to 12 curriculum, students will be assessed at
four levels and shall be weighted as follows: (DepEd Order
Nos. 31 and 73, s. 2012)

Level of Assessment Percentage Weight

Knowledge 15%
Process or Skills 25%
Understanding(s) 30%
Products/Performances 30%
100%
 Level of Assessment Definition What it should answer

Knowledge refers to the substantive content of the What do we want our students to know?
curriculum, the facts and information that How do we want them to express or
the student acquires provide evidence of what they know?
Process or Skills refers to cognitive operations that the What do we want our students to do with
student performs on facts and information what they know?
for the purpose of constructing meanings How do we want them to provide
and understandings evidence of what they can do with what
they know?
Understanding(s) refers to enduring big ideas, principles
and generalizations inherent to the
discipline, which may be assessed What do we want students to
using the facets of understanding understand?
a. Explanation – give examples, make How do we want them to provide
insightful connections evidence of their understanding?
b. Interpretation – make it personal
through images, anecdotes,
analogies
c. Application – can adapt/transfer
understanding into real contexts
d. Giving Perspective
e. Showing Empathy
f. Self-Knowledge
Products/ refer to real-life applications of What product/s or performance/s do we
Performances understandings as evidenced by the want students to produce as evidence of
student’s performance of authentic tasks. their learning or understanding? Or
It considers children’s MI. How do we want them to provide
evidence that they can use or transfer
their learning to real life situations?
Assessment of Level of Knowledge (15%)

Suggested assessment tools

1.Selected-response Item – provide several
response options to the students, and the
student selects from among the options.
a. Multiple Choice Test
b. True or False
c. Matching Type
(Testing to Learn- Learning to Test by Joanne Capper page 45)
Assessment of Level of Knowledge (15%)
Suggested assessment tools
2. Constructed response type of test ask the
student to create or construct a response. It can be
used to determine if the pupil’s knowledge of facts is of
sufficient, breadth and depth. A rubric or scoring guide
is necessary
a.Essay tests
b.Fill-in-the-blanks
c.Performance tasks e.g. giving a speech or designing
an experiment)

(Testing to Learn- Learning to Test by Joanne Capper page 45)

 Assessment of Process or Skills (25%)
The focus is on how students construct meanings or makes
sense of the facts and information.

• Outlining, organizing, analyzing, interpreting, translating,

converting, or expressing the information in another
format;
• Drawing analogies
• Constructing graphs, flowcharts, and maps or graphic
organizers
 Assessment of Process or Skills (25%)

• Transforming a textual presentation into a

diagram
• Drawing or painting pictures
• Doing role plays
 Assessment of Understanding (s) (30%)

a. Oral Discourse/Recitation
• Explain/justify something based on
facts/data, phenomena or evidence
• Tell/retell stories
• Make connections of what was learned
within and across learning areas
• Apply what has been learned in
real life situation
 Assessment of Understanding (s) (30%)

b. Portfolio

• Collection of evidence like images,

anecdotes etc. to demonstrate mastery
and interpretation of a given set of
concepts.
c. Open-ended tests
Assessment of Products/Performances
(30%)
• Participation (e.g in group
activities/projects)
• Projects
• Homework
• Experiments
• Portfolio
 K to 12
Basic Education Program BLOOM’S TAXONOMY
Knowledge To know specific facts, terms, concepts,
K principles, or theories
Basic Education Program

Comprehensio To understand, interpret, compare and

P n
contrast, explain

Analysis To identify the organization structure of

something; to identify parts,
relationships, and organizing principles
U Application To apply knowledge to new situations, to
solve problems

Evaluation or To judge the quality of something based

on its adequacy, value, logic, or use
Create
P Synthesis To create something, to integrate ideas
into a solution, to propose an action
plan, to formulate a new classification
Sample Test Items
 Assessment of Knowledge

Encircle the letter that tells the number of

objects in a set.

1.

A. 8 B. 7 C. 6
 Assessment of Knowledge
Which set has five objects?
A.

B.

C.
 Assessment of Process/Skills
Which set has one more object than this
set?

A.
C.

B.
 English (Knowledge)
1 Listen to your teacher and encircle the letter of the
correct answer.

This is Paulo Moran.

He is six years old.He is in
Grade 1.
His mother is Aling Cora.

1. Who is this boy?

A.Paulo Marin 3. In what grade is he?
B.Paulo Moran A.Grade 3
C.Paulo Mora B.Grade 2
C.Grade 1
2. How old is he?
4. Who is Aling
A.Four
Cora ?
B.Five
A.Aunt
C.Six
B.Mother
C.Brother
 English (Knowledge)
1 Listen to your teacher and encirlce the letter of the
correct answer

A. Encircle the correct object?

1 Which is a ball?

A. B. C.

B. Which object do we use for writting?

A. B. C.
 English (Understanding)
Compare the leaves in the trees or plants and the leaves that
fell on the ground. What is the difference?
Tell the class about it.

Process/Skills
1) Draw a picture of your family.

2) Introduce and tell something about each

member of your family to the class.
 Filipino
Knowledge
1. Bilugan ang pangalan ng bagay na nasa larawan
sa kaliwa

payong suklay sepilyo

2.Bilugan ang tamang larawan.

Tao
A. C.

B. D.

3. Suriin ang pangungusap isulat ang tamang sagot

Sa patlang.

Ano ang pangalan mo?

Ang pangalan ko ay ______________

 Filipino (Process/Skills)
Pag-aralan ang mga larawan. Ilagay ang titik ng mga larawan sa
tamang pangkat na nasa tsart.

A. B. C. D.

E. F. G.

PANLALAKI PAMBABAE Di-Tiyak

UNDERSTANDING

Pakikinig sa tula na binabasa ng guro. Magbigay ng mga

tanong tungkol sa tula
Assessment of Understanding (Araling
Panlipunan)
Pag-aralan ang larawan
at sagutin ang mga tanong tungkol
dito.

1. Anong klaseng bata ang nasa larawan? Bakit?

2. Anu-ano ang mga pangangailangan ng bata na
nasa larawan?
Identify and use the pattern of naming ordinal
numbers from 1st to 20th
• KNOWLEDGE
– This is the order/rank in the list of top 3 pupils in
the class of Mrs. Espinoza
Rank Name
1 Orly
2 Kenneth
3 Yra

• What is the rank/order of Kenneth?

• What is the rank/order of Yra?
• What is the rank/order of Orly?
 Identify and use the pattern of naming
ordinal numbers from 1st to 20th
• KNOWLEDGE
– Fill in the blanks.
a. Sunday is the ____day of the week.
b. Friday is the ___ day school of the week.
c. December is the ____ month of the year.
d. January is the ___ month of the year.
e. Monday is the ____ day of the week.
 Identify and use the pattern of naming
ordinal numbers from 1st to 20th
• KNOWLEDGE
– How do we write ordinal numbers in words? in
figures?
Ordinal in
Numeral Ordinal in words
figures
one
nine
twelve
seventeen
twenty
fifteen
Identify and use the pattern of naming ordinal
numbers from 1st to 20th

• PROCESS/SKILLS
– The largest number of rings ever counted in a tree is
280. What is that tree? This tree can be revealed by
answering the clues below.
a. It starts with the nineteenth letter of the alphabet.
b. The second letter is between D and F.
c. The third letter is the 17th letter of the alphabet.
d. The fourth letter is between T and V
e. The fifth letter is the fifteenth letter of the alphabet.
f. Sixth letter is I
g. The seventh letter is the first letter of the alphabet
Identify and use the pattern of naming ordinal
numbers from 1st to 20th

• UNDERSTANDING

– Given these figures arranged in a row,

describe the position of each figure using a
reference point.
 Identify and use the pattern of naming
ordinal numbers from 1st to 20th
• Products/Performance
– Draw your FAMILY TREE starting from your
grandparents.
– Include all the names of grandparents’
children and so on.
– Write a short paragraph using ordinal
numbers.