DepEd Order No. 8, s.

2015
Policy Guidelines on Classroom Assessment for the K to 12 BEP

1. Effective SY 2015 – 2016, the Policy Guidelines on Classroom Assessment for the K to 12 BEP shall be
implemented in public elementary and secondary schools nationwide.
2. There are two (2) types of classroom assessment:
2.1. Formative assessment – assessment for learning, may be given at any time during the
teaching and learning process (before the lesson, during the lesson proper, & after the lesson).
FA results are not included in the computation of summative assessment & should not be used
as bases for grading.
2.2. Summative assessment – assessment of learning, which occurs at the end of a particular
unit/lesson. It measures whether learners have met the content and performance standards.
The results of SA are recorded and used to report on the learners’ achievement.

3. What is assessed in the classroom?

3.1. Content Standards – “What should the learners know”
3.2. Performance Standards – abilities & skills that learners are expected to demonstrate
3.3. Learning Competencies – refer to the knowledge, understanding, skills, and attitudes that
students need to demonstrate in every lesson.
3.4. Concept Development – Cognitive Process Dimensions (remembering, understanding,
applying, analyzing, evaluating, creating)

4. How are learners assessed in the classroom?

4.1. Learners are assessed in the classroom through various processes and measures appropriate
to and congruent with learning competencies.
4.2. Individual Formative Assessment – enables the learner to demonstrate independently what
has been learned or mastered, activities such as check up quizzes, written exercises,
performances, models, PowerPoint presentations, etc.
4.3. Collaborative Formative Assessment (peer assessment) – allows students to support each
other’s learning, activities such as: discussions, role playing, games, & other group activities.

5. Components of Summative Assessment:

5.1. Written Work (WW) – express skills and concepts in written form. WW may include long
quizzes, unit/long tests (give emphasis on the cognitive process dimensions), essays, written
reports, & other written output. It can be given at the end of the topic or unit.
5.2. Performance Task (PT) – allows students to show what they know and are able to do in diverse
ways. They may create or innovate products or do performance-based tasks. Other skills such
as demonstrations, group presentations, oral work, multimedia, research projects, interview,
simulations, etc. It can be given at the end of a lesson/ several times during the quarter.
5.3. Quarterly Assessment (QA) – measures student learning at the end of the quarter. These may
be in the form of objective tests, performance-based assessment, or a combination thereof.
Given once, at the end of the quarter.

6. What is the grading system?

6.1. The K to 12 BEP uses a standards and competency based grading system.
6.2. All grades will be based on the weighted raw score of the learner’s summative assessments.
6.3. The minimum grade needed to pass a specific learning is 60, which is transmuted to 75 in the
report card.
6.4. The lower mark that can appear on the report card is 60 for Quarterly Grades and Final Grades.
6.5. Learners from Grades 1 to 12 are graded on Written Work, Performance Tasks, and Quarterly
Assessment (periodical test) every quarter. Specific percentage weights vary according to the
nature of the learning area:

Grades 1 to 10
Components Language, AP, EsP Science, Math MAPEH, EPP/TLE
Written Work 30% 40% 20%
Performance Tasks 50% 40% 60%
Quarterly Assessment 20% 20% 20%

7. How is learner progress recorded and computed?

7.1. In a grading period, there is one Quarterly Assessment.
7.2. For Written Work & Performance Tasks, there is no required number, but must be spread out
over the quarter .
7.3. Grades/raw scores from each components are added up & converted to a percentage score
(PS).
7.4. PS are then converted to Weighted Score (WS) with specific percentage weights in the
different subjects.
7.5. Sum of the WS in each component is the INITIAL GRADE. The Initial Grade will be transmuted
using the given transmutation table to get the QUARTERLY GRADE (QG)

Prepared by: Ms. Hariette G. Coloma and Ms. Ana Cristina I. Sanchez
 7.6. For MAPEH, individual grades are given to each area: Music, Arts, Physical Education, and
Health. The QG for MAPEH is the average of the quarterly grades in the four (4) areas.

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

8.1. The average of the Quarterly Grades (QG) produces the FINAL GRADE.
(1stQ + 2ndQ + 3rdQ + 4thQ/ 4) = Final Grade for each learning area.
8.2. The General Average (GA) is computed by dividing the sum of all Final Grades by the total
number of learning areas. Each learning area has equal weight.
8.3. The Final Grade in each learning area and the GA are reported as WHOLE NUMBERS.

9. How is the learner’s progress reported?

DESCRIPTOR GRADING SCALE REMARKS
Outstanding 90 – 100 Passed
Very Satisfactory 85 – 89 Passed
Satisfactory 80 – 84 Passed
Fairly Satisfactory 75 – 79 Passed
Did Not Meet Expectations Below 75 Failed
Shown/discussed quarterly to parents & guardians through a conference. Remarks are given at the
end of the grade level.

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

10.1. Final Grade of 75 or higher in all learning areas allows student to be PROMOTED to the next
grade level.
10.2. Did Not Meet Expectations (below 75) in not more than 2 learning areas – must pass
REMEDIAL CLASSES to be promoted to the next grade level, if NOT the learner is RETAINED
in the SAME GRADE LEVEL.
10.3. Did Not Meet Expectations (below 75) in 3 or more learning areas – RETAINED in the same
grade level.
10.4. REMEDIAL CLASSES are conducted after the Final Grades have been computed.
10.5. Summative Assessments are also given during remedial classes. These are recorded,
computed, weighted, and transmuted in the same way as the Quarterly Grade.
10.6. The equivalent of the Final Grade for remedial classes is the Remedial Class Mark (RCM).
10.7. The Final Grade at the end of the school year and the RCM are AVERAGED. This results in
the Recomputed Final Grade.
10.8. If the RFG is 75 or higher, the student is promoted to the next grade level.
10.9. If the RFG is below 75, students will be RETAINED in the grade level
10.10. The teacher of the remedial class issues the Certificate of Recomputed Final Grade, which is
noted by the school principal. This is submitted to the division office and must be attached to
both Form 137 and School Form Number 5.

11. How are the Core Values of the Filipino Child reflected in the Report card?

11.1. The Core Values: Maka-Diyos, Makatao, Makakalikasan, Makabansa have been translated
into behavior statement.
11.2. A non-numerical rating scale will be used to report on learner’s behavior demonstrating the
Core values.
11.3. Marking for the Observed Values:
Marking Non-Numerical Rating
AO Always Observed
SO Sometimes Observed
RO Rarely Observed
NO Not Observed

12. How is attendance reported?

Learners’ class attendance shall be recorded by the teachers daily.

12.1. Attendance should be reflected in the Report Card.
12.2. Number of school days in each month should be reflected in the Report Card and the number
of days each learner is present or absent.
12.3. A learner who incurs absences of more than 20% of the prescribed number of class days
during the school year should be given a FAILING GRADE and not earn credits for the learning
area.
12.4. The SH may, at his/her discretion and in the individual case, EXEMPT a learner who exceeds
the 20% limit for reasons considered valid and acceptable to the school

Prepared by: Ms. Hariette G. Coloma and Ms. Ana Cristina I. Sanchez