Module 3.

Computation of Grades In
K to 12 Basic Education
Module Summary

The Policy Guidelines on Awards and Recognition for the K to 12 Basic Education Program
articulates the recognition given to learners who have shown exemplary performance in
specific areas of their school life. These guidelines are anchored in the Classroom
Assessment for the K to 12 Basic Education Program (DepEd Order No. 36 s. 20156, which
supports learners' holistic development in order for them to become effective lifelong learners
with 21st-century skills. This policy aims to give all learners an equal opportunity to excel
with the curriculum's standard and focus on their performance rather than compete. It
recognizes that all students have unique strengths that need to be identified, strengthened, and
publicly acknowledged.

Motivation Question

Recalling your Basic Education years, what are the awards given during the commencement
or promotional program? Name at least three awards with a description.

Module Pretest
Direction: Write YES if the statement is correct and NO if otherwise.
_________1. Classroom Awards are recognition given to learners in each class.
_________2. Conduct Awards are given to learners who have been observed to demonstrate
the DepEd core values consistently.
_________3. The school gives Grade-level awards to the learners who have represented or
won in the competition.
_________4. Recognition to Perfect Attendance is given to learners from Grades 1 to 12 who
have attained an average of at least 90 and passed all learning areas.
_________5. Conduct Awards for grades 4 to 12 in each class will be given at the end of the
school year.
_________6. Assessment is an integral part of teaching and learning.
_________7. Award for Work Immersion is specific to Senior High School tracks.
_________8. Social Sciences is an award given to learners who have high academic standing
in Physical Sciences.
_________9. DepEd Order No. 8, s. 2015 is the Policy Guidelines on Awards and
Recognition for the K to 12 Basic Education Program.
________10. DepEd Order No. 36, s. 2016 is the Policy Guidelines on Classroom
Assessment of the K to 12 Basic Education Program.

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 Lesson 3.1: Computation of Grades In
K to 12 Basic Education Program
Lesson Summary
Awards and recognition bestowed on learners who have successfully attained standards set by
the school support these learners' efforts and accomplishments and affirm their latent potential,
abilities, and dispositions.

The giving of awards and recognition is one of the many ways teachers and schools provide
students with positive feedback and affirmation, improving their confidence, self-awareness,
and enthusiasm for learning.

Motivation Question

The awards aim to acknowledge and promote student excellence in various areas and provide
formal recognition of student achievements that can motivate them to strive for excellence in
academic, leadership, and social responsibility.

In the picture above, what do you think are these awards? Can you give this kind of award?

Learning Outcomes
1. Discuss the highlights on Policy Guidelines on Awards and Recognition for the K to
12 Basic Education Program.
2. Identify different kinds of awards and recognition given to the learners.
3. Compute the grades given using the DepEd Order No. 36 s. 2016.

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 Discussion
What is the DepEd K to 12 grading system?

The K to 12 Basic Education Program uses 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, transmuted to 75 on 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 Quarterly
Assessment every quarter. These three are given specific percentage weights that vary

according to the nature of the learning area.

How is learner progress recorded and computed?

For Kindergarten

Guidelines specific to the assessment of Kindergarten learners will be issued in a different

memorandum or order. However, for Kindergarten, checklists and anecdotal records are used
instead of numerical grades. These are based on learning standards found in the Kindergarten
curriculum guide. Teachers need to keep a portfolio, a record, or a 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 can accomplish
the skills and competencies. Through checklists, the teacher will indicate whether or not the
child can demonstrate knowledge and perform Kindergarten learners' tasks. Through
anecdotal records or narrative reports, teachers will describe learners' behavior, attitude, and
school work effort.

For Grades 1 to 12

There is one Quarterly Assessment in a grading period, but there should be instances for
students to produce Written Work and demonstrate what they know and can do through
Perks. There is no required number of Written Work and Performance Tasks, but these must

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 be spread out over the quarter and used to assess learners' skills after each unit has been
taught.

How to Compute for Final Grades and General Average in DepEd K to 12 Grading
System

The following are the steps in computing for the Final Grades.

Step 1: Grades from all student work are added up.

This results in each component's total score, namely Written Work, Performance Tasks, and
Quarterly Assessment.

Raw scores from each component have to be converted to a Percentage Score. This is to
ensure that values are parallel to each other.

Step 2: The sum for each component is converted to the Percentage Score.

To compute the Percentage Score (PS), divide the raw score by the highest possible score,
then multiply the quotient by 100%. This is shown below:

Step 3: Percentage Scores are then converted to Weighted Scores to show each
component's importance in promoting learning in the different subjects.

To do this, the Percentage Score is multiplied by the weight of the component found in Table
4 for Grades 1 to 10 and Table 5 for Senior High School. The product is known as the
Weighted Score (WS).

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 Table 4. Weight of the Components for Grades 1-10

The Senior High School (SHS) grading system follows a different set of weights for each
component. Table 5 presents the weights for the core and track subjects.

Table 5. Weight of the Components for SHS

Step 4: The sum of the Weighted Scores in each component is the Initial Grade.

This Initial Grade will be transmuted using the given transmutation table to get the Quarterly
Grade (QG).

Step 5: The Quarterly Grade for each learning area is written on

the student's report card.

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 To better understand how to record the summative assessments, Table 6
presents a sample class record showing three learners for the first quarter of
Grade 4 English. Based on this class record, Table 7 presents a step-by-step
process for computing for the Quarterly Grade.

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

Table 7. Steps for Computing Grades

Steps for Computing Grades

1. Get the total score for each component.

2. Divide the total raw score by the highest possible score, then multiply the quotient by
100%.
3. Convert Percentage Scores to Weighted Scores. Multiply the Percentage Score by the
weight of the component indicated in Table 4 and Table 5.
4. Add the Weighted Scores of each component. The result will be the Initial Grade.
5. Transmute the Initial Grade using the Transmutation Table.
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 For MAPEH, individual grades are given to each area, namely, Music, Arts, Physical
Education, and Health. The quarterly grade for MAPEH is the average of the quarterly grades
in the four areas.

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

For Kindergarten

There are no numerical grades in Kindergarten. Descriptions of the learners’ progress in the
various learning areas are represented using checklists and student portfolios. These are
presented to the parents at the end of each quarter for discussion. Additional guidelines on the
Kindergarten program will be issued.

For Grades 1-10

The average of the Quarterly Grades (QG) produces the Final Grade.

The General Average is computed by dividing all final grades by the total number of learning
areas. Each learning area has equal weight.

The Final Grade in each learning area and the General Average are reported as whole
numbers. Table 8 shows an example of the Final Grades of the different learning areas and
the General Average of a Grade 4 student.
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 For Grades 11 and 12

The two quarters determine the Final Grade in a semester. Table 9 shows an example in
Grade 11, second semester for the Accounting, Business, and Management (ABM) strand.

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

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 How is the learner’s progress reported?

The summary of learner progress is shown quarterly to parents and guardians through a
parent-teacher conference, in which the report card is discussed. The grading scale, with its
corresponding descriptors, are in Table 10. Remarks are given at the end of the grade level.

Table 10. Descriptors, Grading Scale, and Remarks

Using the sample class record in Table 6, LEARNER A received an Initial Grade of 84.86 in
English for the First Quarter, equivalent to Outstanding when transmuted to a grade of 90.
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.

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 When a learner's raw scores are consistently below expectations in Written Work and
Performance Tasks, the learner's parents or guardians must be informed not later than the
fifth week of that quarter. This will enable them to help and guide their child to improve and
prepare for the Quarterly Assessment. A learner who receives a grade below 75 in any subject
in a quarter must be given intervention through remediation and extra lessons from teacher/s
of that subject.

How are learners promoted or retained at the end of the school year?

This section provides the basis for promoting a learner to the next grade level or retaining a
learner in the same grade level. These decisions must be applied based on evidence and
judiciously.

A Final Grade of 75 or higher in all learning areas allows the student to be promoted to the
next grade level. Table 11 specifies the guidelines to be followed for learner promotion and
retention.

Table 11. Learner Promotion and Retention

For Grades 1 to 3 Learners Promotion and Retention

Requirements Decision

Final Grade of at least 75 in all

learning areas Promoted to the next grade level

Must pass remedial classes for learning areas with failing

Did Not Meet Expectations in marks to be promoted to the next grade level. Otherwise, the
not more than two learning areas learner is retained in the same grade level.

Did Not Meet Expectations in

three or more learning areas Retained in the same grade level

For Grades 4 to 10 Learners Promotion and Retention

Requirements Decision
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 Final Grade of at least 75 in all
learning areas Promoted to the next grade level

Did Not Meet Expectations in Must pass remedial classes for learning areas with failing
not more than two learning marks to be promoted to the next grade level. Otherwise, the
areas learner is retained in the same grade level.

Did Not Meet Expectations in

three or more learning areas Retained in the same grade level

Earn the Elementary Certificate

Must pass all learning areas in
the Elementary Promoted to Junior High School

Earn the Junior High School Certificate

Must pass all learning areas in
the Junior High School Promoted to Senior High School

For Grades 11 to 12 Learners Promotion and Retention

Requirements Decision

Final Grade of at least 75 in all

learning areas in a semester Can proceed to the next semester

Did not Meet Expectations in a Must pass remedial classes for failed competencies in the
prerequisite subject in a learning subject before being allowed to enroll in the higher-level
area subject

Did Not Meet Expectations in any Must pass remedial classes for failed competencies in the
subject or learning area at the end subjects or learning areas to enroll in the next semester.
of the semester Otherwise, the learner must retake the subjects that failed.

Must pass all subjects or learning

areas in Senior High School Earn the Senior High School Certificate

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 For Grades 1-10, a learner who Did Not Meet Expectations in most two learning areas must
take remedial classes. Remedial classes are conducted after the Final Grades have been
computed. The learner must pass the remedial classes to be promoted to the next grade level.
However, teachers should ensure that learners receive remediation when they earn raw
scores, which are consistently below expectations in Written Work and Performance Tasks by
the fifth week of any quarter. This will prevent a student from failing in any learning area at
the end of the year.
For Grade 11-12, learners who fail a unit/set of competencies must be immediately given
remedial classes. They should pass the summative assessments to avoid a failing grade in a
learning area/subject during remediation. This will prevent students from having back
subjects in Senior High School (SHS). However, if the learner still fails remedial classes, s/he
must retake the subject/s failed during the summer or as a back subject. Guidance
teachers/career advocates must provide support to the SHS student for his/her choices in SHS
tracks.
Summative Assessments are also given during remedial classes. These are recorded,
computed, weighted, and transmuted in the same way as the Quarterly Grade. The equivalent
of the Final Grade for remedial classes is the Remedial Class Mark (RCM). The Final Grade
at the end of the school year and the Remedial Class Mark are averaged. This results in the
Recomputed Final Grade. If the Recomputed Final Grade is 75 or higher, the student is
promoted to the next grade level. However, students will be retained in the grade level if their
Recomputed Final Grade is below 75.
The teacher of the remedial class issues the Certificate of Recomputed Final Grade, noted by
the school principal. This is submitted to the division office and 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

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 The learner can enroll in the next grade level for Grades 1-10 and the next semester for
Grades 11-12 upon presenting the Certificate of Recomputed Final Grade. This certificate can
be verified in the division offices as needed.

How are the Core Values of the Filipino child reflected in the Report Card?

The goal of the K to 12 curricula is to develop Filipinos with 21st-century skills holistically.
The development of learners' cognitive competencies and skills must be complemented by
forming 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 to their schools' philosophy, vision,
mission, and core values.

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.

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 As a learner-centered public institution, the Department of Education continuously improves
itself to serve its stakeholders better.

MISSION

To protect and promote the right of every Filipino to quality, equitable, culture-based, and
complete primary education where:

 Students learn in a child-friendly, gender-sensitive, safe, and motivating

environment.
 Teachers facilitate learning and continuously nurture every learner
.
 As stewards of the institution, administrators and staff 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

Maka-Diyos

Makatao

Makakalikasan

Makabansa

The Core Values have been translated into behavior statements. Besides, indicators have been
formulated for each behavior statement. These are presented in Table 12.

Table 12. Descriptors and Indicators of Observed Values

Core Values Behavior Statements Indicators

Maka-Diyos Expresses one’s spiritual beliefs while Engages oneself in worthwhile

respecting the spiritual beliefs of others spiritual activities

Respects sacred places

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 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

Shows adherence to ethical principles by Recognizes and respects one's

upholding the truth 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

Is sensitive to individual, social, and from different economic, social,
Makatao cultural differences and cultural backgrounds

Demonstrates contributions toward Cooperates during activities

solidarity
Recognizes and accepts the
contribution of others toward a

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 goal

Considers diverse views

Communicates respectfully

Accepts defeat and celebrates

others' success

Enables others to succeed

Speaks out against and prevents

bullying

Cares for the environment and utilizes Shows a caring attitude toward
resources wisely, judiciously, and the environment
economically
Practices waste management

Conserves energy and resources

Takes care of school materials,

facilities, and equipment

Keeps work area in order during

and after work

Keeps one's work neat and

Makakalikasan orderly

Identifies oneself as a Filipino

Respects the flag and national

anthem

Takes pride in diverse Filipino

cultural expressions, practices,
and traditions

Promotes the appreciation and

enhancement of Filipino
languages

Abides by the rules of the

school, community, and country

Demonstrates pride in being a Filipino; Enables others to develop

exercises the rights and responsibilities of interest and pride in being a
Makabansa a Filipino citizen. Filipino

Demonstrates appropriate behavior in Manages time and personal

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 resources efficiently and
effectively

Perseveres to achieve goals

despite difficult circumstances

carrying out activities in the school, Conducts oneself appropriately

community, and country in various situations

Schools may craft additional indicators for the behavior statements. Schools must ensure that
these are child-centered, gender-fair, and age- and culture-appropriate. To support the
development of these Core Values, schools must ensure that their homeroom guidance
program promotes them. Additional opportunities may be integrated into class discussions in
all learning areas.

A non-numerical rating scale will be used to report on learners’ behavior demonstrating the
Core Values. The Class Adviser and other teachers shall agree on how to conduct these
observations. They will also discuss how each child will be rated. Table 13 presents the
marks that must be used.

Table 13. Marking for the Observed Values

Marking Non-Numerical Rating

AO Always Observed

SO Sometimes Observed

RO Rarely Observed

NO Not Observed
Learners who demonstrate not consistent behaviors 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 their effective development. Further
probing may be needed to understand the learner's situation and context better.

How is attendance reported?

Learners need to be in school every day. Learners’ class attendance shall be recorded by
teachers daily. At the end of each quarter, the attendance is reflected in the report card.
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 Each month's number of school days is presented 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.

Table 14. Attendance Record 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, at his/her discretion and in the
individual case, the school head may 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 school head's consent.

Such discretion shall not excuse the learner from the responsibility of keeping up with lessons
and taking assessments. When absences cannot be avoided, the school must give the learner
alternative methods and materials that correspond to the missed topics/competencies. These
include modules and materials for the Alternative Delivery Mode and Alternative Learning
System and those found on the Learning Resources Management and Development System
(LRMDS). When students 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 accumulating many absences must be immediately informed through a
meeting to discuss how to prevent further absences.

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 Habitual tardiness, especially during the first period in the morning and the afternoon, is
discouraged. Teachers shall inform the parents/guardians through a meeting if a learner has
incurred five consecutive days of tardiness.

To whom is classroom assessment reported?

Classroom assessment serves to help teachers and parents understand the learners' progress
on curriculum standards. The assessment results are reported to the child, the child's remedial
class teacher if any, and the teacher of the next grade level, and the child's parents/guardians.
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.

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 The computation of grades must be given extra care in the discussion above, especially in the
given weighted percentage on the identified subjects. Not all the learning areas have the same
weighted percentage regarding the performance, examination, and other activities. The
teacher/must be creative, innovative, and a keen observer to all the students in their respective
subjects.

Giving awards and recognition to students is one way to achieve the K to 12 Basic Education
Program's goals and objectives. The teacher will take note of the differences between the old
and the K to 12 curricula. There are significant changes in all aspects of giving awards and
recognition and the computation of grades.

What awards do we give?

Classroom Awards are recognition given to learners in each class or section. A simple
recognition may be given per quarter, semester, or at the end of the school year. Awardees are
given merit by the adviser and other subject teachers to recognize the learners' outstanding
performance in class.

Grade-level awards are given to qualified learners for every grade level at the end of the
school year. Candidates for the awards are deliberated by the Awards Committee (AC) if they
have met the given criteria.

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 The school gives special Recognition to the learners who have represented and won
competitions at the district, division, regional, national, or international levels. This is to
affirm learners who have brought honor to the school publicly.

A. Classroom Awards

1. Performance Awards for Kindergarten

Learners in Kindergarten should be recognized for their most evident and most prominent
abilities. They can also be recognized for showing significant improvement in a specific area
(e.g., having poor fine-motor skills to draw or write well). Since kindergarten learners have
no numerical grades, teachers are advised to recognize learners' outstanding achievement
based on the different domains and learning competencies of the kindergarten curriculum at
the end of every quarter. Since all learners must be given equal opportunity to excel and
demonstrate their strengths, an award may be given to more than one learner. Teachers can
choose from the domains and skills listed in Appendix 1. They can provide creative or unique
titles for each award appropriate to their context and community (e.g., mother tongue).

2. Conduct Awards

These awards are given to learners who have consistently demonstrated the DepEd core
values (Maka-Diyos, Makatao, Makakalikasan, Makabansa).

1.1. Character Traits for Kindergarten to Grade 3

These awards are given to younger learners to affirm their positive traits and attitudes or
recognize significant improvement in their behavior. Teachers can choose from but are not
limited to the character traits listed in Appendix 2. Page 3 of 15 also provides creative or
unique titles for each award appropriate to their context and community.

1.2. Conduct Awards for Grades 4 to 12

Conduct Awards for grades 4 to 12 in each class will be given at the end of the school year.
This will be based on the evaluation of the adviser and subject teachers, using the guidelines
stipulated in Section VI of DepEd Order No. 8, s. 2015. Awardees must have consistently and
dutifully carried out the Department's core values as indicated in the report card. They must
have obtained a rating of at least 75% "Always Observed" (AO) at the end of the school year
(with at least 21 out of 28 AO rating in the report card). According to the Department's
service manual and child protection policies, they must not have been sanctioned with
offenses punishable by suspension or higher sanction within the school year.

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 3. Academic Excellence Award

The Award for Academic Excellence within the quarter is given to learners from grades 1
to 12 who attained an average of at least 90 and passed all learning areas.

The Average Grade per Quarter is reported as a whole number following DepEd Order
No. 8, s. 2015. Table 1 shows the specific Academic Excellence Award given to learners
who meet the following cut-off grades.

Table 1. Academic Excellence Award Academic Excellence

Academic Excellence Award Average Grade per Quarter

1. With Highest Honors/May
Pinkamataas na Karangalan
98-100
2. With High Honors/May Mataas
na Karangalan
95-97
3. With Honors/May Karangalan 90-94

4.Recognition for Perfect Attendance

This award is given at the end of every quarter to encourage learners to attend and
actively participate in class. Perfect attendance means that a learner must be present in all
of his/her classes and have no absences for the entire quarter. Learners representing the
school for various purposes (e.g., in-school or off-campus activities) may also qualify for
this award. Page 4 of 15

B. Grade-level Awards

1. Academic Excellence Award

At the end of the school year, the Academic Excellence Award is given to learners from
grades 1 to 12 who have attained a General Average of at least 90 and a passing Final
Grade in all learning areas.

The General Average is reported as a whole number following DepEd Order No. 8, s.
2015.

The class advisers will give the AC the list of qualified learners to be awarded during a
school ceremony. Refer to Table 2 for the Academic Excellence Award at the end of the
school year.

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 Table 2. Academic Excellence Award

Academic Excellence Award Average Grade per Quarter

1. With Highest Honors/May
Pinkamataas na Karangalan
98-100
2. With High Honors/May Mataas
na Karangalan
95-97
3. With Honors/May Karangalan 90-94

2.Leadership Award

The leadership award is given to learners in grades 6, 10, and 12 who have demonstrated
exemplary skills in motivating others and organizing projects that have significantly
contributed to their betterment and community. This award is given during the
completion or graduation ceremony.

To qualify for this award, a learner must:

1. Have no failing grades in any of the learning areas.

2. Have not committed any offense punishable by suspension or higher sanction

according to the Department’s service manual and child protection policies in the current
school year.

3. Be a class officer or an active member/officer of any recognized school club, team, or

organization.

Table 3 shows the criteria and weights used by advisers and peers in the evaluation and
deliberation process. Schools may opt to add more indicators based on the decision of the
AC. Candidates will be evaluated by at least 30% of their peers (group, team, class, or
club mates) as well as their class or club advisers. Only those learners who have met at
least 90% of the criteria on the next page shall be awarded.

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 Table 3. Criteria for Leadership Award

Criteria Weight
Advisers Peers
1. Motivational Skills (40%)
a. Communicates effectively
b. Shows initiative and responsibility
c. Engages group or club mates to participate 24% 16%
actively
d. Establishes collaborative relationships
e. Resolves conflicts
2. Planning and Organizational Skills (40%)
a. Plans and designs relevant activities for the
class, club, or school
b. Implements planned activities effectively
24% 16%
and efficiently.
c. Monitors implementation of plans and tasks
d. Manages and uses resources wisely
3. Contribution to the School or Community
(20%)
12% 8%
Renders service and implements activities
relevant to the school population and community
TOTAL 60% 40%

3. Award for Outstanding Performance in Specific Disciplines

These awards are given to recognize learners in grades 6, 10, and 12 who have exhibited
exemplary skills and achievement in specific disciplines. These disciplines are Athletics,
Arts, Communication Arts, Mathematics and Science, Social Sciences, and Technical-
Vocational Education (Tech-Voc). These awards also value the learner's achievement in a
specific discipline that has contributed to the school and community. Table 4 on page 7
specifies the criteria and weights for these awards.

There may be more than one category of awards under the following disciplines:
Athletics, Arts, Communication Arts, and Tech-Voc. There will be no separate awards
for special programs.

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 3.1 Athletics

This award is given to learners who have shown outstanding athletics skills
(particularly in games and sports) through participation and victories in competitions
and discipline in training, and sportsmanlike conduct and character.

The academic rating that will be considered for this award would be the student’s
final grade in Physical Education. Page 6 of 15

3.2 Arts (e.g., visual, media, music, or performing arts)

This award is given to learners who have consistently demonstrated outstanding

skills in the arts and above-average creativity and craftsmanship, exemplified by
contributing to the school's various functions and events. The academic rating that
will be considered for this award is the final grade in Music, Arts, or Contemporary
Philippine Arts from the Regions for Senior High School (SHS).

3.3 Communication Arts

This award is given to learners who have demonstrated proficiency in any language
(Filipino, English, or other foreign languages), in written or oral communication,
shown creativity in expressing ideas in written or oral activities in various subjects,
and contributed to the school community. The academic rating that will be
considered for this award is the student's final grade in Filipino, English, or other
foreign-language subjects and related learning areas in Senior High School specific
to the award.

3.4 Science

This award is given to learners who have high academic standing in Science and
demonstrated passion for science expressed through an excellent science work
attitude. Shows enthusiasm for science, which positively influences other students in
class and the wider school community, and displayed inquisitiveness about the
environment, how things work, and how natural processes occur. The academic
rating that will be considered for this award is the student's final grade in Science for
grades 6 and 10 or the average rating for the two core Science subjects in SHS.

3.5 Mathematics

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 This award is given to learners who have high academic standing in Mathematics,
demonstrated passion for math expressed through an excellent attitude toward math
work, and shown enthusiasm for math, positively impacting other students in a class.
The academic rating that will be considered for this award is the student's final grade
in Mathematics for grades 6 and 10 or the average rating for the core Mathematics
subjects in SHS.

3.6 Social Sciences

This award is given to learners who have high academic standing in social sciences.
They have consistently demonstrated the willingness and ability to contribute to and
participate in activities that serve the common good. They have used their
knowledge, skills, and disposition in history, geography, economics, and other social
sciences to promote the common good and achieve shared Page 7 of 15 ends for
others in the school and community above and beyond their excellent.

The academic rating that will be considered for this award is the student’s final grade
in Araling Panlipunan for grades 6 and 10, or the average rating for the core Social
Science subject Personal Development/Pansariling Kaunlaran and Understanding
Culture, Society, and Politics) in SHS.

3.7 Technical-Vocational Education

This award is given to learners who have consistently exhibited exemplary skills and
achievement in their area of specialization in technical-vocational (Tech-Voc)
education. They have applied their knowledge and skills in Tech-Voc to projects and
activities contributing to the school and community.

The academic rating that will be considered for this award is the student's final grade
in Technology and Livelihood Education (TLE) for grades 6 and 10 or the average
rating for the specialized Tech-Voc subjects in SHS specific to the award.

Table 4 specifies the criteria and weights used in the evaluation and deliberation
process for the award for outstanding performance in specific disciplines. This award
shall be given to learners who have met at least 90% (outstanding rating) of the
criteria.

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 Table 4. Criteria for awards for outstanding performance in specific disciplines

Criteria Weight
1. Academic Rating
The final grade in the learning area or the average of the final 20%
grades in subjects specifically related to the award
2. Skill in the Discipline
As shown through:
a. Output (oral or written work, projects, etc., if applicable)
b. Membership in a club/team (if applicable) 40%
c. Class or school presentation
d. Winnings and awards
3. Attitude toward the Discipline
a. Peer evaluation (if applicable) 20%
b. Commendation from coach/adviser
4. Contribution to the School related to the Discipline
In any of the following:
a. Tutorials / Coaching
b. Performance in school’s various functions and events 20%
c. Products
d. Projects
e. Volunteer work
Note: Peer evaluation is only applicable to disciplines that involve collaborative work.
Candidates will be evaluated by at least 30% of their peers (group, team, class, or club mates)
as well as their class or club advisers.

4. Award for Work Immersion

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 Award for Work Immersion is specific to Senior High School (SHS) tracks. This award
may be given to grade 12 graduating students who have exemplified outstanding
performance based on the terms of reference or engagement set by the school and
evaluation of the direct supervisor and subject teacher. The awardee(s) must have
received a high-efficiency rating for their diligence and consistency in performing their
duties and responsibilities throughout the immersion program.

Only those learners who have received an outstanding academic rating in the Work
Immersion subject (at least 90%) shall be awarded. This rating in the report card
consists of the learner's performance or output during the Work Immersion.

Award for Research or Innovation

Award for Research or Innovation is specific to the SHS tracks. Grade 12 graduating
students—individuals, pairs, or groups of not more than four members must have led
the planning and execution of a research or innovation. Advance the potential
applications of technology or research and whose findings can drive better efficiency
and productivity and improve p

eople's lives in the school or community.

Tables 5 and 6 show the criteria and weights used in the evaluation and deliberation
process for the Award for Research or Innovation, respectively. Only those learners
who have received at least 90% of the criteria below shall be awarded.

Table 5. Research criteria and weights

Criteria Weight
1. Research Grade 20%
2. Output
a. Usefulness / Significance of Research 35%
Usefulness to the school and community or contribution of
the research to the existing body of information related to the
study.
30%
b. Rigor

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 The soundness of methodology (research design, data
collection, and data analysis)
3. Research Presentation
Presentation and defense of research output 15%

Table 6. Innovation criteria and weights

Criteria Weight
1. Output
a. Originality or novelty of the product or service 15%
b. Relevance, applicability, replicability, sustainability, or 25%
usefulness to the school and larger community
c. Cost-effectiveness, efficiency, and practicality
20%
d. Environmentally safe
10%
2. Delivery or Presentation
a. Clarity of the product development process and the 10%
innovative features are shown during the presentation
b. Acceptability of the innovation to the target beneficiaries
5%

3. Study or Research
Research basis of the service or product 15%

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 5. Award for Club or Organization Achievement
This award is given to a duly recognized club or organization that has positively
impacted the school or community. It serves by implementing all its planned projects
and activities, providing vital support to implementing the school activities, attaining
the school's objectives, and taking great strides to help its members develop their
potentials.
Table 7 shows the criteria and weights used in the evaluation and deliberation process
for this award. Only those clubs or organizations with at least 90% of the criteria
below shall be awarded.

Table 7. Criteria and weights for awards for Club or Organizational Achievement
Criteria Weight
1. Club/Organization Performance
a. Plans and develops club/organization's objectives, projects,
and activities.
b. Implements projects and activities and delivers services based
50%
on the club/organization's objectives and plans
c. Manages and uses resources wisely
d. Shows teamwork and collaboration among its members
2. Exemplary Output
Delivers a concrete output related to the objectives and purpose 30%
of the organization and the school.
3. Contribution to the School or Community
Benefits the members of the club/organization and the more 20%
significant majority of the school population and community

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 Special Recognition Learners who have represented and won in competitions at the district,
division, regional, national, or international levels will be recognized. These awardees have
demonstrated their exemplary performance in academics, athletics, and the arts and
represented the school in DepEd-recognized activities.

In addition to the above awards, the schools may give due recognition to learners who have
brought honor to the school.
The actual certificates, medals, trophies, or plaques received by the learners from the various
activities or competitions shall be used to affirm publicly and acknowledge the awardees'
contribution in giving honor to the school. This will be done during a flag ceremony or in a
school-awarding ceremony.

In case external sponsors, partners, and donors opt to give awards, they shall be regulated by
the school, subject to compliance with the policy guidelines. These awards should be
consistent with the DepEd's Vision, Mission, and Core Values, and must be named after the
trait, value, or achievement recognized or an esteemed person who is deceased.
III. What do awardees receive?
The grade-level awardees shall receive certificates, medals, or plaques from the
school, bearing the Department's official seal (DepEd Order No. 63, s.2011). Schools must
follow the specifications to ensure awards, certificates, and medals and uphold the awards'
prestige.
Certificates indicating the specific awards shall be given to all awardees. It is
important to note that in the preparation of certificates, attention to proportion and detail is
essential. The date and venue of the school ceremony should also be complete and accurate.
Table 8 shows the medal specifications for each of the awards.
Table 8 shows the medal specifications for each of the awards.

Award Technical Specifications

1. Academic Excellence Award Medal with
DepEd seal
a. With highest honors Gold
Diameter Size:
b. With high honors Silver
6cm
c. With honors Bronze Weight: 30g
Ribbon width:
1 inch
Ribbon color:
depending on
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 the region
2. Award for Leadership Gold Medal with
DepEd seal
Diameter Size:
6cm
Weight: 30g
Ribbon width:
1 inch
Ribbon color:
Gold
3. Award for Work Immersion Gold Medal with
DepEd seal
4. Award for Research / Innovation Gold
Diameter Size:
5. Award for Outstanding Performance in the Gold 5cm
specific learning areas
Weight: 25g
Ribbon width:
1 inch
Ribbon color:
Depending on
the region
6. Award for Club or Organization Achievement Plaque for the
(members from different grade levels) club/organization Certificate
for each member with school
logo

To facilitate compliance with these guidelines, schools must coordinate with external
sponsors, donors, and partners regarding the awards they wish to give the school.

Awards must have specific rubrics prepared or adapted by the AC at the school level, based
on the given qualifications and indicators.

IV. How do schools determine awardees?

An Awards Committee (AC) shall be organized by the school head or principal

in every school for each grade level at the beginning of the school year. For small
schools, only one (1) AC shall be organized. The committee must be composed
of at least three (3) members from the teaching staff, guidance counselor, or
designated teacher. The total count of committee members should be an odd
number. The chairperson of the AC could be any of the teachers, department
head, grade-level chairperson, or curriculum head. No member of the AC must

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 be related within the second degree of consanguinity or affinity to any of the
candidates for awards.

The AC shall:

1. Establish the processes of and timelines in accepting nominations and

determining qualifiers for grade-level awards.

2. Formulate rubrics specific to the grade level awards.

3. Communicate to the school community, parents, and other stakeholders the

processes involved in giving awards.

4. Verify the authenticity of documents submitted.

5. Deliberate on the candidates' qualifications for the awards based on the

rubrics and submitted documents.

6. Recommend to the school head or principal the result of the evaluation for
approval.

7. Communicate to the school community, parents, and other stakeholders

involved in the evaluation results.

8. Recommend to the school head or principal the resolution on any related

issue that may arise from the awards' results.

9. Ensure that the guidelines stipulated in this policy are followed.

Table 9 shows the activities for determining the awardees with indicative timelines that need
to be conducted by the AC.

Table 9. Steps for determining the awardees

STEP PROCESS MONTH

Step 1 Establish the process of and timelines in accepting
nominations and in determining qualifiers for May to June
specific awards consistent with the policy
guidelines
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 Step 2 Formulate rubrics specific to the grade-level July to August
awards
Seek approval from the school head or principal
Step 3 on processes, timelines, and rubrics to the school August
community
Step 4 Communicate the approved processes, timelines, August
and rubrics to the school community
Accept nominees for each award from the
class/club advisers based on these guidelines'
Step 5 minimum requirements. Those that meet the February
requirements are endorsed to the AC by the
class/club advisers.
Evaluate and deliberate candidates for each award
Step 6 based on the portfolio (report card, certificates,
documentation) submitted by the learner against
the AC's rubrics.
Submit results of the evaluation and deliberation
Step 7 to the school head or principal for approval March
Ensure that the results of the evaluation and
deliberation are communicated to the class
Step 8 advisers, parents, nominees, and school
community; (in case of protest/s, the AC will
facilitate its timely resolution)
Step 9 Announce or post the final list of awardees

The AC shall use the report cards and permanent records as the primary reference for
Academic Excellence Awards. For other awards, a portfolio of copies of all documents such
as DepEd Advisories, written authorization from the school head or principal, certificates,
medals, trophies, plaques, accomplishment reports (verified through certifications by proper
authorities), and others shall be presented.

The report on the AC results shall be signed by all committee members and certified by the
principal. The school head or principal shall approve the final list of awardees upon the
recommendation of the committee. If the school head or principal is related within the second
degree of consanguinity or affinity to any of the candidates for awards, the school head or
principal must inhibit him/herself from participating in the process. The approval shall come
from the person next in rank. The documents shall be kept in the office of the principal for
ready reference. Copies of the results shall be submitted to the Schools District and Division
Offices. Through the School Head/Principal's Office, the AC shall release the awardees' final
list upon stakeholders' request for scholarship purposes.

Together with the school head, the AC shall determine roles and assign tasks to the awardees
(e.g., delivery of graduation speech, batch history) for the graduation or school-awarding
ceremony.

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 V. When to file and settle protests?

Cases of protest shall be filed by the candidate with his/her parent or guardian to the
School Head within three (3) working days from the announcement. They shall be
decided on by the school head or principal, considering the AC's recommendations
within three (3) working days from filing.

Learning Tasks/Activities
A. Discuss the highlights comprehensively on Policy Guidelines on Awards and
Recognition for the K to 12 Basic Education Program. (Based on your understanding
topic.)

Assessment Task
A. Identify different kinds of awards and recognition given to the learners.
B. Compute the WW, PT, QA & the FINAL GRADE of the given learner. Show your
solution.

WEIGHTED WRITTEN Learner’s Highest Possible

PERCENTAGE WORK Raw Score Score

1 20 25
2 18 25
3 7 20
4 22 25
30%
5 20 25
6 21 30
7 24 30
8 19 20
TOTAL

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 PERFORMANC LEARNER’S HIGHEST POSSIBLE
E TASK RAW SCORE SCORE
1 15 20
2 7 20
3 20 25
4 12 15
50%
5 18 20
6 11 15
7 13 15
8 16 20
TOTAL

QUARTERLY
20% ASSESSMENT 45 60

FINAL GRADE

Module Posttest
Direction: Write YES if the statement is correct and NO if otherwise.
_________1. Classroom Awards are recognition given to learners in each class.
_________2. Conduct Awards are given to learners who have been observed to demonstrate the
DepEd core values consistently.
_________3. The school gives Grade-level awards to the learners who have represented or won
in a competition.
_________4. Recognition to Perfect Attendance is given to learners from Grades 1 to 12 who
have attained an average of at least 90 and passed all learning areas.
_________5. Conduct Awards for grades 4 to 12 in each class will be given at the end of the
school year.
_________6. Assessment is an integral part of teaching and learning.
_________7. Award for Work Immersion is specific to Senior High School tracks.
_________8. Social Sciences is an award given to learners who have high academic standing in
Physical Sciences.
_________9. DepEd Order No. 8, s. 2015 is the Policy Guidelines on Awards and Recognition
for the K to 12 Basic Education Program.
________10. DepEd Order No. 36, s. 2016 is the Policy Guidelines on Classroom Assessment of
the K to 12 Basic Education Program.

References

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 Policy Guidelines on Classroom Assessment of the K to 12 Basic Education Program,
DepEd Order No. 8, s. 2015

Department of Education, Culture, and Sports (DECS) Service Manual 2000

DepEd Child Protection Policy, DepEd Order No. 40, s. 2012

Guidelines on the Selection of Honor Pupils and Students of Grades 1 to 10 of the K to

12 Basic Education Curriculum, DepEd Order 74, s.2012

Lehr, Camilla A. "Positive School Climate: Information for Educators." In Helping

Children at Home and School II: Handout for Families and Educators, S4-75-4-78. 2nd
ed. National Association of School Psychologists, 2004.

"Promoting a Positive School Climate: A Resource for Schools." Ontario Ministry of

Education. 2013. Accessed 28 September 28,
2015.http://www.edu.gov.on.ca/eng/parents/IntroDocEng.pdf.

Chance, Paul. "The Rewards of Learning." Phi Delta Kappan 74, no. 3
(November1992):200-07.
http://andrewvs.blogs.com/usu/files/the_rewards_of_learning.pdf

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 DEPARTMENT OF
(
TEACHER EDUCATION)
College of (Teacher Education, Arts and Sciences and Agribusiness)

For inquiries, contact:

(DR. ESPERANZA E. SUMALINOG)

[email protected] •
+63 919 085 2484

Use this code when referring to this material:

TP-IMD-02 v0 07-15-20 • No. _________

Marvel, Isabel, Leyte

Philippines 6539

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