Megabyte College Foundation Inc.

Mabical Floridablanca, Pampanga

S.Y. 2019 – 2020

Leaders:
Katrina Mae S. Nuguid
Kathrin Anne Flores
Members:
Ericson Ferrer
Salvacion Largosa
Shyra Feliciano

Teacher:
Mr. Joseph Baul
 1.) Assessment Tools
a.) Traditional assessment tools:
The most widely used traditional assessment tools are multiple-choice tests,
true/false tests, short answers, and essays.
True/false tests: True/false items require students to make a decision and find out which
of two potential responses is true. Since they are easy to score, it is easy to administer
true/false tests. However, guessing might increase the chance of success by 50%.
Especially, when the test item is false, it is quite hard to find out whether the student
really knows the correct response. One possible solution is to ask student to provide with
an explanation for the incorrect item, or rewrite the statement correctly. However, this
affects the ease in scoring negatively (Simonson et al., 2000).

Multiple-choice tests: Multiple-choice tests are commonly utilized by teachers, schools,

and assessment organizations for the following reasons (Bailey, 1998, p. 130):

1. They are fast, easy, and economical to score. In fact, they are machine scorable.
2. They can be scored objectively and thus may give the test appearance of being
fairer and/or more reliable than subjectively scored tests.
3. They “look like” tests and may thus seem to be acceptable by convention.
4. They reduce the chances of learners guessing the correct items in comparison to
true-false items.

Simonson and others discussed the disadvantages of multiple choice tests. They
claimed that depending on the level of cognitive effort, they become harder and
more time consuming to create. In other words, multiple choice items can be used
effectively in testing the items that demand low level of cognitive effort such as
recalling previously memorized knowledge, yet items that require students to use higher
order thinking skills such as analyzing and synthesizing are more difficult to produce
(2000). Similarly, Hughes (in Bailey, 1998) criticizes multiple-choice tests for the following
aspects:

“1. The technique test only recognition knowledge, 2. Guessing may have a
considerable but unknown effect on the test scores, 3.The technique severely restricts
what can be tested, 4. It is very difficult to write successful items, 5. Backwash maybe
harmful, 6. Cheating may be facilitated “(p.131).

Essays: Essays are effective assessment tools since the questions are flexible and assess
the higher order learning skills. However, they are not very practical due to the fact that
it is very difficult and time consuming to score the essays. Moreover, subjectivity might
be an issue in scoring. Creating a rubric might be helpful to grade the essays (Simonson
et al., 2000). A rubric can be defined as “a criteria-rating scale, which gives the
teachers a tool that allows them to track student performance” (Abrenica, online
document). Instructors have an option to create, adapt, or adopt rubrics depending
on their instructional needs. The templates provided on the web might be helpful for
them to adjust the generic rubrics into their own instruction.

Short-answer tests: In short-answer tests “items are written either as a direct question
requiring the learner fill in a word or phrase or as statements in which a space has been
left blank for a brief written answer” (Simonson et al., 2000, p. 270). Furthermore, the
questions need to be precise. Otherwise, the items that are open to interpretations
allow learners to fill in the blanks with any possible information (Simonson et al., 2000).

b.) Authentic Assessment Tools

Assessment is the process of gathering evidences of students’ performance over
a period of time to determine learning and mastery skills.
I. Modes of Assessment
If we want students to develop such competencies as analyzing, interpreting,
synthesizing and evaluating information, we must be able to assess those skills in
relevant settings and context. Authentic assessment makes use of three modes of
assessment:
1. Observations
2. Performance Sample
3. Actual Performance
Observations which include date and information that the teacher collects from daily
work with students.
To make observation-based assessment systematic and objective, Diane Hart (1994)
suggested the following guidelines:
1. Observe not one but all the students.
2. Observation must be frequent and as regular as possible.
3. Observation must be recording in writing.
4. Observation should cover both routine and exceptional occurrences.
5. Reliability of observation records is enhanced if multiple observations are
gathered and synthesized.
1.1 Example of Observation Checklist

Name___________________ Topic/Activity____________

Rating 5 4 3 2 1
Attributes

1. Clarity of presentation

2. Opportunity for class interaction

3. Organization

4. Grammar and syntax

5. Provision of summary

TOTAL: ___________

1.2 Developmental Checklist

A. Example of Individuals Developmental Checklist
B. Examples of Group Developmental Record Sheet

For Student Teachers with Major in Biology Sciences

Students
Prepares Writes Motivates
actively
lesson plan outcomes class and
Name Participate
before based sustains
in class
teaching objectives interests
activities
Angeles, Susan 7/10 7/15 7/18

Cruz, Shirley 7/12 7/17

Manalo, Kirk 7/8 7/12 7/20 7/26

Perez, Regina 7/20 7/25

Valdez, Robert 7/8 7/16

Zerrudo, Claire 7/5 E7/10 7/21 7/28

1.3 Example of Interview Sheets
Another observation tool which is also called the conference recording form.
Interview sheets consist of a list of questions the teacher intends to ask space for
recording the student’s answers.
Interview Sheet

Research Proposal Interview Sheet

Student’s Name ________________________ Date ________________

Interviewer’s Name___________________________________________

Course / Subject _____________________________________________

Topic ______________________________________________________

1. Why did you select this topic?

2. What are the sources of your materials?

3. What is the theoretical basis of your research topic?

4. How do you plan to gather data for your research?

5. What research instruments de you intend to use?

6. What is your time able for the completion of your research?

7. How much do you expect to spend for this research?

2. PERFORMANCE SAMPLES ASSESSMENT TOOLS
A portfolio is a compilation of pieces of evidence of an individual’s skills, ideas,
interests, and accomplishments.
It can be as simple as a folder of these pieces of evidence, as fancy as a neat
scrapbook containing evidence of a student’s accomplishments or as high-tech as a
laser disk containing stored descriptions, written works and pictures of the student’s
activities and accomplishments.
The portfolio serves the following purposes:
a) The teacher can assess the growth and development of the students at various
level.
b) Parents are informed of the progress of their children in school.
c) Instructional supervisors are able to evaluate the strengths and weaknesses of the
academic program.
What can be included on a portfolio?
Essays, Video tapes, Audio tapes, Conference note, Picture, Graph/chart, Artwork,
Group reports, Compact disk and Field report.
Graduating ability students should be able to prepare employability portfolio such as
the following:
 Employability Competencies Portfolio

Academic Competencies
1. Can understand printed materials
2. Can use research and library skills
3. Can use technology in preparing oral presentation
4. Can use scientific method in solving problems
5. Can write and speak effectively in English and Filipino

Personal Management Competencies

1. Attends school work daily punctually
2. Meets school deadlines
3. Knows personal strengths and weaknesses
4. Demonstrates self- control
5. Can follow oral and written instruction
6. Can work without supervision
7. Can learn new skills

Team Work Competencies

1. Can participate actively in a group
2. Knows and respects group’s values
3. Listens to other group members
4. Can express ideas to other group members
5. Can be either leader or member of a team
6. Can adjust in changing settings and people
3. PERFORMANCE ASSESSMENT TOOLS
Student achievement at specific place and time are actual student
performances that deserve to be assessed. One of the most frequently used
measurements is the checklist. A performance checklist consist of behaviors that make
up a certain type of performance.
It is used to determine whether or not an individual behaves in a certain way
(usually desired) when asked to complete a particular task. If a particular behavior is
present when an individual is observed, the teacher places a cheek opposite it on the
list.
Performance Checklist in solving a Mathematical Problem
Behavior:
_______ 1. Identifies the given information.
_______ 2. Identifies what is being asked.
_______ 3. Uses variables to replace the unknown.
_______ 4. Formulates the equations.
_______ 5. Performs algebraic operations.
_______ 6. Obtains an answer.
_______ 7. Verifies if the answer is correct.
3.1 Oral questioning
An appropriate assessment method for actual performance when the objectives are:
a) to assess the student’s stock knowledge and/or
b) to determine the student’s ability to communicate ideas in coherent verbal
sentences.
3.2 Observations and self-reports
It need a tally sheet as device when used by the teacher to record the
frequency of students behaviors, activities or remarks. A self-checklist is a list of several
characteristics or activities presented to the subjects of a study.
Observation and self-reports are useful supplementary assessment methods when
used in conjunction with oral questioning and performance tests.
 2.) Test with TOS 1st Grading

DISTRICT OF TAGAYTAY

Table of Specification

FIRST QUARTERLY TEST in MATHEMATICS VI

Items
NUMBER Number of
LEARNING COMPETENCY PERCENTAGE placement
OF DAYS Items
1. Adds and subtracts simple
fractions and mixed numbers 3
without or with regrouping. (Lesson 1, 5.66% 4
1-4
M6NS-Ia-86 2)
2. Solves routine and non-
routine problems involving
addition and/or subtraction
2
of fractions using appropriate 5-6
(Lesson 3.77% 2
problem solving strategies
3,4)
and tools.
M6NS-Ia-87.3
3. Creates problems (with
reasonable answers) involving
addition and/or subtraction 1 48
1.88%
of fractions (Lesson 5) 1
M6NS-Ia-88.3
4. Multiplies simple fractions and
mixed fractions. 2
7-8
M6NS-Ib-90.2 (Lesson 3.77% 2
6,7)
5. Solves routine or non-routine
problems involving
multiplication without or with
addition or subtraction of 3.77% 9-10
2 2
fractions and mixed fractions
(Lesson
using appropriate problem
8,9)
solving strategies and tools.
M6NS-Ib-92.2
6. Creates problems (with
reasonable answers) involving
multiplication without or with 1
49
addition or subtraction of (Lesson 1.88%
1
fractions and mixed fractions. 10)
M6NS-Ib-93.2
7. Divides simple fractions and
mixed fractions. 2
11-12
M6NS-Ic-96.2 (Lesson 3.77% 2
11,12)
8. Solves routine or non-routine
problems involving division
without or with any of the
other operations of fractions 2
3.77% 13-14
and mixed fractions using (Lesson 2
appropriate problem solving 13,14)
strategies and tools.
M6NS-Ic-97.2
9. Creates problems (with
reasonable answers) involving
division without or with any of 1
60
the other operations of (Lesson 1.88% 1
fractions and mixed fractions. 15)
M6NS-Ic-98.2
10. Adds and subtracts decimals
and mixed decimals through
ten thousandths without or
2 15-16
with regrouping. 3.77%
(Lesson
M6NS-Id-106.2
16, 17) 2
11. Solves 1 or more steps
routine and non-routine
problems involving addition
and/or subtraction of
decimals and mixed 17-20
3
decimals using appropriate
(Lesson 5.66%
problem solving strategies
18,19) 4
and tools.
M6NS-Id-108.2
12. Creates problems (with
reasonable answers)
involving addition and/or 2
3.77% 50-51
subtraction of decimals and (Lesson 2
mixed decimals. 20,21)
M6NS-Id-109.2
13. Multiplies decimals and
mixed decimals with factors 3
21-24
up to 2 decimal places. (Lesson 5.66% 4
M6NS-Ie-111.3 22,23)
14. Multiplies mentally decimals
up to 2 decimals places by 1
25
0.1, 0.01,10, and 100. (Lesson
1.88% 1
M6NS-Ie-111.4 24)
15. Solves routine and non-
routine problems involving
multiplication of decimals
and mixed decimals
26-29
including money using 3
appropriate problem solving (Lesson 5.66% 4
strategies. 25,26)
M6NS-Ie-113.2
16. Solves multi-step problems
involving multiplication and
addition or subtraction of
decimals, mixed decimals
and whole numbers 3 5.66% 30-33
4
including money using (Lesson
appropriate problem solving 27,28)
strategies and tools.
M6NS-If-113.3
17. Creates problems (with
reasonable answers)
involving multiplication
without or with addition or
3 5.66% 52-55
subtraction of decimals, 4
(Lesson
mixed decimals and whole
29,30)
numbers including money.
M6NS-If-114
18. Divides whole numbers by
decimals up to 2 decimal 2
34-35
places and vice versa. (Lesson
3.77% 2
M6NS-Ig-116.3 31)
19. Divides decimals/mixed
decimals up to 2 decimal 2
36-37
places. M6NS-Ig-116.4 (Lesson
3.77% 2
32)
20. Divides decimals up to 4
decimal places by 0.1, 0.01, 1
38
and 0.001. (Lesson 3.77%
1
M6NS-Ih-116.5 33)
21. Divides decimals up to 2
decimal places by 10, 100, 1
39
and 1 000 mentally. (Lesson
1.88% 1
M6NS-Ih-118 34)
22. Differentiates terminating
from repeating, non-
2
terminating decimal 46-47
(Lesson 3.77% 2
quotients.
35)
M6NS-Ii-119
23. Solves routine and non-
routine problems involving
division of decimals, mixed
decimals, and whole
2 40-41
numbers including money
(Lesson
using appropriate problem 1.88%
36)
solving strategies and tools. 2
M6NS-Ii-120.2
24. Solves multi-step routine and
non-routine problems
involving division and any of
the other operations of
decimals, mixed decimals,
42-45
and whole numbers
4 7.54%
including money using 4
(Lesson
appropriate problem solving
37,38)
strategies and tools.
M6NS-Ij-120.3
25. Creates problems (with
reasonable answers)
involving division without or
56-59
with any of the other
3
operations of decimals, 5.66% 4
(Lesson
mixed decimals and whole
39,40)
numbers including money.
M6NS-Ij-121.2
Total 53 100 60 60
 DISTRICT OF TAGAYTAY

First Quarterly Test in Mathematics 6

Name_____________________________________________ Score_____________________
Teacher___________________________________________ Date______________________

Direction: Read and solve the given problems carefully. Write the letter of your answer
on the space provided before each number.

_____1. What is 1/5 + 3/5?

A. 2/5 B. 4/25 C. 4/10 D. 4/5
_____2. Add ½ and 2/5.
A.3/5 B. 3/10 C. 3/7 D. 9/10
_____3. Subtract ¾ from 5/6.
A.1/12 B. 3/6 C. 1/2 D. 8/10
_____4. What is 20 ¾ - 18 2/3?
A.1 2/12 B. 2 1/12 C. 12 1/2 D. 15 2/3
_____5. Lola Flora bought 4 ¾ kg of chicken. She cooked 2 ¼ kg and refrigerate the rest.

How many kilograms of chicken were left?

A. 2 1/4 B. 2 1/2 C. 3 1/4 D. 3 1/2
_____6. Cardo changed the color of his jeepney. He consumed 3 ¼ liters of blue paint
and 2 2/3 liters of white paint. How many liters of paint did Cardo use? What is asked in
the problem?
A. The amount of blue paint used
B. The amount of white paint used
C. The amount of paint Cardo used
D. The colors of the paint used
_____ 7.When 8 is multiplied by 2/3, the product is _____________.
A. 8 2/3 B. 5 1/3 C. 3 3/8 D. 2 1/3
_____8. What is 4/5 is multiplied by 9/10 ?
A. 30/50 B. 18/25 C. 37/50 D. 21/25
_____9. Luna has 6/7 kilograms of sugar. She used ¾ of it for ginataan. How much
sugar did Luna use for ginataan?
A. 4/12 B. 5/14 C. 7/14 D. 9/14
_____10. A fruit salad recipe uses 3 ¾ cups of condensed milk. How much milk is
needed?
if 2 2/3 times of the recipe will be prepared?
A. 5 B. 7 C. 8 D. 10
_____11. When 8 is divided by 1/3, the quotient is _____________.
A. 24 B. 25 C. 26 D. 27
_____12. In 2/3 ÷ 6/7, the quotient will be _____________
A. 7/8 B. 7/9 C. 7/10 D.
7/11
_____13. A blouse require 1 ¼ m of cloth, how many blouses can be made from 21 m of
cloth?
A. 12 B. 14 C. 16 D. 18
_____14. Edith wants to cut pieces of ribbon 1/3 meter long from a piece of 5/6 meter.
How many pieces can be cut?
A. 2 B. 3 C. 4 D. 5
_____15. The sum of 6 + 0.413 + 0.173 is ______
A. 0.6586 B. 6.586 C. 6.865 D. 6.658
_____16. Subtract 0.9289 and 0.7493. The difference is
A. 0.2216 B. 0.1796 C. 1.6782 D. 0.0796
_____17. For her father’s birthday, Cielo bought a gift worth P206.50. How much of her
five
hundred peso bill was left?
A. P293.50 B. P286.50 C. P274.50 D. P253.50
_____18. Of the 41 kg of fruits Jaira had sold, 5.75 kg were mangoes, 21.5 kg were
lanzones,
and the rest were papayas. How many kg were papayas?
A. 11.75 B. 12.75 C. 13.75 D. 14.75
_____19. Ivy bought a red dress worth P1 966.99. If she gave P2 000.00 to the cashier,
how much is her change?
A. P33.01 B. P53.01 C. P63.10 D. P88.03
_____20. The water bill costs P875.50 while the phone bill costs P687.25 more. How much
will be needed to pay for the bills?
A. P1 562.75 B.P1751.00 C. P2 438.25 C. P4 876.5
_____21. Find the product of 0.56 x 0.3
A. 0.0168 B. 0.168 C. 1.68 D. 16.8
_____22. Multiply 6.23 and 2.18. The product is ____
A. 13.5814 B. 13.5184 C. 8.41 D. 4.05
_____23. 0.57356 multiplied by 10 equals
A. 0.57356 B. 5.7356 C. 57.356 D. 533.56
_____24. What is the product of 0.35 and 0.46?
A. 0.0161 B. 0.161 C. 1.61 D. 16.1
_____25. If you multiply 3.06 and 0.001 the product is ____
A. 3.06 B. 0.0306 C. 0.306 D. 0.00306
_____26. Andrei uses an average of 52.812 liters of gasoline per week. How many liters
of gasoline will be used in 6 weeks?
A. 316.278 B. 316.728 C. 316.827 D. 316.872
_____27. A certain book in Mathematics is 3.15 cm thick. How tall will 12 books stand if
stacked one on top of another?
A. 37.8 B. 38.9 C. 39.0 D. 40.1
_____28. A kilo of grapes costs ₱200.50. How much will you pay if you buy 3 kilos?
A. ₱6.015 B. ₱60.15 C. ₱601.50 D. ₱6015
_____29. Cherry decides to save ₱20.25 each week from her allowance to buy a gift for
his father’s birthday. If she saves for 5 weeks, how much is the most expensive
gift that she can buy using all her savings?
A. ₱100.00 B. ₱101.25 C. ₱102.50 D. ₱103.75
_____30. Multiply the sum of 431.17 and 281.29 by 3.7. What is the result?
A. 2,635.102B. 2,636.102 C. 2,637.101 D. 2,637.101
_____31. Adult tickets in an animal show sells at ₱125.05 and children at ₱99.35. If 25
parents and 70 children watched that show, how much did the show earn?
A. ₱10,080.00 B. ₱10,080.25 C. ₱10,080.50 D. ₱10,080.75
_____32. Mr. Cortez bought 3 pocket books for ₱37.85 each and 6 posters for ₱21.75
each. How much was his change if he gave the seller a 1000 peso bill?
A. ₱575.59 B. ₱557.95 C. ₱755.95 D. ₱775.59
_____33. Susan purchased a computer set costing ₱23,789.25 plus value added tax at
0.12 times the cost. How much did she pay in all for the computer set?
A. ₱25,000 B. ₱25,643.96 C. ₱26,000 D. ₱26,643.96
_____34. 288 divided by 0.4 equal to ________
A. 72 B. 720 C. 7 200 D. 72 000
_____35. What is the quotient if you divide 12.6 by 6?
A. 0.21 B. 2.1 C. 2.11 D. 21.1
_____36. The quotient of 39.78 ÷ 1.8 is _______.
A. 22.1 B. 2.21 C. 2.12 D. 0.221
_____37. 75.6 divided by 3.6 is equal to _______.
A. 12 B. 21 C. 31 D. 41
_____38. Find the quotient of 76.563 ÷ 0.001.
A. 765.63 B. 7656.3 C. 76563 D. 765630
_____39. Simplify: 0.0394 ÷ 100 =
A. 0.394 B. 0.0394 C. 0.00394 D. 0.000934
_____40. A jogger runs 5 times in an open field. He runs a total distance of 8.25 km. How
many kilometers did he jog each time?
A. 1.56 B. 1.65 C. 5.61 D. 6.51
_____41. Cheena will cut 10.8 meters of lace into pieces 0.9 meter each. How many
pieces of ribbon will she have?
A. 11 B. 12 C. 13 D. 14
_____42. A nylon cord is 62.4 meters long. How many pieces of 0.4 meter long will be cut
from it?
A. 156 B. 256 C. 356 D. 456
_____43. Christine sold 4 durians weighing 1.3 kg, 1.5 kg, 1.4 kg and 1.6 kg and earns
Php353.80. How much is a kilogram of durian?
A. ₱31.00 B. ₱41.00 C. ₱51.00 D. ₱61.00
_____44. There are 21 boys and 24 girls who will equally share the expenses for a bus trip
amounting to Php 1462.50. How much will each pay?
A. 0.325 B. 3.25 C. 32.5 D. 325
_____45. Three friends sold 135 sampaguita garlands at ₱5.75 each. They share equally
their earnings for that day. How much did each receive?
A. ₱158.75 B. ₱258.75 C. ₱358.75 D. ₱458.75
Express the following fractions as decimals then write T for Terminating decimals and R
for Repeating decimals

_____46. ½
_____47.5/6

Direction: Read and analyze each sentences inside the boxes. Create practical word
problem applicable from the sentences given then solve for the reasonable answer.

48-49. Yolly has 1 1/3 kilograms of chicken How much kilograms of meat does she have in all?

5 ½ kilograms of beef in her refrigerator.

50-51. How much longer is the length than the width? and 68.293 meters wide

It measures 85.12 meters long Mr. Tolentino owns a piece of land in Tagaytay City

52-55 6 posters for P21.75 each.

How much was his change if he gave the cashier a ₱500 peso bill?

Mr. Zapanta bought 3 drawing books for P37.85 each

56-59 his Ninong gave him ₱200.00

Tristan wants to buy sims for Gameboy which cost ₱540.60

He already saved ₱130.60

How long will it take him to save the rest of the money to buy the sims if he
saves ₱17.50 a day?
DIRECTION: Create your own mathematical word problem that involves division of
fraction. Use the given data.

60. Ana works as school assistant

2 1/2 hours in 5 days

HONESTY is the best POLICY…

 Key to Correction

1. D 21. B 41. B
2. D 22. A 42. A
3. A 23. B 43.D
4. B 24. B 44.C
5. B 25. D 45. B
6. C 26.D 46. T
7. B 27.A 47. R
8. B 28.C 48-49. Yolly has 1 1/3 kilograms of chicken and 5 ½
kilograms of beef n refrigerator. How much kilograms of
meat does she have in all?
Answer: 5 5/6 kilograms of meat
9. D 29. B 50-51. Mr. Tolentino owns a piece of land in Tagaytay City.
It measures 85.12 meters long and 68.293 meters wide.
How much longer is the length than the width?
Answer: 16.827 meters
10. D 30.B 52-55. Mr. Zapanta bought 3 drawing books for
₱37.85 each and 6 posters for ₱21.75 each. How much
was his change if he gave the cashier a 500-peso bill?
Final Answer: His change is ₱255.95
(Give point for each solution)
11. A 31.D 56-59. Tristan wants to buy sims for Gameboy which cost
₱540.60. He already saved ₱130.60 and his Ninong gave
him ₱ 200.00. How long will it take him to save the rest of
the money to buy the sims if he saves ₱17.50 a day?
Final Answer: It will take 12 days to save the rest of the
money to buy sims for Gameboy.
12. B 32. C 60. Ana works as school assistant for 2 ½ hours in 5 days.
How many hours did she spend at work in a day?
13. C 33. D
14. A 34.B
15. B 35. B
16. B 36. A
17. A 37. B
18. C 38.C
19. A 39. D.
20. C 40. B.
 3.) Rubrics
DISTINGUISHE PROFICIEN APPRENTIC NOVICE -
D - 4 T - 3 E - 2 1

Identifies special Understands Understands Doesn't

factors that the problem enough to solve understand
Understands influences the part of the enough to
the Problem approach before problem or to get started or
starting the get part of the make
problem solution progress

Explains why Uses all Uses some Uses

Uses
certain information appropriate appropriate inappropriate
Information
is essential to the information information information
Appropriately
solution correctly correctly

Explains why Applies Applies some Applies

Applies
procedures are completely appropriate inappropriate
Appropriate
appropriate for the appropriate procedures procedures
Procedures
problem procedures

Uses a Uses a Uses a Uses a

representation that representation representation representatio
is unusual in its that clearly that gives some n that gives
Uses
mathematical depicts the important little or no
Representatio
precision problem information significant
ns
about the information
problem about the
problem

Correct solution of Correct Copying error, No answer

problem and made solution computational or wrong
a general rule error, partial answer
about the solution answer for based upon
or extended the problem with an
Answers the
solution to a more multiple inappropriate
Problem
complicated answers, no plan
solution answer
statement,
answer labeled
incorrectly
 4.) K to 12 Grading System

K to 12 Grading System: KPUP versus WW-PT-QA

under the new basic education system, DepEd has released two orders effecting the
new assessment and grading system, KPUP and WW-PT-QA.

1. KPUP Grading System

The first, however, is under D.O. No. 73, s.2012 effective school year 2012-2013 that used
Knowledge, Process, Understanding, and Performances (KPUP) as levels of assessment
and grading. Per this order, public and private elementary and secondary schools in
the country should use this system. In fact, the levels of assessment shall show in the
class record with their percentage weights.

The order defined the levels of assessment.

1. Knowledge – the substantive content of the curriculum, the facts, and info gained by
the student.
2. Process – skills or cognitive operations the student does on the facts and info to
create meanings or understandings.
3. Understandings – how the student endured big ideas, principles, and generalizations
inherent to the discipline.
4. Products/Performances – real-life application of understanding as evidenced by the
student’s performance of authentic tasks.

Further, the report card shall show how the students performed based on proficiency
levels.
2. WW-PT-QA Grading System
The second system, in contrast, is under D.O. No. 8, s.2015 effective school year 2015-
2016. Unlike the first one, the new k to 12 grading system used fewer components and
launched a new conversion table. Public schools from kindergarten to senior high
school should use it. In the same way, it asks non-DepEd schools to apply the changes,
too.

Under this order, the results of the components of the summative assessment such as
Written Work, Performance Tasks, and Quarterly Assessment will form the bases for the
grade computation.

New Grading Components for Grades 1-10

1. Written Work (WW) – makes sure students can express skills and contents in written
form.
2. Performance Task (PT) – lets learners show what they know and can do in diverse
ways.
3. Quarterly Assessment (QA) – measures student learning at the end of the quarter.

New Senior High School Grading System Components

 Grade Transmutation Table for K to 12 Basic Education Program

Unlike the KPUP, the new k to 12 grading system has 60 as minimum grade but will have
a converted rating of 75 in the report card. The lowest grade a student can get is rather
60 for the quarterly and final grades. Since the new grading system also used fewer
components and launched a new transmutation table, it makes it simpler for teachers
to compute the grades.
 5.) LOCALIZATION AND CONTEXTUALIZATION

LOCALIZATION CONTEXTUALIZATION

-the process of relating learning content
specified in the curriculum to local
information and materials from the
learner’s community.
-the process of relating the curriculum to
a particular setting, situation or area of
application to make the competencies
relevant, meaningful and useful to the
learners.

Contextualization
refers to the educational process of relating the curriculum to a particular setting,
situation or area of application to make the competencies relevant, meaningful and
useful to the learners.
Localization
As one of the degrees of contextualization, localization is defined as:
the process of relating learning content specified in the curriculum to local
information and materials from the learner’s community.
 Competency - the ability to do something successfully or efficiently.
 Art of Questioning - the art of teaching relies heavily on
effective questioning techniques. Questions have the potential to change
classrooms and strengthen student achievement. Through our questions, our
students become thinkers, and they learn the important traits of perseverance,
risk taking, creativity, and flexibility.
LEGAL BASES
Article XIV, Section 14 of the 1987 Philippine Constitution which states that “The
State shall foster the preservation, enrichment, and dynamic evolution of a Filipino
national culture based on the principle of unity in diversity in a climate of free artistic and
intellectual expression”
Article XIV, Section 5. (1), which states that “The State shall take into account
regional and sectoral needs and conditions and shall encourage local planning in the
development of educational policies and programs.”

RA10533
Enhanced Basic Education Act of 2013
Sec.10.2 (d) and (h) – Implementing Rules and Regulations for RA10533
“The curriculum shall be CONTEXTUALIZED and global;”
“The curriculum shall be flexible enough to enable and allow schools to LOCALIZE,
INDIGENIZE, and enhance [the curriculum] based on their respective educational and
social contexts.”
The REACT Strategy
Curricula and instruction based on contextual learning strategies should be structured
to encourage five essential forms of learning:

Localization
 Localization and contextualization can be done in all subject areas.
 Localization maximizes materials/resources that are locally available.
Contextualization
 To contextualize, teachers use authentic materials, activities, interests, and issues
from learners’ lives.
 Should create from misfortune students to pose problems and issues and develop
strategies together.
 6.) Strategic Intervention Material (S.I.M.)

An instructional material meant to reteach concepts and skills.

Materials given to learners to help them master a competency –based skill which
they were not able to develop during the regular classroom teaching (with minimal
intervention/guide of a teacher.

Parts of Strategic Intervention Material

1. Guide Card
2. Activity Card
3. Assessment Card
4. Enrichment Card
5. Reference Card
6. Answer Key

GUIDELINES for Teacher Category

 There shall be teacher contestants representing each grade level
(Grades 3 – 10)
 SIM shall be based on the least learned skills of the students
 Materials should be at low cost

Guide Card
 The guide card presents the big picture, it:
 - gives an overview of the lesson;
 - presents the focus skills
 - engages the learner’s interest; and
 - leads the learner towards the performances of the task(s).
Activity Card
 The activity card defines the task(s) that the learner should undertake in order to
develop a skill.
 The task is competency-oriented and maybe an individual or group work.
  The purpose of the task(s) is to provide enough practice for the learner so that he
can perform the skill automatically.

Assessment Card
 The assessment card helps the learner measure his/her level of mastery of the skill
upon completion of the task(s).
 The result of the assessment identifies the knowledge /skill(s) that the learner may
need to enhance or develop further.

Enrichment Card
 The enrichment card extends learning by providing additional exercises for further
application of knowledge.
 It provides opportunity to apply learned concept in a new context.

Reference Card
 The reference card provides additional content to the coverage in the textbook.
 It may also list the resources that the learner may refer to for further reading.

Answer Key Card

 Contains all the answers to the different activities found in the activity cards, as
well as answers to the assessment cards and enrichment card.