Levels of Proficiency

At the end of the quarter the students shall be described in the report card, based on the following levels of proficiency Beginning the student at this level struggles with his/her understanding: pre requisites and fundamentals knowledge and or/skills have not been acquired or developed adequately to aid understanding.

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

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

Advanced The students at this level exceeds the core requirements in terms of knowledge, skills and understanding s, and can transfer them automatically and flexible through authentic performance tasks.

The level of proficiency at which the student is performing shall be based on a numerical value which is arrived at after summing up the results of the students performance on the various levels of assessment. The numerical values are as follows:
Level of Proficiency
Beginning Developing Approaching Proficiency Proficient Advanced

Equivalent 74% and Below 75 79% 80 84% 85 89% 90% and above

What shall appear in the report card is not the numerical value, but the equivalent level of proficiency, abbreviated as follows:

for Beginning

D
AP A

for Developing
for Approaching Proficiency for Advanced

SAMPLE REPORT CARD (Secondary)

GRADING PERIOD

Learning Area
Filipino English Mathematics

1 p p p p p p p

2 p p p

3 p p p

4 p p p p p p p

A(90.00) A(90.00) A(90.25) A(91.25) A(91.25) A(93.00)

Promoted Promoted Promoted Promoted Promoted Promoted

Science
Araling Panlipunan (AP)
CP Technology and Livelihood Education (CP-TLE)

p p
p

p p
p p

MAPEH Music Arts Physical Education Health Edukasyon sa Pagpapahalaga (EsP) GENERAL AVERAGE

p p p p
p

A(90.50)
A(92.50) A(88.25) A(91.75)

Promoted
Promoted Promoted Promoted Promoted Promoted Promoted

p
p p p

p p p
p

p p p
p

A(89.50)
A(89.75) A(90.625)

The table below shows the equivalent numerical ratings of the proficiency levels found in sample report card.
Learning Area
Filipino English Mathematics Science

GRADING PERIOD

1
87

2
89

3
91

4
93

87 84
87 84 91 91

89
94 89

91
89 92

93
94 93

Araling Panlipunan (AP)

CP Technology and Livelihood Education (CP TLE) MAPEH Music Arts Physical Education Health Edukasyon sa Pagpapakatao (EsP)

92
92 89 94 85 91 87 91 90 91 91 90

93
94 91 92 91 91 90 89 90.625

96
95 91

93
87 94 90 89
GENERAL AVERAGE

91

Class record

GRADE/SEC:

ST
Pupils
1

KNOWLEDGE PA AV 15 T EQ PT EQ RT E %
13 50 50 50 50 50 50 50

SKILLS ST T EQ PT EQ
17 50 50 50 50 50 50 50 67. 16. 6 9 12. 50 5 12. 50 5 12. 50 5 12. 50 5 12. 50 5 12. 50 5

PA AV 25 RT E %

ST

TRANSF FINA LEVEL UNDERSTANDING ER L OF PA AV 30 PAR 30 RATI PROFICI T EQ PT EQ RT E % T % NG ENCY

20 50 50 50 50 50 50 50 50 50 50 50 50 50 50 15 15 15 15 15 15 15 0 0 0 0 0 0 0 39 35 35 35 35 35 35 #N/A #N/A #N/A #N/A #N/A #N/A #N/A

13 13 26 0 50 0 50 0 50 0 50 0 50 0 50 0 50

17 17 34 85. 7.5 50 12 12 24 3 50 50 50 50 50 50 7.5 7.5 7.5 7.5 7.5 7.5 0 50 0 50 0 50 0 50 0 50 0 50

20 20 40 0 50 50 0 50 0 50 0 50 0 50 0 50

Show sample class record from excel file

LEVELS OF ASSESSMENT

The attainment of learning outcomes as defined in the standards shall be the basis for the quality assurance of learning using formative assessments. They shall also be the focus of the summative assessments and shall be the basis for grading at the end of the instruction. The learning outcomes are defined by level: knowledge; process skill; understanding; and products and performances. These levels should be the outcomes reflected in the class record and shall be given corresponding percentage weights as follows:

Level of Assessment
Knowledge Process or Skills Understanding(s) Products/Performances Total

Percentage of Weight
15% 25% 30%

30%
100%

Knowledge the substantive content of the curriculum, the facts and information that the student acquires. Process skills or cognitive operations that the student performs on the facts and information for the purpose constructing meanings or understandings. Understandings enduring the ideas, principles and generalizations inherent to the discipline, which may be assessed using the faces of understanding or other indicators of understanding which may be specific to the discipline. Products/Performances real life of understanding as evidenced by the students performance of authentic tasks.

Uses of Multiple Measures

The assessment of student performance does not specify such factors as quizzes , participation, projects, periodical tests, and homework but considers these tools or measures for the different levels of assessment. The following are some of the tools for the different levels of assessment
1. The assessment at the knowledge level should answer the questions: What do we want the students to know? How do we want them to express or provide evidence of what they know?

2. The assessment at the process or skills level should answer the questions: What do we want the students to do what they know? How do we want them to provide evidence of what they can do with what they know? 3. The next level of assessment focuses on the meanings or understanding that students themselves make or develop. Assessment at this level should answer the questions: What do we want students to understand? How do we want them to provide evidence of their understanding?

4. The highest level of assessment focuses on the products or performance with students are expected to produce through authentic performance tasks. The assessment at this level should answer the question: What product(s) or performance(s) do we want students to produce as evidence of their learning or understanding? Or, How do we want them to provide evidence that they can use or transfer their learning to real life situations?

PROTOTYPE RUBRIS FOR THE DIFFERENT LEVELS OF ASSESSMENT

1.

Knowledge (15%)

Knowledge or information acquired by the student may be assessed based on relevance and adequacy.
Relevance of data/information acquired Data/information acquired are completely relevant to the development of understanding Data/information acquired are to a great extent relevant to the development of understanding Data/information acquired are to some extent relevant to the development of understanding Data/information acquired are very little relevance to the development of understanding 8% 8% Adequacy of data/information to firm up and deepen understanding Data/information are completely adequate to firm up and deepen understanding Data/information are to great extent adequate to firm up and deepen understanding Data/information are to some extent adequate to firm up and deepen understanding Data/information are very in adequate to firm up and deepen understanding 7% 7%

6 7%

5 6%

4 5%

3 4%

2 3%

1 2%

2. Skills(25%) Skills as evidenced by the students ability to process and make sense of information, and may be assessed based on the following criteria:
Understanding of Content (10%) 10% The student understands completely the Strong full content required by the tasks and can (8-10%) undertake with a great deal of competence processes such as the following Distinguish (whatever is appropriate to the subject) between relevant and irrelevant content; between fact and fiction; between fact and opinion; between fact and hearsay; between truth and propaganda; between what is important and unimportant; between accurate and inaccurate content, etc. Outline the content at the required level of detail Organize the information coherently, logically Demonstrate or perform a procedure (e.g. experiment, investigate, construct.., use,make..,, etc.) Critical Thinking The student demonstrate deep analytical processing of information and can perform with a great deal of competence processes such as the following: Interpret: translate; convert, or express the information (such as set of statistics) into another form or format or transform a textual presentation into a flowchart, diagram, advance organizer, etc. Draw insights; see beyond the data; read between the lines Reason logically, coherently (15%) Strong (13 15%)

The student demonstrate fairly analytical processing of information and can perform with a great deal of competence processes such as the following: Interpret: translate; convert, or express the information (such as set of statistics) into another form or format or transform a textual presentation into a flowchart, diagram, advance organizer, etc. Draw insights; see beyond the data; read between the lines Reason logically, coherently

Moderately Strong (10 12%)

The student understands the minimum Developin The student demonstrate little Developing content required by the tasks and can g analytical processing of (7 9%) undertake with a great deal of (5 7%) information and can perform with competence processes such as the a great deal of competence following processes such as the following: Distinguish (whatever is appropriate to the subject) between relevant and Interpret: translate; convert, or irrelevant content; between fact and express the information (such as fiction; between fact and opinion; set of statistics) into another form between fact and hearsay; between truth or format or transform a textual and propaganda; between what is presentation into a flowchart, important and unimportant; between diagram, advance organizer, etc. accurate and inaccurate content, etc. Draw insights; see beyond the data; Outline the content at the required level read between the lines of detail Reason logically, coherently Organize the information coherently, logically Demonstrate or perform a procedure (e.g. experiment, investigate, construct.., use,make..,, etc.)

The student understands very little of the minimum content required by the tasks and can undertake with a great deal of competence processes such as the following Distinguish (whatever is appropriate to the subject) between relevant and irrelevant content; between fact and fiction; between fact and opinion; between fact and hearsay; between truth and propaganda; between what is important and unimportant; between accurate and inaccurate content, etc. Outline the content at the required level of detail Organize the information coherently, logically Demonstrate or perform a procedure (e.g. experiment, investigate, construct.., use,make..,, etc.)

Weak (2 4)

The student demonstrate very little analytical processing of information and can perform with a great deal of competence processes such as the following:
Interpret: translate; convert, or express the information (such as set of statistics) into another form or format or transform a textual presentation into a flowchart, diagram, advance organizer, etc. Draw insights; see beyond the data; read between the lines Reason logically, coherently

Weak (4-6%)

The student can barely demonstrate little analytical processing of information and can perform with a great deal of competence processes such as the following: Interpret: translate; convert, or express the information (such as set of statistics) into another form or format or transform a textual presentation into a flowchart, diagram, advance organizer, etc. Draw insights; see beyond the data; read between the lines Reason logically, coherently

Very Weak (1-3%)

3. Understanding(s) (30%) Understanding as expressed using any three of the six facets of understanding: explanation, interpretation. Application, Empathy, Perspective, and Self knowledge, or any other discipline based manifestation or indicator of understanding. The facets are explained (adapted from the paper, Understanding by Design Framework in the Philippines by McTighe and Grant Wiggins, as follows: When students understand they can. Explain concepts, principles, and processes by putting them in their own words, teaching them to others, justifying their answers and showing their reasoning: Interpret by making sense of data, text, and experience through images, analogies, stories and models;

Apply by effectively using and adopting what they know in new and complex contexts; Demonstrate perspective by seeing the big picture and recognizing different points of view. Display empathy by perceiving sensitively and putting ones self in someone elses shoes. Have self knowledge by showing meta cognitive awareness, using productive habits of mind and reflecting on the meaning of the learning and experience. Understanding may be assessed based on the following criteria: Breadth of understanding (connection to a wide range of contexts) and depth of understanding (use of insights, reflection)

Indicators
The students demonstrates very accurate, very extensive, and very deep understanding of the topic/concept through any three of the six facets of understanding Explanation , interpretation, Application, Perspective, Empathy, and Self Knowledge or any of the indicator of understanding, where connection to a wide range of contexts and use of insights and reflection are clearly evident. The students demonstrates accurate, very extensive, and deep understanding of the topic/concept through any three of the six facets of understanding Explanation , interpretation, Application, Perspective, Empathy, and Self Knowledge or any of the indicator of understanding, where connection to a wide range of contexts and use of insights and reflection are evident. The students strives to demonstrates accurate, very extensive, and deep understanding of the topic/concept through any three of the six facets of understanding Explanation , interpretation, Application, Perspective, Empathy, and Self Knowledge or any of the indicator of understanding, where connection to a wide range of contexts and use of insights and reflection are evident.

30%
Strong 26 30%

Moderately 21 25%

Developing 16 20%

The students barely demonstrates very accurate, very extensive, and deep understanding of the topic/concept through any three of the six facets of understanding Explanation , interpretation, Application, Perspective, Empathy, and Self Knowledge or any of the indicator of understanding, where connection to a wide range of contexts and use of insights and reflection are evident. The students cannot demonstrates accurate, very extensive, and deep understanding of the topic/concept through any three of the six facets of understanding Explanation , interpretation, Application, Perspective, Empathy, and Self Knowledge or any of the indicator of understanding, where connection to a wide range of contexts and use of insights and reflection are evident.

Weak 11 15%

Very Weak 6 10%

4. Transfer of understanding (30%) Transfer of understanding to life situations may be assessed as demonstrated through the following: Products outputs which are reflective of learners creative application of understanding; or Performances skilful exhibition or creative execution of a process, reflective of masterful application of learning or understanding

Indicators The students (or the team) independently demonstrates the

ability to create, add value and transfer his/her/ their understanding to life situations in the form of products and performances. This means that the product or performance reflects the following attributes: The entire process from planning to execution was carried out by the student (or the team), with little or no guidance from teacher. The products or performance is well thought out by the student ( or team) from planning to execution. Potentials problems have been identified and appropriate remediation has been put in place should problem arise. There is evidence of value added by the student (or team) in the execution of the process. The product or performance is a demonstration of creative application of enduring understanding in a new novel context or situation

30% Strong 26 30%

The students (or the team) demonstrates the ability to create, add value and transfer his/her/ their understanding to life situations in the form of products and performances. This means that the product or performance reflects the following attributes: The entire process from planning to execution was carried out by the student (or the team), with some guidance/coaching from teacher. The products or performance is fairly well thought out by the student ( or team) from planning to execution. There is some evidence of value added by the student (or team) in the execution of the process. There are attempts at novelty 9eg., formatting, organization, packaging, presentation The product or performance is a demonstration of creative application of enduring understanding, but the context or situation in which the understanding is applied is a little ordinary or common.

Moderately Strong 21 25%

The students (or the team) strives to use understanding or learning creatively in producing products or performances as manifested in the following: The students or the team attempts to do the task entirely on their own, but seeks the teachers help for the major part of the process. The products or performance has some flaws in the design that the student ( or team) has addressed with some help from the teacher. There is a little evidence of value added by the student (or team) in the execution of the process. There are limited attempts at novelty (e.g., formatting, organization, packaging presentation) A little creative application of enduring understanding is shown in the product or performance, the context or situation in which the understanding is applied is ordinary or common.

Developing 16 20%

The students (or the team) shows inadequacy in using understanding or learning creatively in producing products or performances. The inadequacy is manifested in the following: The entire process from planning to execution could not have been carried out by the student (or team), with out the teachers guidance and coaching. The products or performance is poorly thought out by the students ( or team) is not even aware of.. There is almost no evidence of value added by the student (or team) in the execution of the process or in the use of understanding or leaning. Every aspect (e.g., formatting organization, packaging, presentation) of the products or performance is just a copy of what has been taught in class.

Weak 11 15%

The students (or the team) shows great difficulty in using understanding or learning creatively in producing products or performances. The difficulty is manifested in the following: The entire process from planning to execution was poorly carried out by the student (or the team), even with the teachers guidance and coaching. The products or performance is very poorly thought out by the student ( or team) from planning to execution. There are many obvious flaws in the design that the student (or the team) has ignored. There is no evidence of value added by the student (or team) in the execution of the process. There are no attempts at novelty (eg., formatting, organization, packaging, presentation) The product or performance does not show creative application of enduring understanding, but the context or situation in which the understanding is applied is very ordinary or common.

Very Weak 6 10%

Formative
pp 4 15 pp 16 89 pp 96 120

1. If an apple weighs about 170 grams, about how many apples are in 3.5 kilogram of apples? a. 20 c. 22 b. 21 d. 23

2. What is the area of this figure? ( Hint: Squares are of the same sizes)

a. 10 square units b. 24 square units

c. 26 square units d. 36 square units