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K12 assessment in the kto12 basic education program

The document discusses guidelines for classroom assessment in the Philippine K-12 Basic Education Program. It defines classroom assessment as a process for identifying, gathering, and interpreting quantitative and qualitative information about what students know and can do. Classroom assessment should be aligned with curriculum standards and involve both teachers and students. It can be formative or summative. Formative assessment provides informal feedback during instruction to improve student learning and teacher instruction.

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Classroom Assessment in the K to 12 Basic Education Program 1
2 DepEd Order No. 8 s. 2015 Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program
Zone of Proximal Development (Vygotsky, 1978) 1. Appropriate assessment is committed to a. ensuring learners’ success to move from guided to independent display of knowledge, understanding, and skills b. enabling learners to transfer knowledge, understanding and skills successfully in future situations 2. Assessment facilitates the development of learners’ higher order thinking and 21st-century skills. 3 Theoretical Basis DEPARTMENT OF EDUCATION
Assessment in the K to 12 Basic Education Program recognizes: 1. diversity of learners inside the classroom 2. the need for multiple ways of measuring their varying abilities and learning potentials 3. the role of learners as co-participants in the assessment process 4 Assessment in the K to 12 Basic Education Program DEPARTMENT OF EDUCATION 1 2 3 A B C
1. Assessment is a joint process that involves both teachers and learners. 2. It should be in unity with instruction. 5 What is Classroom Assessment? DEPARTMENT OF EDUCATION Instruction Assessment
3. It is used to track learner progress in relation to learning standards and development of 21st-century skills. 4. It provides bases for the profiling of student performance on the learning competencies and standards of the curriculum. 5. It promotes self-reflection and personal accountability among students about their own learning. 6 What is Classroom Assessment? DEPARTMENT OF EDUCATION A B C Learning Standards Development of 21st- century skills
6. Classroom assessment is a process of identifying, gathering, organizing and interpreting quantitative and qualitative information about what learners know and can do. 7. Classroom assessment methods should be consistent with curriculum standards. 8. It measures achievement of competencies by the learners. 7 What is Classroom Assessment? quantitative information qualitative information classroom assessment methods curriculum standards achieved competencies ✔
8 What is assessed in the classroom? DEPARTMENT OF EDUCATION Content Standards 1. These cover a specified scope of sequential topics within each learning strand, domain, theme or component. 2. They answer the question “What should learners know?” Performance Standards 1.These describe the abilities and skills that learners are expected to demonstrate in relation to the content standards and integration of 21st-century skills. 2.They answer the following questions: i. What can learners do with what they know? ii. How well must learners do their work? iii. How well do learners use their learning or understanding in different situations? iv. How do learners apply their learning or understanding in real-life contexts? v. What tools and measures should the learners use to demonstrate what they know? Learning Competencies Learning competencies refer to the knowledge, understanding, skills and attitudes that learners need to demonstrate in every lesson and/or learning activity.
To align the assessment process with the K to 12 curriculum, the adapted Cognitive Process Dimensions may be used as a guide in the formulation of assessment tasks and activities. 9 What is assessed in the classroom? DEPARTMENT OF EDUCATION Remembering The learner can recall information and retrieve relevant knowledge from long-term memory: identify, retrieve, recognize, duplicate, list, memorize, repeat, reproduce Understanding The learner can construct meaning from oral, written and graphic messages: interpret, exemplify, classify, summarize, infer, compare, explain, paraphrase, discuss Applying The learner can use information to undertake a procedure in familiar situations or in a new way: execute, implement, demonstrate, dramatize, interpret, solve, use, illustrate, convert, discover Analyzing The learner can distinguish between parts and determine how they relate to one another, and to the overall structure and purpose: differentiate, distinguish, compare, contrast, organize, outline, attribute, deconstruct Evaluating The learner can make judgments and justify decisions: coordinate, measure, detect, defend, judge, argue, debate, critique, appraise, evaluate Creating The learner can put elements together to form a functional whole, create a new product or point of view: generate, hypothesize, plan, design, develop, produce, construct, formulate, assemble, design, devise
What is the connection between and among Curriculum Standards, Cognitive Process Dimensions and KPUP? DEPARTMENT OF EDUCATION Curriculum Standards Cognitive Process DimensionsLevels of Assessment (DO 73, s. 2012) Content Standards “What should the learners know?” Performance Standard “What can learners do with what they know?” Applying The learner can execute, implement, demonstrate, dramatize, interpret, solve, use, illustrate, convert, discover Analyzing Evaluating Creating Remembering The learner can identify, retrieve, recognize, duplicate, list, memorize, repeat, reproduce Understanding Knowledge 1. “What should students know?” 2. “How are they to express or provide evidence of what they know?”
What is the connection between and among Curriculum Standards, Cognitive Process Dimensions and KPUP? DEPARTMENT OF EDUCATION Curriculum Standards Cognitive Process DimensionsLevels of Assessment (DO 73, s. 2012) Content Standards “What should the learners know?” Performance Standard 1. “How well do learners use their learning or understanding in different situations?” 2. “How do learners apply their learning or understanding in real-life contexts?” Applying The learner can execute, implement, demonstrate, dramatize, interpret, solve, use, illustrate, convert, discover Analyzing The learner can differentiate, distinguish, compare, contrast, organize, outline Evaluating Creating Remembering Understanding The learner can interpret, classify, summarize, infer, compare, explain, paraphrase Process 1. “What can students do with the information or facts they have in relation to familiar situations?” 2. “What are the evidence of what they can do with the information and facts they have?”
What is the connection between and among Curriculum Standards, Cognitive Process Dimensions and KPUP? DEPARTMENT OF EDUCATION Curriculum Standards Cognitive Process DimensionsLevels of Assessment (DO 73, s. 2012) Content Standards “What should the learners know?” Performance Standard 1. “What can learners do with what they know?” 2. “How well must learners do their work?” 3. “How well do learners use their learning or understanding in different situations?” Applying The learner can demonstrate, dramatize, interpret, illustrate, convert, discover Analyzing The learner can differentiate, distinguish, compare, contrast, organize, outline, attribute Evaluating The learner can coordinate, measure, detect, judge, argue, debate, critique, evaluate Creating Remembering Understanding The learner can interpret, exemplify, infer summarize, compare, explain, paraphrase Understanding 1. “What breadth (connection to a wider context) and depth (insights and reflection) of understanding do the students have regarding the information and facts that they know?” 2. “What are the evidence of the breadth and depth understanding that the students have reached?”
What is the connection between and among Curriculum Standards, Cognitive Process Dimensions and KPUP? DEPARTMENT OF EDUCATION Curriculum Standards Cognitive Process DimensionsLevels of Assessment (DO 73, s. 2012) Content Standards “What should the learners know?” Performance Standard 1. “How well do learners use their learning or understanding in different situations?” 2. “How do learners apply their learning or understanding in real-life contexts?” 3. “What tools and measures should learners use to demonstrate what they know?” Applying The learner can execute, implement, demonstrate, dramatize, interpret, solve, use, illustrate, convert, discover Analyzing Evaluating Creating The learner can generate, hypothesize, plan, design, develop, produce, construct, formulate, assemble, design, devise Remembering Understanding Performance or Product 1. “What innovations in terms of products and performances are learners able to do?” 2. “What are the evidence that the learners can use or transfer their learning in real-life and/or different situations?”
Formative Assessment 1. According to the UNESCO Program on Teaching and Learning for a Sustainable Future (UNESCO-TLSF): a. Formative assessment refers to ongoing forms of assessment closely linked to the learning process. b.It is informal. 2. It provides immediate feedback to both learner and teacher. 3. It helps prepare learners for summative assessments. 4. It is recorded but not included as basis for grading. 14 How are learners assessed in the classroom? DEPARTMENT OF EDUCATION
When Formative Assessment may be conducted: 15 How are learners assessed in the classroom? DEPARTMENT OF EDUCATION lesson before the lesson during the lesson after the lesson
Purposes of Formative Assessment 16 How are learners assessed in the classroom? DEPARTMENT OF EDUCATION lesson before the lesson during the lesson after the lesson For the Learner For the Teacher 1. Know what s/he knows about the topic/lesson 2. Understand the purpose of the lesson and how to do well in the lesson 3. Identify ideas or concepts s/he misunderstands 4. Identify barriers to learning 1. Get information about what the learner already knows and can do about the new lesson 2. Share learning intentions and success criteria to the learners 3. Determine misconceptions 4. Identify what hinders learning
Purposes of Formative Assessment 17 How are learners assessed in the classroom? DEPARTMENT OF EDUCATION lesson before the lesson during the lesson after the lesson For the Learner 1. Identify one’s strengths and weaknesses 2. Identify barriers to learning 3. Identify factors that help him/her learn 4. Know what s/he knows and does not know 5. Monitor his/her own progress For the Teacher 1. Provide immediate feedback to learners 2. Identify what hinders learning 3. Identify what facilitates learning 4. Identify learning gaps 5. Track learner progress in comparison to formative assessment results prior to the lesson proper 6. To make decisions on whether to proceed with the next lesson, re-teach, or provide for corrective measures or reinforcements
Purposes of Formative Assessment 18 How are learners assessed in the classroom? DEPARTMENT OF EDUCATION lesson before the lesson during the lesson after the lesson For the Learner For the Teacher 1. Tell and recognize whether s/he met learning objectives and success criteria 2. Seek support through remediation, enrichment, or other strategies 1. Assess whether learning objectives have been met for a specified duration 2. Remediate and/or enrich with appropriate strategies as needed 3. Evaluate whether learning intentions and success criteria have been met
Summative Assessment 1. Summative Assessment may be seen as assessment of learning which occurs at the end of a particular unit. 2. It usually occurs towards the end of a period of learning in order to describe the standard reached by the learner. 3. Judgements derived from summative assessment are usually for the benefit of people other than the learner (UNESCO-TLSF). 4. Results of summative assessment are recorded and are included in the computation of the final grade. 19 How are learners assessed in the classroom?
Components of Summative Assessment 20 How are learners assessed in the classroom? Performance Tasks Quarterly Assessment Written Work 1.Ensures that students are able to express learned skills and concepts in written form. 2.May include essays, written report, long quizzes and other written output 1. Allows learners to show what they know and are able to do in diverse ways 2. Learners may create or innovate products or do performance-based tasks 3. Written output may also be considered as performance tasks 1. Measures student learning at the end of the quarter 2. This may be in the form of objective tests, performance- based assessment or a combination thereof.
21 How are learners assessed in the classroom? DEPARTMENT OF EDUCATION Individual Assessment Collaborative Assessment
22 What is the Grading System? DEPARTMENT OF EDUCATION Kindergarten Checklists, anecdotal records and portfolios are used instead of numerical grades which are based on the Kindergarten curriculum guide. Grades 1 to 12 1. Learners are graded on three components every quarter: Written Work, Performance Tasks and Quarterly Assessment. 2. These components are given specific weights which vary. 3. All grades will be based on weighted raw score of the learner’s summative assessments 4. The minimum grade needed to pass a specific learning area is 60 which is then transmuted to 75 in the report card.
23 How is learner progress recorded and computed? Transmute the Initial Grade using the given Transmutation Table in Appendix B of DepEd Order No. 8 s. 2015. Add the Weighted Scores of each component. The result will be the Initial Grade. Convert Percentage Scores to Weighted Score. Multiply the Percentage Score by the weight of the component indicated in Tables 4 and 5 of the Classroom Assessment Policy. Divide the total raw score by the highest possible score then multiply the quotient by 100%. This will result in a Percentage Score. Add the grades from all learner’s work. This will result in the total score for each component.
24 How are grades computed at the end of the School Year? DEPARTMENT OF EDUCATION Kindergarten Checklists, anecdotal records and portfolios are presented to the parents at the end of each quarter for discussion. Grades 1 to 10 1. The average of the Quarterly Grades produces the Final Grade. 2. The General Average is computed by dividing the sum of all final grades by the total number of learning areas. Each learning area has equal weight. Grades 11 to 12 1. The average of the Quarterly Grades produces the Semestral Final Grade. 2. The General Average is computed by dividing the sum of all Semestral Final Grades by the total number of learning areas.
The summary of learner progress is shown quarterly to parents and guardians through a parent-teacher conference, in which the report card is discussed. 25 How is the learner’s progress reported? DEPARTMENT OF EDUCATION Descriptor Grading Scale Outstanding 90-100 Very Satisfactory 85-89 Satisfactory 80-84 Fairly Satisfactory 75-79 Did Not Meet Expectations Below 75
For Grades 1 to 3 Learners: 26 How are learners promoted and retained at the end of the School Year? DEPARTMENT OF EDUCATION Requirements Decision Final Grade of at least 75 in all learning areas Promoted to the next grade level Did Not Meet Expectations in not more than two learning areas Must pass remedial classes for learning areas with failing mark to be promoted to the next grade level. Otherwise the 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: 27 How are learners promoted and retained at the end of the School Year? DEPARTMENT OF EDUCATION Requirements Decision Final Grade of at least 75 in all learning areas Promoted to the next grade level Did Not Meet Expectations in not more than two learning areas Must pass remedial classes for learning areas with failing mark to be promoted to the next grade level. Otherwise the learner is retained in the same grade level. Did Not Meet Expectations in three or more learning areas Retained in the same grade level Must pass all learning areas in the Elementary 1. Earn the Elementary Certificate 2. Promoted to Junior High School Must pass all learning areas in the Junior High School 1. Earn the Junior High School Certificate 2. Promoted to Senior High School
For Grades 11 to 12 Learners: 28 How are learners promoted and retained at the end of the School Year? DEPARTMENT OF EDUCATION 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 prerequisite subject in a learning area Must pass remedial classes for failed competencies in the subject before being allowed to enroll in the higher- level subject Did Not Meet Expectations in any subject or learning area at the end of the semester 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. Must pass all subjects or learning areas in Senior High School Earn the Senior High School Certificate
1. Summative Assessments are also given during remedial classes. These are computed, weighted and transmuted in the same way as the Quarterly Grade. 2. The equivalent of the Final Grade for remedial classes is the Remedial Class Mark. 3. The Final Grade at the end of the School Year and the Remedial Class Mark are averaged. 4. If the Recomputed Final Grade is 75 or better: 5. If the Recomputed Final Grade is below 75: 29 How are learners promoted and retained at the end of the School Year? Grades 1 to 10 Student is promoted to next grade level Grades 11 to 12 (for subjects that are pre-requisites for other subjects) Student is able to enroll in the higher level learning area Grades 1 to 10 Student is retained in the grade level Grades 11 to 12 Student needs to retake the subject. Grades 11 to 12 (for subjects that are pre-requisites for other subjects) Student will not be allowed to enroll in the higher level learning area
Sample Scenario 1 for Senior High School: Grade 11 1st Semester of STEM Track The learner will have to: 1. Take remedial classes/sessions for specific competencies failed. 2. Re-take Pre-Calculus as a back subject. Guidance teachers/career advocates must provide support to the Senior High School student for his/her choices in Senior High School tracks. 30 How are learners promoted and retained at the end of the School Year? Subjects Third Quarter Fourth Quarter Semestral Final Grade Core Subjects Oral Communication in Context 85 85 85 Komunikasyon at Pananaliksik sa Wika at Kulturang Pilipino 84 80 82 General Mathematics 81 81 81 Earth Science 79 73 76 Introduction to the Philosophy of the Human Person 88 90 89 PE and Health 90 88 89 Applied and Specialized Track Subjects Empowerment Technologies (for the Strand) 80 83 82 Pre-Calculus 74 73 74
Sample Scenario 2 for Senior High School: Grade 11 2nd Semester of STEM Track 31 How are learners promoted and retained at the end of the School Year? DEPARTMENT OF EDUCATION Subjects Third Quarter Fourth Quarter Semestral Final Grade Core Subjects Reading and Writing Skills 80 83 82 Pagbasa at Pagsusuri ng Iba’t-ibang Teksto Tungo sa Pananaliksik 86 85 86 Disaster Readiness and Risk Reduction 82 87 85 Personal Development 71 73 72 PE and Health 90 88 89 Applied and Specialized Track Subjects Practical Research 1 80 83 82 Basic Calculus 87 88 88 General Chemistry 1 78 70 74
After remedial classes, Learner A gets the following grades: Learner A has to retake both learning areas in the next semester. After remedial classes, Learner B gets the following grades: Learner B has to retake Personal Development but can now enroll in General Chemistry 2. 32 How are learners promoted and retained at the end of the School Year? Learning Area Final Grade Remedial Class Mark Recomputed Final Grade Personal Development 72 76 74 General Chemistry 1 74 74 74 Learning Area Final Grade Remedial Class Mark Recomputed Final Grade Personal Development 72 76 74 General Chemistry 1 74 78 76
33 How are the Core Values of the Filipino child reflected in the Report Card? DEPARTMENT OF EDUCATION Maka-Diyos Makakalikasan Makatao Makabansa
1. 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). 2. Core Values have been translated into behavior statements and indicators have been formulated for each behavior statement. 34 How are the Core Values of the Filipino child reflected in the Report Card? DEPARTMENT OF EDUCATION Core Values Behavior Statements Indicators Makatao Is sensitive to individual, social and cultural differences 1. Shows respect for all 2. Waits for one’s turn 3. Takes good care of borrowed things 4. Views mistakes as learning opportunities 5. Upholds and respects the dignity and equality of all including those with special needs 6. Volunteers to assist others in times of need 7. Recognizes and respects people from different economic, social, and cultural backgrounds Demonstrates contributions towards solidarity 1. Cooperates during activities 2. Recognizes and accepts the contribution of others towards a goal 3. Considers diverse views 4. Communicates respectfully 5. Accepts defeat and celebrates others’ success 6. Enables others to succeed 7. Speaks out against and prevents bullying
3.Non-DepEd schools may modify or adapt these guidelines as appropriate to the Philosophy, Vision, Mission and Core Values of their schools. 4.Schools may craft additional indicators for the behavior statements. 5.Schools must ensure that these are child-centered, gender-fair, and age- and culture-appropriate. 35 How are the Core Values of the Filipino child reflected in the Report Card? DEPARTMENT OF EDUCATION
6. A non-numerical rating scale will be used to report on learners’ behavior demonstrating the Core Values. 7. The Class Adviser and other teachers shall agree on how to conduct these observations and discuss how each child will be rated. 36 How are the Core Values of the Filipino child reflected in the Report Card? DEPARTMENT OF EDUCATION Marking Non-Numerical Rating AO Always Observed SO Sometimes Observed RO Rarely Observed NO Not Observed
1. Learners’ attendance shall be recorded by teachers daily. 2. The attendance is reflected in the report card at the end of each quarter. 37 How is attendance reported? DEPARTMENT OF EDUCATION Jun Jul Aug Sept Oct Nov Dec Jan Feb Mar Total No. of school days 21 21 22 21 21 20 14 21 21 18 200 No. of days present 21 21 22 21 21 20 11 21 21 18 197 No. of days absent 0 0 0 0 0 0 3 0 0 0 3
3. Incurred absences of more than 20% of the prescribed number of class or laboratory periods during the school year or semester will result in a failing grade. 3.Exemptions may be given by the school head should a learner have reasons considered valid by the school. 4.When absences cannot be avoided, the school must give the learner alternative methods and materials that correspond to the topics/competencies that were or will be missed. 38 How is attendance reported? DEPARTMENT OF EDUCATION
39 Sample Report Card Grades 1 to 10 DEPARTMENT OF EDUCATION
40 Sample Report Card Grades 1 to 10 DEPARTMENT OF EDUCATION
41 Sample Report Card Grades 11 to 12 DEPARTMENT OF EDUCATION
42 Sample Report Card Grades 11 to 12 DEPARTMENT OF EDUCATION
Maraming Salamat! 43

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In this document
Powered by AI

Introduces the concept of Classroom Assessment in the K to 12 Basic Education Program, referencing DepEd Order No. 8, s. 2015.

Highlights Vygotsky's Zone of Proximal Development and the commitment to learner success, diversity, and collaboration in assessment.

Describes the joint process of assessment involving teachers and students, tracking learner progress, and measuring achievement based on learning standards.

Details the cognitive process dimensions for assessment, interlinking curriculum standards with learner capabilities and evaluation methods.

Explains formative assessment, including its informal and ongoing nature, aimed at providing feedback and preparing learners for summative assessments.

Describes summative assessments as end-of-unit evaluations that inform the learners' grade, including components like performance tasks and written work.

Outlines the grading system for Kindergarten to Grade 12, detailing assessment weightings and passing criteria based on DepEd standards.

Discusses how learners' progress is reported to parents, including report card development, and scenarios for Senior High students.

Identifies requirements for promoting learners across different grade levels, including remedial class criteria and final grade calculations.

Discusses how learners' progress is reported to parents, including report card development, and scenarios for Senior High students.

Introduces the core values of Filipino children reflected in report cards, emphasizing behavioral assessments alongside academic performance.

Details how attendance is recorded, its reflection in report cards, and consequences of excessive absenteeism.

Presents format and examples of report cards for Grades 1 to 12, illustrating assessment summaries.

Concludes the presentation with a note of gratitude.

K12 assessment in the kto12 basic education program

  • 1.
    Classroom Assessment inthe K to 12 Basic Education Program 1
  • 2.
    2 DepEd Order No.8 s. 2015 Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program
  • 3.
    Zone of ProximalDevelopment (Vygotsky, 1978) 1. Appropriate assessment is committed to a. ensuring learners’ success to move from guided to independent display of knowledge, understanding, and skills b. enabling learners to transfer knowledge, understanding and skills successfully in future situations 2. Assessment facilitates the development of learners’ higher order thinking and 21st-century skills. 3 Theoretical Basis DEPARTMENT OF EDUCATION
  • 4.
    Assessment in theK to 12 Basic Education Program recognizes: 1. diversity of learners inside the classroom 2. the need for multiple ways of measuring their varying abilities and learning potentials 3. the role of learners as co-participants in the assessment process 4 Assessment in the K to 12 Basic Education Program DEPARTMENT OF EDUCATION 1 2 3 A B C
  • 5.
    1. Assessment isa joint process that involves both teachers and learners. 2. It should be in unity with instruction. 5 What is Classroom Assessment? DEPARTMENT OF EDUCATION Instruction Assessment
  • 6.
    3. It isused to track learner progress in relation to learning standards and development of 21st-century skills. 4. It provides bases for the profiling of student performance on the learning competencies and standards of the curriculum. 5. It promotes self-reflection and personal accountability among students about their own learning. 6 What is Classroom Assessment? DEPARTMENT OF EDUCATION A B C Learning Standards Development of 21st- century skills
  • 7.
    6. Classroom assessmentis a process of identifying, gathering, organizing and interpreting quantitative and qualitative information about what learners know and can do. 7. Classroom assessment methods should be consistent with curriculum standards. 8. It measures achievement of competencies by the learners. 7 What is Classroom Assessment? quantitative information qualitative information classroom assessment methods curriculum standards achieved competencies ✔
  • 8.
    8 What is assessedin the classroom? DEPARTMENT OF EDUCATION Content Standards 1. These cover a specified scope of sequential topics within each learning strand, domain, theme or component. 2. They answer the question “What should learners know?” Performance Standards 1.These describe the abilities and skills that learners are expected to demonstrate in relation to the content standards and integration of 21st-century skills. 2.They answer the following questions: i. What can learners do with what they know? ii. How well must learners do their work? iii. How well do learners use their learning or understanding in different situations? iv. How do learners apply their learning or understanding in real-life contexts? v. What tools and measures should the learners use to demonstrate what they know? Learning Competencies Learning competencies refer to the knowledge, understanding, skills and attitudes that learners need to demonstrate in every lesson and/or learning activity.
  • 9.
    To align theassessment process with the K to 12 curriculum, the adapted Cognitive Process Dimensions may be used as a guide in the formulation of assessment tasks and activities. 9 What is assessed in the classroom? DEPARTMENT OF EDUCATION Remembering The learner can recall information and retrieve relevant knowledge from long-term memory: identify, retrieve, recognize, duplicate, list, memorize, repeat, reproduce Understanding The learner can construct meaning from oral, written and graphic messages: interpret, exemplify, classify, summarize, infer, compare, explain, paraphrase, discuss Applying The learner can use information to undertake a procedure in familiar situations or in a new way: execute, implement, demonstrate, dramatize, interpret, solve, use, illustrate, convert, discover Analyzing The learner can distinguish between parts and determine how they relate to one another, and to the overall structure and purpose: differentiate, distinguish, compare, contrast, organize, outline, attribute, deconstruct Evaluating The learner can make judgments and justify decisions: coordinate, measure, detect, defend, judge, argue, debate, critique, appraise, evaluate Creating The learner can put elements together to form a functional whole, create a new product or point of view: generate, hypothesize, plan, design, develop, produce, construct, formulate, assemble, design, devise
  • 10.
    What is theconnection between and among Curriculum Standards, Cognitive Process Dimensions and KPUP? DEPARTMENT OF EDUCATION Curriculum Standards Cognitive Process DimensionsLevels of Assessment (DO 73, s. 2012) Content Standards “What should the learners know?” Performance Standard “What can learners do with what they know?” Applying The learner can execute, implement, demonstrate, dramatize, interpret, solve, use, illustrate, convert, discover Analyzing Evaluating Creating Remembering The learner can identify, retrieve, recognize, duplicate, list, memorize, repeat, reproduce Understanding Knowledge 1. “What should students know?” 2. “How are they to express or provide evidence of what they know?”
  • 11.
    What is theconnection between and among Curriculum Standards, Cognitive Process Dimensions and KPUP? DEPARTMENT OF EDUCATION Curriculum Standards Cognitive Process DimensionsLevels of Assessment (DO 73, s. 2012) Content Standards “What should the learners know?” Performance Standard 1. “How well do learners use their learning or understanding in different situations?” 2. “How do learners apply their learning or understanding in real-life contexts?” Applying The learner can execute, implement, demonstrate, dramatize, interpret, solve, use, illustrate, convert, discover Analyzing The learner can differentiate, distinguish, compare, contrast, organize, outline Evaluating Creating Remembering Understanding The learner can interpret, classify, summarize, infer, compare, explain, paraphrase Process 1. “What can students do with the information or facts they have in relation to familiar situations?” 2. “What are the evidence of what they can do with the information and facts they have?”
  • 12.
    What is theconnection between and among Curriculum Standards, Cognitive Process Dimensions and KPUP? DEPARTMENT OF EDUCATION Curriculum Standards Cognitive Process DimensionsLevels of Assessment (DO 73, s. 2012) Content Standards “What should the learners know?” Performance Standard 1. “What can learners do with what they know?” 2. “How well must learners do their work?” 3. “How well do learners use their learning or understanding in different situations?” Applying The learner can demonstrate, dramatize, interpret, illustrate, convert, discover Analyzing The learner can differentiate, distinguish, compare, contrast, organize, outline, attribute Evaluating The learner can coordinate, measure, detect, judge, argue, debate, critique, evaluate Creating Remembering Understanding The learner can interpret, exemplify, infer summarize, compare, explain, paraphrase Understanding 1. “What breadth (connection to a wider context) and depth (insights and reflection) of understanding do the students have regarding the information and facts that they know?” 2. “What are the evidence of the breadth and depth understanding that the students have reached?”
  • 13.
    What is theconnection between and among Curriculum Standards, Cognitive Process Dimensions and KPUP? DEPARTMENT OF EDUCATION Curriculum Standards Cognitive Process DimensionsLevels of Assessment (DO 73, s. 2012) Content Standards “What should the learners know?” Performance Standard 1. “How well do learners use their learning or understanding in different situations?” 2. “How do learners apply their learning or understanding in real-life contexts?” 3. “What tools and measures should learners use to demonstrate what they know?” Applying The learner can execute, implement, demonstrate, dramatize, interpret, solve, use, illustrate, convert, discover Analyzing Evaluating Creating The learner can generate, hypothesize, plan, design, develop, produce, construct, formulate, assemble, design, devise Remembering Understanding Performance or Product 1. “What innovations in terms of products and performances are learners able to do?” 2. “What are the evidence that the learners can use or transfer their learning in real-life and/or different situations?”
  • 14.
    Formative Assessment 1. Accordingto the UNESCO Program on Teaching and Learning for a Sustainable Future (UNESCO-TLSF): a. Formative assessment refers to ongoing forms of assessment closely linked to the learning process. b.It is informal. 2. It provides immediate feedback to both learner and teacher. 3. It helps prepare learners for summative assessments. 4. It is recorded but not included as basis for grading. 14 How are learners assessed in the classroom? DEPARTMENT OF EDUCATION
  • 15.
    When Formative Assessmentmay be conducted: 15 How are learners assessed in the classroom? DEPARTMENT OF EDUCATION lesson before the lesson during the lesson after the lesson
  • 16.
    Purposes of FormativeAssessment 16 How are learners assessed in the classroom? DEPARTMENT OF EDUCATION lesson before the lesson during the lesson after the lesson For the Learner For the Teacher 1. Know what s/he knows about the topic/lesson 2. Understand the purpose of the lesson and how to do well in the lesson 3. Identify ideas or concepts s/he misunderstands 4. Identify barriers to learning 1. Get information about what the learner already knows and can do about the new lesson 2. Share learning intentions and success criteria to the learners 3. Determine misconceptions 4. Identify what hinders learning
  • 17.
    Purposes of FormativeAssessment 17 How are learners assessed in the classroom? DEPARTMENT OF EDUCATION lesson before the lesson during the lesson after the lesson For the Learner 1. Identify one’s strengths and weaknesses 2. Identify barriers to learning 3. Identify factors that help him/her learn 4. Know what s/he knows and does not know 5. Monitor his/her own progress For the Teacher 1. Provide immediate feedback to learners 2. Identify what hinders learning 3. Identify what facilitates learning 4. Identify learning gaps 5. Track learner progress in comparison to formative assessment results prior to the lesson proper 6. To make decisions on whether to proceed with the next lesson, re-teach, or provide for corrective measures or reinforcements
  • 18.
    Purposes of FormativeAssessment 18 How are learners assessed in the classroom? DEPARTMENT OF EDUCATION lesson before the lesson during the lesson after the lesson For the Learner For the Teacher 1. Tell and recognize whether s/he met learning objectives and success criteria 2. Seek support through remediation, enrichment, or other strategies 1. Assess whether learning objectives have been met for a specified duration 2. Remediate and/or enrich with appropriate strategies as needed 3. Evaluate whether learning intentions and success criteria have been met
  • 19.
    Summative Assessment 1. SummativeAssessment may be seen as assessment of learning which occurs at the end of a particular unit. 2. It usually occurs towards the end of a period of learning in order to describe the standard reached by the learner. 3. Judgements derived from summative assessment are usually for the benefit of people other than the learner (UNESCO-TLSF). 4. Results of summative assessment are recorded and are included in the computation of the final grade. 19 How are learners assessed in the classroom?
  • 20.
    Components of SummativeAssessment 20 How are learners assessed in the classroom? Performance Tasks Quarterly Assessment Written Work 1.Ensures that students are able to express learned skills and concepts in written form. 2.May include essays, written report, long quizzes and other written output 1. Allows learners to show what they know and are able to do in diverse ways 2. Learners may create or innovate products or do performance-based tasks 3. Written output may also be considered as performance tasks 1. Measures student learning at the end of the quarter 2. This may be in the form of objective tests, performance- based assessment or a combination thereof.
  • 21.
    21 How are learnersassessed in the classroom? DEPARTMENT OF EDUCATION Individual Assessment Collaborative Assessment
  • 22.
    22 What is theGrading System? DEPARTMENT OF EDUCATION Kindergarten Checklists, anecdotal records and portfolios are used instead of numerical grades which are based on the Kindergarten curriculum guide. Grades 1 to 12 1. Learners are graded on three components every quarter: Written Work, Performance Tasks and Quarterly Assessment. 2. These components are given specific weights which vary. 3. All grades will be based on weighted raw score of the learner’s summative assessments 4. The minimum grade needed to pass a specific learning area is 60 which is then transmuted to 75 in the report card.
  • 23.
    23 How is learnerprogress recorded and computed? Transmute the Initial Grade using the given Transmutation Table in Appendix B of DepEd Order No. 8 s. 2015. Add the Weighted Scores of each component. The result will be the Initial Grade. Convert Percentage Scores to Weighted Score. Multiply the Percentage Score by the weight of the component indicated in Tables 4 and 5 of the Classroom Assessment Policy. Divide the total raw score by the highest possible score then multiply the quotient by 100%. This will result in a Percentage Score. Add the grades from all learner’s work. This will result in the total score for each component.
  • 24.
    24 How are gradescomputed at the end of the School Year? DEPARTMENT OF EDUCATION Kindergarten Checklists, anecdotal records and portfolios are presented to the parents at the end of each quarter for discussion. Grades 1 to 10 1. The average of the Quarterly Grades produces the Final Grade. 2. The General Average is computed by dividing the sum of all final grades by the total number of learning areas. Each learning area has equal weight. Grades 11 to 12 1. The average of the Quarterly Grades produces the Semestral Final Grade. 2. The General Average is computed by dividing the sum of all Semestral Final Grades by the total number of learning areas.
  • 25.
    The summary oflearner progress is shown quarterly to parents and guardians through a parent-teacher conference, in which the report card is discussed. 25 How is the learner’s progress reported? DEPARTMENT OF EDUCATION Descriptor Grading Scale Outstanding 90-100 Very Satisfactory 85-89 Satisfactory 80-84 Fairly Satisfactory 75-79 Did Not Meet Expectations Below 75
  • 26.
    For Grades 1to 3 Learners: 26 How are learners promoted and retained at the end of the School Year? DEPARTMENT OF EDUCATION Requirements Decision Final Grade of at least 75 in all learning areas Promoted to the next grade level Did Not Meet Expectations in not more than two learning areas Must pass remedial classes for learning areas with failing mark to be promoted to the next grade level. Otherwise the learner is retained in the same grade level. Did Not Meet Expectations in three or more learning areas Retained in the same grade level
  • 27.
    For Grades 4to 10 Learners: 27 How are learners promoted and retained at the end of the School Year? DEPARTMENT OF EDUCATION Requirements Decision Final Grade of at least 75 in all learning areas Promoted to the next grade level Did Not Meet Expectations in not more than two learning areas Must pass remedial classes for learning areas with failing mark to be promoted to the next grade level. Otherwise the learner is retained in the same grade level. Did Not Meet Expectations in three or more learning areas Retained in the same grade level Must pass all learning areas in the Elementary 1. Earn the Elementary Certificate 2. Promoted to Junior High School Must pass all learning areas in the Junior High School 1. Earn the Junior High School Certificate 2. Promoted to Senior High School
  • 28.
    For Grades 11to 12 Learners: 28 How are learners promoted and retained at the end of the School Year? DEPARTMENT OF EDUCATION 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 prerequisite subject in a learning area Must pass remedial classes for failed competencies in the subject before being allowed to enroll in the higher- level subject Did Not Meet Expectations in any subject or learning area at the end of the semester 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. Must pass all subjects or learning areas in Senior High School Earn the Senior High School Certificate
  • 29.
    1. Summative Assessmentsare also given during remedial classes. These are computed, weighted and transmuted in the same way as the Quarterly Grade. 2. The equivalent of the Final Grade for remedial classes is the Remedial Class Mark. 3. The Final Grade at the end of the School Year and the Remedial Class Mark are averaged. 4. If the Recomputed Final Grade is 75 or better: 5. If the Recomputed Final Grade is below 75: 29 How are learners promoted and retained at the end of the School Year? Grades 1 to 10 Student is promoted to next grade level Grades 11 to 12 (for subjects that are pre-requisites for other subjects) Student is able to enroll in the higher level learning area Grades 1 to 10 Student is retained in the grade level Grades 11 to 12 Student needs to retake the subject. Grades 11 to 12 (for subjects that are pre-requisites for other subjects) Student will not be allowed to enroll in the higher level learning area
  • 30.
    Sample Scenario 1for Senior High School: Grade 11 1st Semester of STEM Track The learner will have to: 1. Take remedial classes/sessions for specific competencies failed. 2. Re-take Pre-Calculus as a back subject. Guidance teachers/career advocates must provide support to the Senior High School student for his/her choices in Senior High School tracks. 30 How are learners promoted and retained at the end of the School Year? Subjects Third Quarter Fourth Quarter Semestral Final Grade Core Subjects Oral Communication in Context 85 85 85 Komunikasyon at Pananaliksik sa Wika at Kulturang Pilipino 84 80 82 General Mathematics 81 81 81 Earth Science 79 73 76 Introduction to the Philosophy of the Human Person 88 90 89 PE and Health 90 88 89 Applied and Specialized Track Subjects Empowerment Technologies (for the Strand) 80 83 82 Pre-Calculus 74 73 74
  • 31.
    Sample Scenario 2for Senior High School: Grade 11 2nd Semester of STEM Track 31 How are learners promoted and retained at the end of the School Year? DEPARTMENT OF EDUCATION Subjects Third Quarter Fourth Quarter Semestral Final Grade Core Subjects Reading and Writing Skills 80 83 82 Pagbasa at Pagsusuri ng Iba’t-ibang Teksto Tungo sa Pananaliksik 86 85 86 Disaster Readiness and Risk Reduction 82 87 85 Personal Development 71 73 72 PE and Health 90 88 89 Applied and Specialized Track Subjects Practical Research 1 80 83 82 Basic Calculus 87 88 88 General Chemistry 1 78 70 74
  • 32.
    After remedial classes,Learner A gets the following grades: Learner A has to retake both learning areas in the next semester. After remedial classes, Learner B gets the following grades: Learner B has to retake Personal Development but can now enroll in General Chemistry 2. 32 How are learners promoted and retained at the end of the School Year? Learning Area Final Grade Remedial Class Mark Recomputed Final Grade Personal Development 72 76 74 General Chemistry 1 74 74 74 Learning Area Final Grade Remedial Class Mark Recomputed Final Grade Personal Development 72 76 74 General Chemistry 1 74 78 76
  • 33.
    33 How are theCore Values of the Filipino child reflected in the Report Card? DEPARTMENT OF EDUCATION Maka-Diyos Makakalikasan Makatao Makabansa
  • 34.
    1. Development oflearners’ 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). 2. Core Values have been translated into behavior statements and indicators have been formulated for each behavior statement. 34 How are the Core Values of the Filipino child reflected in the Report Card? DEPARTMENT OF EDUCATION Core Values Behavior Statements Indicators Makatao Is sensitive to individual, social and cultural differences 1. Shows respect for all 2. Waits for one’s turn 3. Takes good care of borrowed things 4. Views mistakes as learning opportunities 5. Upholds and respects the dignity and equality of all including those with special needs 6. Volunteers to assist others in times of need 7. Recognizes and respects people from different economic, social, and cultural backgrounds Demonstrates contributions towards solidarity 1. Cooperates during activities 2. Recognizes and accepts the contribution of others towards a goal 3. Considers diverse views 4. Communicates respectfully 5. Accepts defeat and celebrates others’ success 6. Enables others to succeed 7. Speaks out against and prevents bullying
  • 35.
    3.Non-DepEd schools maymodify or adapt these guidelines as appropriate to the Philosophy, Vision, Mission and Core Values of their schools. 4.Schools may craft additional indicators for the behavior statements. 5.Schools must ensure that these are child-centered, gender-fair, and age- and culture-appropriate. 35 How are the Core Values of the Filipino child reflected in the Report Card? DEPARTMENT OF EDUCATION
  • 36.
    6. A non-numericalrating scale will be used to report on learners’ behavior demonstrating the Core Values. 7. The Class Adviser and other teachers shall agree on how to conduct these observations and discuss how each child will be rated. 36 How are the Core Values of the Filipino child reflected in the Report Card? DEPARTMENT OF EDUCATION Marking Non-Numerical Rating AO Always Observed SO Sometimes Observed RO Rarely Observed NO Not Observed
  • 37.
    1. Learners’ attendanceshall be recorded by teachers daily. 2. The attendance is reflected in the report card at the end of each quarter. 37 How is attendance reported? DEPARTMENT OF EDUCATION Jun Jul Aug Sept Oct Nov Dec Jan Feb Mar Total No. of school days 21 21 22 21 21 20 14 21 21 18 200 No. of days present 21 21 22 21 21 20 11 21 21 18 197 No. of days absent 0 0 0 0 0 0 3 0 0 0 3
  • 38.
    3. Incurred absencesof more than 20% of the prescribed number of class or laboratory periods during the school year or semester will result in a failing grade. 3.Exemptions may be given by the school head should a learner have reasons considered valid by the school. 4.When absences cannot be avoided, the school must give the learner alternative methods and materials that correspond to the topics/competencies that were or will be missed. 38 How is attendance reported? DEPARTMENT OF EDUCATION
  • 39.
    39 Sample Report Card Grades1 to 10 DEPARTMENT OF EDUCATION
  • 40.
    40 Sample Report Card Grades1 to 10 DEPARTMENT OF EDUCATION
  • 41.
    41 Sample Report Card Grades11 to 12 DEPARTMENT OF EDUCATION
  • 42.
    42 Sample Report Card Grades11 to 12 DEPARTMENT OF EDUCATION
  • 43.