Guidelines on the assessment & rating of learning under the K to 12 Basic Education Curriculum
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Transcript of 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.
NATURE & PURPOSE OF ASSESSMENT
2
The students’ attainment of standards in terms of content and
performance is, therefore, a critical evidence of learning
NATURE & PURPOSE OF ASSESSMENT
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
LEVELS OF ASSESSMENT
LEVELS OF ASSESSMENT
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
TOOLS FOR THE DIFFERENT LEVELS OF ASSESSMENT
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
TOOLS FOR THE DIFFERENT LEVELS OF ASSESSMENT
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
TOOLS FOR THE DIFFERENT LEVELS OF ASSESSMENT
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
PRODUCTS/ PERFORMANCES
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
PRODUCTS/ PERFORMANCES
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
PRODUCTS/ PERFORMANCES
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
PRODUCTS/ PERFORMANCES
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)
LEVELS OF ASSESSMENT
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%)
Paper and Pencil Tests
Multiple ChoiceTrue or False
Matching TypeConstructed type of test
KNOWLEDGE (15%)
Paper and Pencil Tests
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
PROCESS or SKILLS (25%)
QUIZ*constructing graphs, flowcharts,
and maps or graphic organizers
*transforming a textual presentation into a diagram
PROCESS or SKILLS (25%)
QUIZ
*drawing or painting pictures
*other activities
PROCESS or SKILLS (25%)
ORAL PARTICIPATION
*doing role plays, drama, debate, pantomime, etc.
*other activities
PROCESS or SKILLS (25%)
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
QUIZ ORAL PARTICIPA-
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)
QUIZ ORAL PARTICIPA-
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