3lXcpiiI)lic of tf)e IjtUppincs;

department of biication

01 APR 2015

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 teachers 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.
Effective School Year (SY] 2015-2016, the Policy Guidelines on Classroom
3.
Assessment for the K to 12 Basic Education Program shall be implemented in public
elementary and secondaiy 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program, unless sooner repealed, amended, or rescinded.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Memoranda that are inconsistent with this Order are rescinded.
7.

Immediate dissemination of and strict compliance with this Order is directed.

BR..

TRO FSC

Secretary

DepEd Complex, Meralco Avenue, Paslg City 1600

633-7208/633-7228/632-1361

636-4876/637-6209

www.deped.gov.ph

End.:
As stated
Reference:
DepEd Order No. 73, s. 2012
To be indicated in the Perpetual Index
under the following subjects:
ASSESSMENT
ELEMENTARY EDUCATION
POLICY
PROGRAM
SCHOOLS
SECONDARY EDUCATION
TEACHERS
(Enclo'surc 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 co-participants in the assessment process.
At the heart of this assess ment framework is the recognition and deliberate
consideration of the learners' zone of proximal development (Vygotsky 1978).
Appropriate assess ment 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, assess me nt facilitates the development of learners' higher-order thinking and
21st-century 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 curriculum.
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 21st-century 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.
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
Classroom assessment also measures the achievement of
learning progress.
competencies by the learners.
Page 1 of 33

There are two types of classroom assessment, namely, formative and summative.
A. Formative assessment 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 leam from the
assess ment experience.
Formative

assessment may be given at any time during the teaching

learning process. It is also a way to check the effectiveness of instruction.

and

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 learners' progress, strengths, weaknesses, and needs.
The results of formative assessments will help teachers make good instructional
decisions so that their lessons are better suited to the learners' 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 mu s t 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.
B. Summative assessment, on the other hand, may be seen as assessment of
learning, which occurs at the end of a particular unit. This form of assessment
usually 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.

J udg me nt s 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 student
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
Page 2 of 3 3

summative assess ments 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
principals/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
21st-century skills. The integration of knowledge, understanding, and skills is
expressed through creation, innovation, and adding value to 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 mus t 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 a n d / or learning
activity.
D. Concept Development
The learning standards in the curriculum reflect progressions of concept
The Cognitive Process Dimensions adapted from Anderson 85
development.
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, Appl3dng, Analyzing, Evaluating, and
Cognitive Process
Descriptors
Dimensions
The Cognitive
learner can
recall Dimensions*
information and retrieve relevant
Table 1. Adapted
Process
Remembering
knowledge from long-term memory: identify, retrieve, recognize,
duplicate, list, memorize, repeat, reproduce
The learner can construct meaning from oral, written, and
Understanding
graphic messages; interpret, exemplify, classify, summarize,
infer, compare, explain, paraphrase, discuss
The learner can use information to undertake a procedure in
familiar situations or in a new way: execute, implement,
Applying
demonstrate, dramatize, interpret, solve, use, illustrate, convert,
discover
The learner can distinguish between parts and determine how
they relate to one another, and to the overall structure and
Analyzing
purpose: differentiate, distinguish, compare, contrast, organize,
outline, attribute, deconstruct
he learner can make judgments and justify decisions:
Evaluating
coordinate, measure, detect, defend, judge, argue, debate,
critique, appraise, evaluate
The learner can put elements together to form a functional
whole, create a new product or point of view: generate,
Creating
hypothesize, plan, design, develop, produce, construct,
formulate, assemble, design, devise

Creating. Eac
h dimension is d
escribed in Tabl
e 1.

Page 3 of 33

*Adapted from Table 5.1 "The Cognitive Process Dimensions" (Anderson and Kratliwohl 2001, pp. 67-68)

To

align the assessment process with the K to 12 curriculum, the adapted

Cognitive Process Dimensions ma y be used as guide not only in lesson development
but also in the formulation of assessment tasks and activities.

rv.

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
curriculum.
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 ha s been learned or mastered through a range of activities such as check-up
even electronic
written
and
quizzes,
exercises,
performances,
models,
presentations.
Collaborative formative assessment (peer assessment) allows students to support
each other's learning. Discussions, role playing, games, and other group activities

Page 4 of 33

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 purpose.

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

teachers

understand

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

It also helps the teacher determine whether instructional
competencies.
are
effective.
The results of formative assessment given at this time
strategies
of
Parts
of the
ma y be compared with thePttrresults
given before
1
puse of formative assessmentEmples
the
lesson to establish
and applicationAssessment
have improved.
conceptual understanding
For the if
Learner
For the Teacher
Lesson
Methods
On this basis, the teacher can make decisions on whether to review, re-teach,
1. Agree/disagree
1. Know what s / h e
Get information
or enrich lessons and,1. subsequently,
on to the next
when to move
remediate, knows
about the
activities
about what the
lesson.
learner already
2. Games
topic/lesson
3. Interviews
2. Understand the
knows and can do
C. After the Lesson
4. Inventories/
about the new
purpose of the
and how
to
Formative lesson
assessment
after
lessonthe lesson assesseschecklists
whether oflearning
conducted
skills
2.
Share
do
well
in
the
lesson
learning
effectiveness
objectives were achieved. It also allows the teacher to evaluate the (relevant
to the topic
in a be
3. Identify
ideas or
and
of instruction.
Students
who requireintentions
remediation
enrichment
should
a nd/ or
Before
success
criteria
to
learning area)
concepts
e
teachers / husing
helped by the
appropriate
Lesson
misunderstands
the teaching
learners strategies. 5. KWL activities
4. Identify barriers to
3. Determine
(what I know,
Table 2 enumerates
the
of
formative
assessments
conducted
purposes
what
I want tobefore,
learning
misconceptions
shows what
I
4. Identify
know, whatmethods.
during, and after the lesson. It also
examples of assessment
hinders methods
Teachers should not limit the assessment
to the examples
learning they use
learned)
6. Open-ended
provided in the table on page 6.
questions
7. Practice
exercises
1. Identify one's
1. Multimedia
1. Provide immediate
feedback to learners
strengths and
presentations
2. Identify what
weaknesses
2. Observations
2. Identify barriers to
hinders learning
3. Other formative
3. Identify what
learning
performance
3. Identify factors that
tasks (simple
facilitates learning
4.
learn
activities that
help hi m/ he r
Identify learning
4. Know what s / h e
can be drawn
gaps
from a specific
knows and does not
5. Track learner
know
topic or lesson)
progress in
5. M onitor his / her own
Lesson
4. Quizzes
comparison to
but5 of 33
formative
Proper
progress
(recordedPage
not graded)
assessment results
to
the
lesson
5.
Recitations
prior
6.
Simulation
proper
activities
6. To make decisions
on whether to
proceed with the
next lesson, reteach, or provide for
corrective measures
or reinforcements
1. Tell and recognize
1. Assess whether
1. Checklists
whether s / h e met
2. Discussion
learning objectives
have been met for a 3. Games
learning objectives
4. Performance
and success criteria
specified duration
/liter
2. Seek support
2. Remediate a nd/ or
tasks that
emanate from
enrich
with
through
the
lesson
remediation,
appropriate
as
needed
enrichment, or other
strategies
objectives
5. Practice
3. Evaluate whether
strategies

Table 2. Purposes of Formative Assessment

Page 6 of 33

Parts o f
the
Lesson

'

For the Learner

iParpose
For the Teacher
learning intentions
and success criteria
have been met

Examples of
Assessment
Methods
exercises
6. Short quizzes
7. Written work

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. Teachers 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 assess ment 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 a nd/ 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 assess me nts are used as bases for computing grades.

Individual and Collaborative Summative Assessment

Learners ma y be assessed individually through unit tests 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
Summative assessments are classified into three components, namely. Written
Work (WW), Performance Tasks (PT), and Quarterly Assessment (QA). These three
will be the bases fo
When Given
Components
r grading. The natu
re of the learning a
1. Assess learners' understanding of concepts
Written Work
At end of the
rea defines the way
and application of skills in written form
or unit
(WW)
topic
these
2. Prepare learners for quarterly assessments
three components a
1. Involve students in the learning process
re assessed.
individually or in collaboration with
At end of a
teammates over a period of time
A. The Written Wo
2. Give students opportunities to demonstrate lesson
rk component ensu
and integrate their knowledge,
focusing on a
res that students a
topic/skill
understanding, and skills about topics or
re able to express
lesson
lessons learned in a specific real-life
Performance
situation by performing a n d / or producing
skills
Tasks (PT)
Several
times
evidence of their learning
and concepts i
the
3. Give students the freedom to express their
n
written
form.
during
quarter
learning in appropriate and diverse ways
Written Work, whic
4. Encourage student inquiry, integration of
h may include lon
knowledge, understanding, and skills in
various contexts beyond the assessment
g quizzes,
and unit or lon
period
g tests, help streng
Quarterly
Once, at end
Synthesize all the learning skills, concepts, and
then testAssessment
of the quarter
values learned in an entire quarter
taking skills amon
(QA)
g 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
tasks may include skills
tasks. Performance-based
performance-based

Page 7 of 33

demonstration, 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 lists of sample summative assessment tools per learning
area are found in Appendix A.

Table 3. Components of Summative Assessment

There mu s t be sufficient and appropriate instructional interventions to ensure that

learners are ready before summative assess ments are given. The evidence
produced 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 stakeholders.

Page 8 of 33

V.

What is the grading sy stem?

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 assessments. The minimum
grade needed to pass a specific learning area is 60, which is transmuted to 75 in
the report card. The lowest mark that can appear on the report card is 60 for

Quarterly Grades and Final Grades.

For these guidelines, the Department will use a floor grade considered as the lowest
possible grade that will appear in a learner's report card.
Learners from Grades 1 to 12 are graded on Written Work, Performance Tasks, and
= Learner's
These
Quarterly Assessment
quarter. total
PERCENTAGE
SCORE (PS)every
100%specific percentage
rawthree
score are Xgiven
that
to
the
nature
of
the
area.
weights
vary according
learning
Highest possible score
A. How is learner progress recorded and computed?
For Kindergarten
Guidelines specific to the assess ment of Kindergarten learners will be issued in a
different me morandum or order. However, for Kindergarten, checklists and
Components

EsP

AP

Science

Math

MAPEH

EPP/ '
TLE

30%

40%

20%

Performance
Tasks

50%

40%

60%

Quarterly
Assessment

20%

20%

20%

Written Work
1 to 10

Languages

iculum guide. It is important for

teachers to keep a portfolio, which is a record or compilation of the learner's
output, such as writing samples, accomplished activity sheets, and artwork. The
portfolio can provide concrete evidence of how much or how well the learner is able
to accomplish the skills and competencies. Through checklists, the teacher will be
able to indicate whether or not the child is able to demonstrate knowledge a n d/ or
perform the tasks expected of Kindergarten learners. Through anecdotal records or
narrative reports, teachers will be able to describe learners' behavior, attitude, and
effort in school work.

anecdotal record
s are used ins
tead of numeric
al grades. Thes
e are based o
n
learning standar
ds found in the
Kindergarten curr

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.
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.
is to ensure that values are parallel to each other.

This

Page 9 of 33

Step 2: The su m 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

Written Work
11 Performance
to Tasks
12 Quarterly
Assessment

25%

25%

35%

20%

50%

45%

40%

60%

25%

30%

25%

20%

importance of ea
ch component i
n promoting learn
ing in the differe
nt 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).
=
Weighted Score (WS)
Percentage Score x Weight of Component

The grading system for Senior High School (SHS) follows a different set of weights
of the
4. Weight
for Grades
l-lOcore and track subjects.
Components
for eachTable
Table
5 presents
the weights
for the
component.

Page 10 of 33

Table 5. Weight of the Components for SHS

Academic Track
Work

Core

Technical-Vocational
and Livelihood (TVL)/
Sports/ Arts and Design
Track

Subjects

All other
subjects

Immersion /
Research/
Business
Enterprise
Simulation /
Exhibit /

All other
subjects

Work
Immersion/
Research/
Exhibit/
Performance

Step 4: The sum of the Weighted Scores in each component is the Initial Grade.
This Initial Grade will be trans muted using the given transmutation table (see
Appendix B) to get the Quarterly Grade (QG).
Step 5: The Quarterly Grade for each learning area is written in the report card of
the student.

Performance

For a better understanding of how t

o r

00

1-H

00

IN

bl

ecord the summative assessments, Ta

e 6
presents a sample class record showi
g three learners for the first quarter o
rade

00

Quarte
Gf&d
r] c

n
fG
4

100

00

06

1-H

Initial
Grade

sessm WS
uarterl
ent(20%)
y
PS
o
CO

art

1-H

s
1

WS1
:j3
:rW ....
:

hp.

82.25

47.98

20%

19.20

09II
Table

100
50
50%

96

80
CO
CO
CO
00

40

o
48 in
O)
LO
45.42

CO
00

o
ON
41.67

25

uV

26.25

in

20

1-H

100

1-H

UO

LO

1-H

1-H

25

LO
1-H

LO

CM

LO

1-H

1-H

1-H

CO

LO
IN

25

1H

Ol

n
23

63

1-H

t-

20

109

1-H

CO

rH

00

VO

120

co

-M

29

r-H

'd-

CN

On the basis of this class record

7 presents a step-by-step
process on how to compute for the Qu
erly Grade.
58

00

lO

English.

100

o
23

t-H

CO

c3

CO

CO

Oh

1H

"
e2

CO

vO

30%

o
0

1
g

10.13

Page 11 of 33

1-H

160

145

t-H

CO

1/:

1-H

20
IN

'i-

30

1-H

a>

LO

23

25
-N

20
1-H

25

Oh

54

94
00

00

1-H

LO

LO

1-H

1-H

t-H

Oi

00

20

CliD
CO

26

CO

17.63

CO

M
e

CO
CO

00
LO
27.19

cr>
vO

UO

20

1-H

22

20
Highest
Score
Possibl
e

Learne
r A

Learne
r

Learne
r C

STEPS
3. Convert
Percentage
Scores to
Weighted STEPS
Scores.
Multiply the
Percentage
Score by the
weight of the
component
indicated in
Table 4 and
Table 5.
1. Add
Get the
4.
the total
score for each
Weighted
component.
Scores of each
component.
The result will
be the Initial
Grade.

ipv
ii'mtut ' It*
aJLftimlrJUJfc
Grade 4 Raw
is 30% Highest Possible
Written Work for EnglishLearner's
Score
Score x 0.30
Weighted Score (WS)= 90.63
The
of
Written
Work
in
27.19.
Score
Written
Work
1
18
20
Weighted
EXAMPLE
Written Work 2
22
25
50%.
Tasks
for
Grade
4
is
Performance
English
Written Work 3
20
20
Score
83.33 x 0.50
Weighted
Written Work 4 (WS)= 17
20
The Weighted Score of Performance Task is 41 .67.
23
25
Written Work 5
Written
Work
6
26
is 20%.
Quarterly Assessment for English Grade 4 30
x
Written
Work
7
19
20
Score
80.00
0.20
Weighted
(WS)=
The Weighted Score of Quarterly Assessment is 16.
TOTAL 145
class record160
on Table
scores can be found in the
(The

sample

6.)

Learner's Raw
Component Weighted Score
Highest Possible
Written Work=27.19
Score
Score
Performance
15
Performance Tasks=
Task 1 41.67
12
Assessment=
16.00
Quarterly
13
15
Performance Task2
19
25
Performance TaskS
TOTAL 84.86
Performance Task4
15
20
The Initial Grade is 84.86 .
16
20
Performance TaskS
25
Performance Task6
25
5. Trans mute the
The Initial Grade is 84.86
Initial Grade
120
TOTAL 100
The Transmuted Grade is 90.
using the
Trans mutation
Learner's Raw
Highest Possible
Table in
The Quarterly Grade inScore
Score
English for the 1st
Quarter is 90.
Appendix B.
40
50
Quarterly
This is reflected
in the
Card.
Assessment Report
Table 7. Steps for Computing Grades

14S

Percentage Score (PS)=

2.

Divide the total

raw score by
the highest
possible score
then multiply
the quotient by

X 100%

160

PS of Written Work is 90.63.

X 100%

Percentage Score (PS)=

120
PS of Performance Task is 83.33.

100% .

Percentage Score (PS)=

50

100%

PS of Quarterly Assessment is 80.00.

Page 13 of 33

For MAPEH, individual grades are given to each area, namely, Music, Arts, Physical
Final
is the
of the
- and
Health. grade
The + quarterly
MAPEH grade
+ 4th-quarter
Education,
average grade
.
Ist-quarter
2nd-quartergrade
grade +for3rd-quarter
Grade by
quarterly grades in the four areas.
Learning
Area
Quarterly Grade = qq for Music + QG for Arts + QG for PE + QG for Health
(QG) for MAPEH
The General Average is computed by dividing the sum of all final grades by the total
4
nu mber of learning areas. Each learning area has equal
weight.
B. How =are grades computed at the end of the school year?
General
Sum of Final Grades of All Learning Areas
Total
number of Learning Areas in a grade level
Average
Quarter
Final Grade
1
2
85
89
86
84
80
Filipino
90
90
92
87
89
English
Mathematics
83
82
85
83
83
Science
85
84
86
86
87
91
89
90
92
Araling Panlipunan
Edukasyon sa
89
93
90
88
Pagpapakatao
Table 8. Final Grades and General Average
Edukasyong
84
80
81
79
Pant ahana n at
Pangkabuha yan
85
84
MAPEH
85
86
General Average

91
90
81
85
86

ents 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.

Page 14 of 33

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.

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.

For Kindergarten
There are no
numerical grade
s in Kindergart
en. Description
s of the learn
ers'
progress in the v
arious learning a
reas are represen
ted using checkli
sts and student
portfolios.
These are prese
nted to the par

Quarter

Second
Semester
Final Grade

Subjects
A
Table 9. Grade 11, 2nd Semester of ABM strand
Core Subjects
Page 15 of 33
82
83
80
Reading and Writing Skills
Pagbasa at Pagsusuri ng Iba't
86
85
86
Ibang Teksto tungo sa Pananaliksik
Statistics and Probability
85
87
82
88
87
88
Physical Science
89
88
90
Physical Education and Health
and
Applied
Specialized Subjects
Decision
ICT
Empowerment Technologies; Requirements
82
80
83
Promoted to the next
1. Final Grade of at least 75 in all
grade
for Professional Tracks
areas
level
learning
Business Math
86
87
87
Must
remedial
pass
and
83 classes
81
85
Organization
Management
for learning areas with
Fundamentals of Accounting,
83
84
81
For Grades
failing mark to be promoted
Business
and Management
2. Did Not 1Meet Expectations
in
not
REMARKS
GRADING SCALE
1 to 3
tofor
thethe
next
grade level.
General
Average
more than two learning
areas
85 is
Passed
90-100
Outstanding
Learners
Otherwise the learner
Semester
retained inPassed
the same grade
85-89
Very Satisfactory
level.
Passed
80-84
Satisfactory
3. Did Not Meet Expectations
the same grade
Retained inPassed
75-79 in three
Fairly Satisfactory
or
more
areas
level
learning
Did Not Meet
Failed
Below 7 5
Promoted to the next grade
1. Final Grade of at least 75 in all
Expectations
level
learning areas
Must pass remedial classes
for learning areas with
For Grades
failing mark to be promoted
2. Did Not Meet Expectations in not
4 to 10
to the next grade level.
more than two learning areas
Learners
Otherwise the learner is
retained in the same grade
level.
Table 10. Descriptors, Grading Scale, and Remarks
3. Did Not Meet Expectations in three Retained in the same grade
or more learning areas
level
ss 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.

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.

Page 16 of 33

C. How is th
e learner's progr
ess reported?
The summar y o
f learner progre

Decision
1. Earn the Elementary
4. Must pass all learning aireas in the
Certificate
2. Promoted to Junior High
Elementary
School
Requirements

1.

Earn the Junior High

5. Must pass all learning areas in the
School Certificate
2. Promoted to Senior High
Junior High School
School
1. Final Grade of at least 75 in all
learning areas in a semester
2. Did not Meet Expectations in a
prerequisite subject in a learning
area
For Grades
11 to 12
3. Did Not Meet Expectations in any
Learners
Table 11. Learner
or learningand
areaRetention
at the end
subject Promotion
of the semester

4. Must pass all subjects or learning

areas in Senior High School

Can proceed to the next

semester
Must pass remedial classes
for failed competencies in
the subject before being
allowed to enroll in the
higher-level subject
Must pass remedial classes
for failed competencies in
the subjects or learning
areas to be allowed to
enroll in the next semester.
Otherwise the learner must
retake the subjects failed.
Earn the Senior High
School Certificate

When a learner'
s raw scores ar
e consistently be
low expectation
s in Written Wo
rk
and Performanc
e Tasks, the lea
rner's parents o
r guardians mus
t be informed n
ot
later than the fi
fth week of tha
t quarter. This
will enable the
m to help and
guide
their child to i
mprove and pre
pare for the Qu
arterly Assessme
nt.
A learner who
receives a grad
e below 75 in a
ny subject in
a quarter mu s t
be given interven
tion

through remediation and extra lessons from the teacher/s of that 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 or for
retaining a learner in the same grade level. These decisions mu s t 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.

Page 17 of 33

For Grades 1-10, a learner who Did Not Meet Expectations in at most two learning
areas mu s t 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 uni t / s e t of competencies mu s t be immediately
given remedial classes. They should pass the summative assess ments 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 / h e must retake the subject/s failed during the
Learning Area

Final Grade

Remedial Class
Mark

Recomputed Final
Grade

Page 18 of 33

summe r or as a back subject. Guidance teachers/career advocates mus t provide

support to the SHS student for hi s / her choices in SHS tracks.
also given during remedial classes. These are
and
trans muted in the same way as the Quarterly
recorded, computed, weighted,
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.
Summative

Assessments

are

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
mu s t be attached to both Form 137 and School Form Number 5. Figure 1 below
shows a sample certificate.
Figure 1. Sample Certificate of Recomputed Final Grade
Certificate of Recomputed Final Grade
Name of student:
Grade level:_
School Year:_

Prepared by:_
Noted by:

Received by: _

Date:
Remedial Class Teacher
Date:
School Principal
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.

Page 19 of 33

VI.

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 21stcentury 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 happen
Family, community, and other stakeholders are actively engaged and share

responsibility for developing life-long learners

CORE VALUES
Core Values

Behavior Statements

1.
Table 12. Descriptors and Indicators
Expresses one's
2.
spiritual beliefs while
3.
respecting the spiritual 4.
beliefs of others
1.
2.

Maka-Diyos
Shows adherence to
ethical principles by
upholding truth

3.
4.
5.
6.
7.
1.
2.
3.
4.

Is sensitive to
individual, social, and
cultural differences

5.

6.
7.
Makatao
1.
2.
Demonstrates
contributions toward
solidarity

3.
4.
5.
6.
7.

Indicators
Engages oneself in worthwhile
ofspiritual
Observedactivities
Values
Respects sacred places
Respects religious beliefs of others
Demonstrates curiosity and
willingness to learn about other ways
to express spiritual life
Tells the truth
Returns borrowed things in good
condition
Demonstrates intellectual honesty
Expects honesty from others
Aspires to be fair and kind to all
Identifies personal biases
Recognizes and respects one's feelings
and those of others
Shows respect for all
Waits for one's turn
Takes good care of borrowed things
Views mistakes as learning
opportunities
Upholds and respects the dignity and
equality of all including those with
special needs
Volunteers to assist others in times of
need
Recognizes and respects people from
different economic, social, and cultural
backgrounds
Cooperates during activities
Recognizes and accepts the
contribution of others toward a goal
Considers diverse views
Communicates respectfully
Accepts defeat and celebrates others'
success
Enables others to succeed
Speaks out against and prevents
bull3dng
Page 20 of 33

Page 21 of 33

Maka-Diyos
Makatao
M akakalikasa
n
Ma ka ba nsa
The

Core Value

s have been tr
anslated into b
ehavior statemen
ts. In addition,
indicators have
been formulated
for each behavio
r statement. The
se are presented
in Table 12 on p
age 21.

Core Values

Indicators
1.
Shows a caring attitude toward the
environment
Schools ma y craft additional indicators for the
behavior statements. Schools must
2.
Practices
waste management
Cares
for
the
ensure that these are child-centered, gender-fair,
and ageand culture-appropriate.
environment
and
3.
Conserves
and resources
energy
To
M akakalikasan
support the development of these Core Values, schools must make sure that
utilizes
resources
4.
Takes
of
care
school
materials,
their homeroom guidance program promotes them. Additional opportunities
may be
and
and equipment
wisely,
judiciously,
facilities,
into
class
discussions
in
all
areas.
integrated
learning
5. Keeps work area in order during and
economically
A non-numerical rating scale will be after
used work
to report on learners' behavior
5.
one's
work neat and shall
Keeps
demonstrating the Core Values. The Class Adviser and other teachers orderly
agree
1. Identifies oneself as a Filipino
on how to conduct
Mar Total
Jun Jul Aug Sept Oct 2.Nov Dec the
Jan Feb
and
national
anthem
Respects
flag
these observations.
No. of
3. Takes pride in diverse Filipino cultural
They will also discu
Demonstrates
in
200
school
21
18 traditions
21
21
22
21pride 21
14
21practices,
20expressions,
and
ss how each child w
being a Filipino;
days
4. Promotes the appreciation and
ill be
exercises the rights and
No. of
enhancement of Filipino languages
rated. Table 13 pre
of a
responsibilities
197
18 school,
21
21
22
21
21 5. 20 Abides
11 by the
21 rules
21 of the
days
sents the marks tha
Filipino citizen
present
community, and country
t must be used.
No.Makabansa
of
6. Enables others to develop interest and
0
3
0
0
0
0
0
0 pride 3in being
0
0 a Filipino
Days
Absent
1. Manages time and personal resources
Demonstrates
appropriate behavior in
efficiently and effectively
achieve goals despite
carrying out activities 2. Perseveres to Non-Numerical
Rating
in the school,
difficult circumstances
AO
Observed
Always
3. Conducts oneself appropriately in
and
community,
SO
Sometimes
Observed
various situations
country
RO
Rarely Observed
NO

Behavior Statements

Not Observed
Page 2 2 of 33

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.
VII.

How is attendance reported?

It is important
learners
in school
to be
Table 13. for
for the
every day. Learners' class attendance
Observed
Values
Marking
shall be recorded by teachers daily. At the end of each quarter, the attendance is
reflected in the report card.
The nu mber 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 hi s / h e r 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 mu s t give the learner alternative methods and materials that correspond to
the topics/competencies that were or will be missed. These include modules and
Table 14. Attendance Record at the End of the School Year
materials for the Alternative Delivery Mode, a n d/ or Alternative Learning System as
well as those that are found on the Learning Resources Management and

Page 23 of 33

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 man y 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.
Appendices C and D show the report cards for Grades
respectively.

VIII.

1-10 and Grades

11-12

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:
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, 2
Components
001.
Written Work (WW)
Performance Tasks (PT)
Learning Areas
A. Unit/Chapter Tests
A. Products
1. Campaigns
B. Written output
1. Book/ article
UNESCO. "Teaching a
2. Case studies
3. Collages
reviews
nd Learning for a Su
2. Essays
4. Compositions
stainable Future." Ac
5. Literary analyses
3. Journals
cessed March 31,
4. Letter writing
6. Multimedia productions
2015.http: / / ww
5. Reaction/
7. Portfolios
reflection papers
8. Research projects
w.unesco.org/educatio
6. Reports
9. Stoiy/poem writing
n/tlsf/mods/theme_d/
Languages
mod24.html9pan
B. Performance-based tasks
el=5#top.
1. Debates

Math

Science

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. Unit/Chapter Tests
B. Written output
1. Concept maps
2. Data recording
and analyses

2. Interviews
3. Multimedia presentations
4. Panel discussions
5. Presentations
6. Project making
7. Role plays
8. Speech delivery
9. Storytelling/reading
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
recitation
7. Using manipulatives to show
math concepts/solve problem
8. Using measuring tools/devices
A. Products
1. Investigatory projects
2. Models and diagrams
construction
3. Prototype building

Appendix A
List of Summative Assessment Tools
Below is the list of sample summative assessment tools per learning area.
Teachers may use other appropriate tools specific to the assessment task.

Vygotsky,
Lev S., Mind
ociety:

in

The Development o
f Higher Psychologic
al
Processes., eds.
M. Cole,
V. JohnS.
Steiner,
Scribner,
85 E.
Souberman. (Cam
bridge: Harvard Unive
rsity Press, 1978).

Page 24 of 33

Learning Areas

Araling
Panlipunan (AP)

Edukasyon sa
Pagpapakatao
(EsP)

Written Work (WW)

3. Laboratory
reports and
documentations
4. Reaction/
reflection papers
5. Surveys

A. Unit/Chapter Tests
B. Written output
1. Concept maps
and organizers
2. Essays
3. Journals
4. News writing
5. News/article
reviews
6. Reaction /
reflection papers

A. Unit/Chapter Tests
B. Written output
1. Essays
2. Journal writing
3. Journal/article
reviews
4. Reaction/
reflection papers

Components
Performance Tasks (PT)
4. Research papers
B. Performance-based tasks
1.
Debates
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 demonstration
10. Verification experiments
A. Products
1. Collages and diorama making
2. Leaflet, poster, and slogan
making
3. Map construction
4. Research work
5. Timelines
B. Performance-based tasks
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. 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
(Piano ng pagsasabuhay)
5.
Implementation of action
plans (Pagsasagawa ng piano)
6.
Situation analysis (Pagsusuri

Appendix A Page 25 of 33

Learning Areas

Written Work (WW)

A. Unit/Chapter Tests
Appendix A
B. Written output
1. Essays
2. Reaction/
reflection papers
3. Research paper
Music

A. Unit/Chapter Tests
B. Written output
1. Essays
2. Reaction/
reflection papers
3. Research paper
Arts

A. Unit/Chapter Tests
B. Written output
1. Essays
2. Reaction/
reflection papers
3. Research paper
Physical
Education (PE)

Health

A. Unit/Chapter Tests
B. Written output
1. Essays
2. Journal/article
review
3. Reaction/
reflection papers
4. Research paper

Components
Performance Tasks (PT)
ng sitwasyon)
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 presentation
3. Skills demonstration (singing,
playing musical instruments)
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/bulletin board
production
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
A. Products
1. Journal responses
2. Personal fitness and health
logs
3. Portfolio
B. Performance-based tasks
1. Debates
Appendix A - Page 26 of 33

Components
Performance Tasks (PT)
2. Design and implementation of
fitness and health program
Appendix A
3. Issue-awareness campaigns
4. Role plays
A. Unit/Chapter Tests
A. Products
1. Technical drawing output
B. Written output
1. Essays
2. Prototype building
2. Diagrams, charts,
3. Products/projects using
and models
Edukasyong
locally available materials
3. Work designs and
Pant ahanan at
B. Performance-based tasks
Pangkabuhayan /
plans
1. Skills demonstration
Technology and
2. Skills application
Livelihood
Education
3. Laboratory exercises
4. Oral tests
5. Design, creation, and layout
of outputs/diagnose and
repair equipment
Learning Areas

Written Work (WW)

5. Journal writing

Appendix A - Page 27 of 33

Appendix A

__

61.60 -

63.19

60.00-

61.59

56.00 -

59.99

52.00-

55.99

48.00-

51.99

Appendix A - Page 28 of 33

Appendix B
Transmutation Table
Following is the range of Initial Grades and their equivalent Transmuted Grades that
will be reflected in the report card.

Initial Grade

66.40-

67.99

64.80

66.39

lUt

___
in
o

bD
V

a
o
"w
">

+->
o
c
-M
tn
Q

40.00-

43.99

36.00

39.99
32.00- 35.99
28.00- 31.99

Total

63.20-

64.79

44.00

47.99

Mar
Feb
Jan
Dec

27.99

20.00-

23.99

Oct

16.00

19.99

Sept

12.00-

15.99

8.00

11.99

Nov

Aug
pS
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