Guidelines on the assessment & rating of learning under the K to 12 Basic Education Curriculum

GUIDELINES ON THE ASSESSMENT & RATING OF LEARNING OUTCOMES UNDER THE K TO 12 BASIC

EDUCATION CURRICULUM

DepEd Order No. 73, s. 2012

Effective SY 2012-2013, the standards-based assessment

and rating system shall be implemented to support the

progressive roll-out starting with Grades 1 & 7 of the K to 12 BEC in public & private elementary & secondary schools nationwide

GENERAL GUIDELINES FOR THE ASSESSMENT &

RATING OF LEARNING OUTCOMES

Assessment shall be used primarily as a quality assurance tool to track student progress in the attainment

of standards, promote self-reflection and personal

accountability for one’s learning, and provide a basis for the profiling

of student performance

PHILOSOPHY

Assessment shall be holistic, with emphasis

on the formative or developmental purpose of quality assuring

student learning

NATURE & PURPOSE OF ASSESSMENT

1

It is also standards-based as it seeks to ensure that teachers will teach to the standards & students will aim to meet or even exceed the standards.


2

The students’ attainment of standards in terms of content and

performance is, therefore, a critical evidence of learning


3

The attainment of learning outcomes as defined in the standards shall be the basis for the quality assurance of learning using FORMATIVE assessments. They shall also be the focus of the summative assessments & shall be the basis for grading at the end of the instruction

LEVELS OF ASSESSMENT

The learning outcomes are defined by level: knowledge, process or

skill, understanding, & products and performances.

These levels shall be the outcomes reflected in the class record & shall be given corresponding percentage

weights



Level of Assessment %

Knowledge 15

Process or Skills 25

Understanding(s) 30

Products/Performances 30

TOTAL 100

The substantive content of the curriculum, the facts

and information that the pupil/student acquires

DEFINITION

KNOWLEDGE

Skills or cognitive operations that the

pupil/student performs on facts & information for the purpose

of constructing meanings or understandings

DEFINITION

PROCESS

Enduring big ideas, principles & generalizations inherent to the

discipline, which may be assessed using the facets of understanding or

other indicators of understanding which may be specific to the

discipline

DEFINITION

UNDERSTANDING

Real-life application of understanding as evidenced

by the students’ performance of authentic

tasks

DEFINITION

PRODUCTS/ PERFORMANCES

USE OF MULTIPLE MEASURES

The assessment of student performance does not specify

such factors as quizzes, participation, projects,

periodical tests, & homework, but considers these as tools or measures for the different

levels of assessment.

TOOLS FOR THE DIFFERENT LEVELS OF ASSESSMENT

KNOWLEDGEWhat do we want students to know?

How do we want them to express or provide evidence of what they know?

This level may assessed using traditional measures (paper & pencil tests using multiple

choice, true or false, or matching type of tests) if the intention is to find out students’ knowledge of

facts & information

KNOWLEDGE


PROCESS OR SKILLSWhat do we want students to do with what they know?

How do we want them to provide evidence of what they can do with what they know?

This level may assessed by asking learners to outline,

organize, analyze, interpret, translate, convert, or express

the information in another form or format; draw analogies; construct graphs; models,

flowcharts & mind maps or graphic organizers; or transform

a textual presentation into a diagram

PROCESS OR SKILLS

They may also be asked to draw or paint pictures, or do role

plays to represent or express creatively their sense of the

facts and information. Assessment, in this regard, may

focus on how logically, analytically, or critically

students make sense of or process the information or use it.

PROCESS OR SKILLS

There are skills or processes that are

germane to specific subject areas, which the teacher is

in a better position to assess by

using the appropriate tool or technology

PROCESS OR SKILLS

Listening to a dialogue to get details, for example, is a

skill that the language teacher may assess by

playing a recorded conversation & asking

students to process what they have heard by listing

down the details

PROCESS OR SKILLS

In EPP/TLE or Tech-Voc, students may be asked to

demonstrate the appropriate and safe use of

hand tools after being taught the use of such

tools

PROCESS OR SKILLS


UNDERSTANDINGWhat do we want students to understand?

How do we want them to express or provide evidence of their understanding?

The assessment should be able to draw from the

students the meaning or meanings they have made

or their own understanding, which may be expressed

using any of the facets of understanding

UNDERSTANDING

Examples: explain, interpret, apply, give

perspective, show empathy, and self-

knowledge or any other appropriate manifestation

of understanding as applied in specific

subject areas

UNDERSTANDING


PRODUCTS/ PERFORMANCESWhat product/s or performance/s do we want students to produce as evidence of their learning or understanding?

How do we want them to provide evidence that they can use or transfer their learning to real-life situations?

Products or performances should be reflective of what we want students to tell us or demonstrate to us about the use in real life that they

can make of what they have learned in different

learning areas


Being able to make a diorama, for example, is

not a product or performance that we would expect our students to tell

us they have learned in Araling Panlipunan


The teacher should not prescribe how students will

express or provide evidence of their learning

or understanding. Students should be given the

freedom to express their learning in appropriate

ways


For example, doing advocacy for a legitimate cause is a

product or performance that we would expect our students

in Araling Panlipunan to be able to do as a demonstration

of their understanding of poverty among

agricultural settlers


USE OF FEEDBACK

Results of the assessment across levels should be fed back immediately to the students, consistent with the principle of assessment as learning. Students need to learn from the results of the assessment so they know what to improve further, and then they can plan strategically how they can address any learning deficiency.

LEVELS OF

PROFICIENCY

The student at this level struggles with his/her understanding; prerequisite and fundamental knowledge and/or skills have not been acquired or developed adequately to aid understanding.

BEGINNING (B)

The student at this level possesses the minimum knowledge and skills and core understandings, but needs help throughout the performance of authentic tasks.

DEVELOPING (D)

The student at this level has developed the fundamental knowledge and skills and core understandings and, with little guidance from the teacher and/ or with some assistance from peers, can transfer these understandings through authentic performance tasks.

APPROACHING PROFICIENCY (AP)

The student at this level has developed the fundamental knowledge and skills and core understandings, and can transfer them independently through authentic performance tasks

PROFICIENT (P)

The student at this level exceeds the core requirements in terms of knowledge, skills and understandings, and can transfer them automatically and flexibly through authentic performance tasks

ADVANCED (A)


Level of Assessment %

Knowledge 15

Process or Skills 25

Understanding(s) 30

Products/Performances 30

TOTAL 100

KNOWLEDGE (15%)

PUPILQuiz(5)

Quiz(5)

HW(5)

SW(5)

Proj(10)

LT(30)

QT/PT(40)

TOTAL(100) 15%

A 4 3 5 4 7 20 32 75 11.25

B 3 4 5 4 7 24 29 76 11.4

C 4 4 5 5 8 18 36 80 12

D 5 4 5 4 9 27 38 92 13.8

E 3 3 4 3 10 22 31 76 11.4

PROCESS OR SKILLS (25%)

PUPILGR(10)

Quiz(5)

GW(10)

HW(5)

LT(20)

GW(10)

PT/QT(20)

TOTAL(80) 25%

A 8 4 7 5 15 9 16 64 20

B 8 3 7 5 12 9 15 59 18.44

C 7 3 8 4 18 10 14 64 20

D 7 3 9 5 17 9 18 68 21.25

E 8 4 8 5 16 8 17 66 20.63

UNDERSTANDING (30%)

PUPILEssay(15)

GR(10)

GW(15)

Quiz(10)

PT/QT(30)

TOTAL(80) 30%

A 12 8 12 6 23 61 22.88

B 12 7 12 7 25 63 23.63

C 10 7 14 7 25 63 23.63

D 15 9 13 8 27 72 27

E 11 8 12 8 26 65 24.38

PRODUCTS/PERFORMANCES (30%)

PUPILRole Play

(20)Diorama

(20)Skit(20)

Map(20)

GW(20)

TOTAL(100) 30%

A 15 18 17 15 18 83 24.9

B 15 18 15 15 18 81 24.3

C 17 20 16 18 19 90 27

D 18 20 19 19 19 95 28.5

E 17 19 17 18 18 89 26.7

SUMMARY

PUPILKnowledg

e

15%

Process/Skills25%

Understanding30%

Products/Performanc

es

30%

TOTAL

100FG DG

A 11.25 20 22.88 24.9 79.03 79 D

B 11.4 18.44 23.63 24.3 77.77 78 D

C 12 20 23.63 27 82.63 83 AP

D 13.8 21.25 27 28.5 90.55 91 A

E 11.4 20.63 24.38 26.7 83.11 83 AP

FINAL RATING

To determine the final rating for each learning area, get the average of the numerical values of the four (4) quarters.

1st 2nd 3rd 4th FRMATH D D AP AP APENGLISH D D D AP DFILIPINO AP AP D AP APAP AP AP P AP APMAPEH P P P A PEsP P P P P PMother Tongue D AP D AP AP

General Average AP (82)

REPORT CARD – FORM 138

1st 2nd 3rd 4th FRMATH D (79) D (78) AP (81) AP (82) AP (80)

ENGLISH D (78) D (79) D (79) AP (81) D (79)

FILIPINO AP (80) AP(81) D (79) AP (82) AP (81)

AP AP(81) AP(82) P (85) AP(83) AP (83)

MAPEH P (85) P (86) P (87) A (90) P (87)

EsP P (86) P (87) P (88) P (88) P (87)

Mother Tongue

D (78) AP (80) D (79) AP (81) AP (80)

General Average AP (82)

PERMANENT RECORD – FORM 137

NUMERICAL VALUES

NUMERICAL VALUESLevel of Proficiency ENV

Beginning (B) 74% and below

Developing (D) 75 – 79 %

Approaching Proficiency (AP) 80 – 84 %

Proficient (P) 85 – 89 %

Advanced (A) 90 and above

The final grade at the end of the four quarters shall

be reported as the average of the four quarterly ratings

in terms of the level of proficiency.

PROMOTION & RETENTION

(Grade 7-10)

Promotion and Retention of students shall be by subject.

Students whose proficiency level is Beginning (B) at the end of the

quarter or grading period shall be required to undergo remediation after class hours so that they can

immediately catch up as they move to the next grading period

If by the end of the school year, the students are still

at the Beginning level, then they shall be required

to take summer classes.

SAMPLE ASSESSMENT MATRICES

& RUBRICS

PROTOTYPE FORMATIVE & SUMMATIVE

ASSESSMENT TOOLS

GUIDELINESfor RATING ELEMENTARY

SCHOOL PUPILS

Paper and Pencil Tests

these types of test can be used to determine the

pupil’s knowledge of specific facts

and information

KNOWLEDGE (15%)


Multiple ChoiceTrue or False

Matching TypeConstructed type of test

KNOWLEDGE (15%)


Oral Participation

Periodic Test

KNOWLEDGE (15%)

For assessment of process or skills, the focus is on how

pupils construct meanings or makes sense of the

facts and information

PROCESS or SKILLS (25%)

QUIZ*outlining, organizing, analyzing,

interpreting, translating, converting, or expressing the information in another format

*drawing analogies


QUIZ*constructing graphs, flowcharts,

and maps or graphic organizers

*transforming a textual presentation into a diagram


QUIZ

*drawing or painting pictures

*other activities


ORAL PARTICIPATION

*doing role plays, drama, debate, pantomime, etc.

*other activities


QUIZ

*explain/justify something based on facts/data,

phenomena or evidence

*tell/retell stories

UNDERSTANDING (30%)

QUIZ

*make connections of what was learned within and across

learning areas

*apply what has been learned in real life situations

UNDERSTANDING (30%)

ORAL DISCOURSE/ RECITATION

*Explain/justify something based on facts/data, phenomena or

evidence

*tell/retell stories

* open-ended tests

UNDERSTANDING (30%)

Pupils may be assessed by any of the following:

participation (like in group projects)

projects, homework, experiments, portfolio,

other outputs

PRODUCTS/PERFORMANCES (30%)

SAMPLE COMPUTATION OF PUPIL RATING

SAMPLE RATING for ELEM. MATHEMATICSPUPIL KNOWLEDGE

QUIZ ORAL PARTICIPA-

TION

PERIODIC TEST

AVERAGE 15%

1 80 78 82 80 12

2 88 85 87 86.67 12.13

3 89 90 91 90 13.5

4 82 85 80 82.33 12.35

SAMPLE RATING for ELEM. MATHEMATICSPUPIL PROCESS OR SKILLS


TION

AVERAGE 25%

1 90 94 92 23

2 89 87 88 22

3 92 94 93 23.25

4 80 86 83 20.75

SAMPLE RATING for ELEM. MATHEMATICSPUPIL UNDERSTANDING(S)


TION

TEST AVERAGE 30%

1 82 80 78 80 24

2 82 84 83 83 24.9

3 92 94 93 93 27.9

4 80 78 81 80 24

SAMPLE RATING for ELEM. MATHEMATICSPUPIL PRODUCT/PERFORMANCE

PROJECT/ PORTFOLIO

PARTICIPA-TION IN GROUP

HOME-WORK

AVERAGE 30%

1 88 86 87 87 26.1

2 85 86 85 85 25.5

3 93 95 94 94 28.2

4 82 84 83 83 24.9

SAMPLE RATING for ELEM. MATHEMATICS

PUPILTOTAL

KNOWLEDGE

(15)

PROCESS/ SKILLS

(25)

UNDERS-TANDING

(30)

PRODUCT/ PERFOR-MANCE

(30)TOTAL

1 12 23 24 26.1 85 (P)

2 12.13 22 24.9 25.5 85 (P)

3 13.5 23.25 27.9 28.2 93(A)

4 12.35 20.75 24 24.9 82(AP)

MARKING FOR

MAPEH

MUSIC, ARTS, P.E., HEALTH

For MAPEH, each of the four (4) component areas shall be taught separately and pupils will be rated per

component area. There shall be one rating for MAPEH,

which is the average of the four (4) component areas.

MUSIC, ARTS, P.E., HEALTH

Example:Music 84 APArt 88 PP.E. 90 AHealth 89 P

________________________________________________________________________

351/4 = 87.75 88 P

MARKING FOR

CHARACTER TRAITS

CHARACTER TRAITS

Existing Guidelines stipulated in DepEd

Order No. 33, s. 2004 for marking Character Traits shall be applied

Scoring Quizzes &

Periodic Test

DepEd Order No. 33, s. 2004

Transmutation table shall not be used in computing grades. Test scores for quizzes shall be recorded as raw scores,

totalled at the end of grading period and then computed as percentage (Pupils Total Score/Highest

Possible Score x 100)

Rating Oral Participation, Group Participation, Projects,

Performances, Homework, Experiments, Portfolio,

and Others

Rubrics shall be utilized for rating individual or

group participation, project, performances,

etc.

Computation of the Final Rating for each

Learning Area

FINAL RATING

To determine the final rating for each learning area, get the average of the numerical values of the four (4) quarters.

FINAL RATING

First Grading 88Second Grading 90Third Grading 91Fourth Grading 92

_____________________________________________

361/4 = 90.25 = 90 (A)

Computation of the General Average

GENERAL AVERAGE

To arrive at the General Average of the pupil, add all the

numerical ratings for the Descriptive Equivalents under the column for Final Ratings in

the Progress Report Card. Divide the sum by the number of

learning areas in the grade level

GENERAL AVERAGE

Learning Areas Final Numerical Rating

Math 87 P English 88 P Filipino 86 P AP 89 P MAPEH 90 A EsP 92 A MT 91 A

_______________________________________________________________________________________________

623/7 = 89.00

GENERAL AVERAGE

The Gen. Average which is 89 shall be entered in the Progress Report Card beside its Descriptive Equivalent which is Proficient. However, it shall be written enclosed by parentheses as in P (89.00)

Rounding Numbers

ROUNDING NUMBERS

Rounding Numbers to the nearest whole number is

applied when computing for the rating of each learning

area for a quarter, final rating of each learning area and

general average

ROUNDING NUMBERS

When rounding to the nearest whole numbers , if the digit to the right of the digit where rounding is to be done is 5 and above, round up otherwise, round down.

ROUNDING NUMBERS

For the selection of honors/ ranking purposes, “rounding numbers” shall not be applied for the following: Final Rating for each learning area & General Average

PROMOTION & INTERVENTION

(Grades 1-6)

PROMOTION & INTERVENTION

Like those in the Advanced, Proficient and Approaching Proficiency, pupils in the

Developing level of proficieny as the general average,

SHALL BE PROMOTED to the next grade level. However appropriate intervention is necessary for those

at the Developing Level

PROMOTION & INTERVENTIONI

If after the school year, these pupils still get the Beginning (B)

Level of Proficiency as the General Average, they shall be

advised to take make-up classes in the learning areas where they need help to be able to cope up

with the competencies in the next grade level

SELECTION OF HONOR PUPILS

Candidates for Honors in Grades 1 to 10 shall be drawn from the top ten (10) pupils/students of

the school who performed at the ADVANCED LEVEL. They must not have a Final Grade lower than 85 (P) and they should have no grade at Developing

Level in any quarter

“Doing the RIGHT thing

RIGHT”

THANK YOU

Documents

Guidelines on the assessment & rating of learning under the K to 12 Basic Education Curriculum