As

ses
smentofLear
ning1
Lear
ningGui
de8
Chapt
er8
Gr
adi
ngSys
temsandt
heGr
adi
ngSystem oft
heDepar
tmentofEducat
ion

Lear
ningOut
comes
:

Att
heendoft hechaptert
hestudentsareableto:
 dis
tinguishbet
weennorm- r
eferencedandcrit
eri
on-ref
erencedgradi
ng;
cumul at
iveandaveragi
nggr adingsyst
em;
 comput egradesofst
udentsinvariousgradel
evelsobs
ervingDepEd
guideli
nes.

I
NTRODUCTI
ON

As sessmentofs tudentper f
ormance i ses sentiall
y knowi ng how t he s tudenti s
progr essingi nacour se( and,i ncident all
y,how at eacheri sal soper formingwi thres pectt o
thet eachi ngpr oces s)
.Thef ir
sts tepi nas sessmenti s,
ofcour s
e, t
es ti
ng( eit
herbys omepenci l
-paperobj ective t estorbys ome per f
ormance- bas ed testi
ng pr ocedur e)f ol l
owed bya
decisiont ogr adet heper for manc eoft hes t
udent s
.Gr ading,ther efor e,isthenex ts tepaf t
er
testi
ng.Overt hecour seofs ever alyear s,gr adings ystemshadbeenevol vedi ndi fferent
school s’s ystemsal lovert he wor l
d.I nt he Amer ican s yst
em,f ori nstance,gr adesar e
expres sedi nt ermsofl etter s,A, B, B+, B-,C,C-, andDorwhati sreflect edt oasas even- point
system. I
nPhi lippinecol legesanduni versi
ti
es ,thelettersar ereplacedwi thnumer i
cal values :
1,
1.25,1.50,1.
75,2. 0,2.
25,2.5,2.75,3.0 and 4. 0 and 5. 0 oran ei ght -points ys tem.I n bas i
c
educat i
on,gr adesar eex pr essedasper centages( ofaccompl ishment )suchas80% or75%.
Wit ht hei mplement ati
onoft heKt o1 2as80%or75%.Wi tht hei mpl ement at i
onoft heKt o
12Bas i
cEducat ioncur ri
cul um,however ,student s’performancei sex pr essedint ermsofl evel
ofpr ofici
ency.What everbet hes ys t
em ofgr adingadopt ed,itiscl eart hatt her eappear sto
beaneedt oconver traw s cor eval uesintot hecor respondi ngs t
andar dgradi ngs ystem.Thi s
chapt erisconcer nedwi t
ht heunder l
yingphi losophyandmechani csofconver tingraws core
valuesi ntos tandar dgr adingf ormat s.

Ex
plor
ingMy
Materi
als
Nor
m-Ref
erencedGr
adi
ng
Themos tcommonl yusedgr adingsystem fall
sundert hecategor
yofnor m-refer
enced
grading.Nor m-referencedgradingr ef
erstoagr adingsystem wher ei
nas t
udent ’
sgradeisplacedi
n
rel
ationtot heper formanceofagr oup.Thus,inthi
ss yst
em, agradeof80meanst hatt
hes t
udent
performedbet tert hanors ameas80%oft heclass(orgroup).Atfi
rstgl
ance,thereappearstobe
nopr obl
em wi tht histypeofgradings yst
em asi tsi
mplydes cri
bestheperfor
manceofas tudent
withreferencet oapar ti
cul
argroupofl earners.
Thef ol
lowingex ampleshowss omeoft he
dif
fi
culti
esas sociatedwi thnorm-refer
encedgr ading: 

Ex
ampl
e:Cons
idert
hef
oll
owi
ngt
wos
etsofs
cor
esi
nanEngl
i
sh1cl
assf
ort
wos
ect
ionsoft
en
As
ses
smentofLear
ning1
s
tudent
seach:

A={30,40,
50,
55,60,
65,70,75,
80,85}
B={60,
65,70,75,
80,85,90,90,95,1
00}

I
nthefir
stclass,thestudentwhogotar awscoreof75woul dgetagr adeof80%whi lei
n
thesecondclass,
thes amegr adeof80%woul dcor
respondtoar aws cor
eof90. I
ndeed,i
fthet
est
usedforthetwoclas sesarethes ame,i
twouldbear ather“
unfair
”system ofgradi
ng.Awise
studentwouldoptt oenr ol
li
ncl as
sAs i
ncei
tiseasi
ertogethighergradesinthatcl
assthanint
he
othercl
ass(cl
assB) .

Thepr eviousex ampleill

ustr
atesonedi f
ficult
ywi t
hus inganorm-ref
erencedgradings yst
em.
Thi
sproblem iscal l
edthepr obl
em ofequivalency. Doesagr adeof80inonecl assr
epresentt he
sameachievementl evelasagr adeof80i nanot herclassoft hesamesubj
ect?Thisproblem is
si
mil
artot hepr oblem oftr
yingtocompar eaVal edict
ori
anf rom someremoteruralhi
ghs chool
wit
haVal edictorianfrom somever ypopularUni versi
tyi
nt heur banar
ea.Doesoneex pectthe
samelevel ofcompet enceforthesetwoval edictori
ans?

Aswehaves een,norm-refer
encedgradings yst
emsar ebasedonapr e-
es t
abli
shedformul
a
regardingthepercentageorratioofst
udentswi t
hinawhol eclasswhowill
beas signedeachgrade
ormar k.I
tisther
eforeknowni nadvancewhatper centofthestudent
swouldpas sorfai
l agi
ven
course.Forthi
sreason,manyopponent stonorm- refer
encedgr adi
ngavert
hats uchagr adi
ng
system doesnotadvancet hecaus eofeducat
ionandcont radictst
hepri
nci
pleofindivi
dual
dif
ferences.

I
nnor m-refer
encedgr ading, t
hes tudents,whiletheymaywor kindivi
dually,areact uallyi
n
compet iti
ont oachieveas t
andar dofper formancet hatwillcl
assi
fythem intothedes i
redgr ade
range. I
tessentiall
ypromot escompet i
ti
onamongs tudentsorpupilsi
nt hesamecl ass.Astudentor
pupi lwhohappenst oenr ol
linacl assofgi ft
edstudent si
nMat hemat i
cswi l
lfi
ndt hatt henor m-
referencedgr adingsystem isratherwor ri
s ome.Forex ample,ateachermayes tablis
hagr ading
policywher ebyt hetop1 5percentofs tudent swil
lreceiveamar kofex cel
lentorout standi
ng, which
i
nacl assof100enr oll
eds tudentswi l
lbe1 5persons .Suchagr adi
ngpol i
cyisil
lustratedbel ow: 

1.
0(Excel
lent
)=Top1 5%ofCl ass
1.
50(Good)=Nex t15%ofCl ass
2.
0(Average,Fair
)=Nex t45%ofCl as
s
3.
0(Poor,Pass)=Next15%ofCl ass
5.
0(Fail
ure)=Bottom 1
0%ofCl ass

Theunder lyi
ngas s
umpt ioninnor m-ref
er encedgr adi
ngist hatthestudentshaveabili
ti
es(as
refl
ectedi
nthei rraws cor
es)thatobeyt henormal di
str
ibuti
on.Theobj ecti
veistofi
ndoutt hebest
performersi
nt hisgroup.Norm- ref
erenceds ystemsar emos toftenus edforscreeni
ngs el
ected
studentpopulationsincondit
ionswher eiti
sknownt hatnotalls t
udent scanadvanceduet o
l
imitati
onssuchasavai l
ableplaces,jobs,orothercont r
olli
ngfactors.Forex ample,i
nt hePhil
ippi
ne
setti
ng,si
ncenotal lhighschool st
udent scanac t
uall
yadvancet ocoll
egeoruni ver
sit
ylevel
As
ses
smentofLear
ning1
becaus
eoff
inanc
ial
cons
trai
nts
,thenor
m-r
efer
encedgr
adi
ngs
yst
em canbeappl
i
ed.

Exampl e:
Inaclassof100s t
udents,t
hemeans corei
nat esti
s70wi t
has t
andar d
devi
ationof5. Const
ructanorm-refer
encedgradingtablethatwouldhaves even-
gradescalesand
suchthats t
udent sscori
ngbetweenpl usorminusones t
andar ddevi
ationf
rom themeanr ecei
ves
anaver agegr ade.
Sol ut
ion: Thefol
lowi
nginterval
sofraws corest
ogr adeequival
entsarecomputed:

Onl yafewoft het eacherswhous enor m- referencedgr adi ngappl yitwi t

hcompl ete
cons i
stency.Whenat eacheri sfacedwi thapar ti
cul arl
ybr ightcl as s
,mos tofthet ime, hedoesnot
penal i
zegoods t
udent sforhavingt hebadl uckt oenr ollinacl asswi t
hacohor tofot herver y
capabl estudentseveni ft hegradingsys tem sayshes houldf ailacer tainpercent ageoft hecl ass.
Ont heot herhand, itisals ounli
kelythatat eacherwoul dreducet hemeangr adef oracl as swhen
heobs ervesal argepr opor t
ionofpoor-per formings tudent sjus ttos avet hem from failure. Aser
ious
problem wi t
hnor m- referencedgr adingi sthat,nomat terwhatt hecl asslevelofknowl edgeand
abili
ty,andnomat t
erhowmucht heyl ear n,apredi ctablepr opor tionofs tudentswi l
l r
ecei veeach
grade. Si
nceitses sent i
alpur poseistos orts t
udent sintocat egor iesbas edonr el
at i
veper formance,
norm- ref
erencedgr adi ngandeval uati
oni softenus edt oweedouts tudentsforli
mi tedpl acesin
selecti
veeducat ional progr ams.

Norm-referencedgradingindeedpr omot escompetit

iontotheex tentthats
tudentswoul
d
rat
hernothel pfellows t
udentsbecaus ebydoi ngso,themeanoft heclasswouldberais
edand
consequentlyitwoul dbemor ediff
iculttogethighergrades.Si
milarl
y,studentswoul
ddo
everythi
ng(legal)topulldownt hes coresofeveryoneelsei
nor dertolowert hemeanandt hus
assurehim/herofhi ghergradesont hec ur
ve.

Amoresubtl
eprobl
em withnorm-
ref
erencedgradingisthatastr
ictcor
res
pondence
bet
weent
heevaluat
ionmethodsusedandthecours
ei ns
t r
ucti
onalgoal
sisnotneces
sarytoyi
eld
As
ses
smentofLear
ning1
therequir
edgr adedis
tri
buti
on.
Thes pecif
icl
earningobjecti
vesofnor m-r efer
encedclas
sesar e
oftenkepthidden,i
npartoutofconcernthatinst
ruct
ionnot“ giveaway”t hetestort
het eacher’
s
pri
oriti
es,
sincethi
smighttendtoskewt hecurve.Si
ncenor m-referencedgr adingi
srepl
et ewith
problems,whatalter
nati
veshavebeendevi sedforgradingthes tudents? 

Nor m- ref er enced  ref er sto  standar di zedt es ts thatar edes ignedt ocompar eandr ankt est
takersi nr elat i
ont ooneanot her .
 Nor m- refer encedt es tsr epor twhet hert es ttaker sper f
ormed
betterorwor set hanahypot het ical aver ages tudent ,whi chi sdet ermi nedbycompar ings cores
agains ttheper for mancer es ultsofas tat i
stical l
ys elect edgr oupoft es ttaker s ,typicallyoft hes ame
ageorgr adel evel ,whohaveal readyt akent heex am.
Cal cul at i
ngnor m- ref er enceds cor esi scal ledt he“ nor mingpr oces s,”andt hecompar i
son
groupi sknownast he“ nor mi nggr oup. ” Nor mi nggr oupst ypical l
ycompr iseonl yas mal lsubs etof
previoust es tt ak er s,notal lorevenmos tpr evi oust es tt aker s.
 Tes tdevel oper sus eavar ietyof
stati
stical met hodst oselectnor mi nggr oups ,inter pr etr aws cor es ,anddet ermi neper formance
l
evels .
Norm- ref erenceds coresar egener allyr epor tedasaper cent ageorper cent i
ler anking.  
Forex ampl e,
as t
udentwhos c oresi nt hes event iet hper cent il
eper f
or medaswel lorbet tert hans event yper cent
ofothert es tt ak er soft hes ameageorgr adel evel , andt hirtyper centofs tudent sper formedbet ter
(asdet er mi nedbynor mi ng- gr oups cor es ).
Nor m- ref erencedt es t sof tenus eamul ti
pl e-choi cef ormat ,thoughs omei ncludeopen- ended,
short-ans werques ti
ons .
 Theyar eus ual lybas edons omef orm ofnat ional  standar ds,notl ocally
determi neds tandar dsor  cur ricul a. IQt es tsar eamongt hemos twel l-knownnor m- referencedt ests
,
asar edevel opment al-screeni ngt es ts ,
whi char eus edt oi dent ifyl ear ningdi sabi l
it
iesinyoung
chil
drenordet er mi neel igibi lityf ors peci al -
educat ions er vices. 
Af ewmaj ornor m- r
ef erencedt es t
s
i
ncludet heCal i
for niaAc hi evementTes t, I
owaTes tofBas icSki ll
s ,Stanf ordAchi evementTes t,and
TerraNova.
Thef ollowi ngar eaf ewr epr es ent at iveex ampl esofhownor m- referencedt es tsands coresmaybe
used:
 T odet er mi neayoungchi l
d’sr eadi nes sf orpr es chool orki nder gar t
en.  
Thes et es t
smaybe
des ignedt omeas ureor al -l
anguageabi li
ty, visual -mot ors kills,andcogni tiveands ocial
devel opment .
 T oeval uat ebas i
creadi ng, wr iting, andmat hs kil
ls. 
Tes tres ultsmaybeus edf orawi devar i
ety
ofpur pos es ,s uchasmeas uringacademi cpr ogr ess, maki ngcour seas s i
gnment s,det ermining
readi nes sf orgr adepr omot i
on, ori dent ifyingt heneedf oraddi tional academi cs uppor t.
 T oi dent ifys peci fi
clear ni ngdi s abi l
ities ,suchasaut ism, dys lexia, ornonver bal learning
disabi li
t y,ort odet ermi neel igi bilityf ors peci al -educat i
ons ervices .
 T omakepr ogr am- eligi bilityorcol l
ege- admi ssionsdeci si
ons( int hes ecas es, norm- referenced
scor esar egener all
yeval uat edal ongs ideot heri nfor mat i
onaboutas tudent ).
 
Scor esonSATor
ACTex amsar eacommonex ampl e.
Norm- Ref er encedvs . 
Cr i
t er ion- Ref er encedTes ts
Norm-r
eferencedtest
sares
pecif
ical
l
ydesignedtor
anktes
ttaker
sona“bel
lcurve,
”ora
di
str
ibut
ionofscoresthatr
esembl
es,
whengr aphed,t
heoutl
i
neofabell
—i.
e.
,asmallpercent
age
As
ses
smentofLear
ning1
ofs tudent sper f
or mingwel l
,mos tper f
ormi ngaver age, andas mal lpercentageper forming
poor ly. Toproduceabel l
cur veeacht i
me, tes tques t
ionsar ecarefullydes i
gnedt oaccent uate
per formancedi ff
er encesamongt esttakers ,
nott odet ermi neifstudent shaveachi eved
speci fied l
earnings tandar ds,l
ear nedcer tainmat er i
al, oracqui r
eds pecifi
cs ki
llsand
knowl edge. Teststhatmeas ureper f
ormanceagai nstaf i
xeds etofs tandar dsorcr i
teri
aar e
called  cri
teri
on-referencedt es
ts.
Cri
teri
on- r
eferencedt es
tres ult
sar eof tenbas edont henumberofcor rectans wersprovided
bys tudent s,ands coresmi ghtbeex pressedasaper cent ageoft het otalpossiblenumberofcor r
ect
ans wer s.
 
Onanor m- r
eferencedex am, however ,t
hes corewoul dreflecthowmany
mor e  or f
ewer  
cor r
ectans wer sas tudentgavei ncompar i
sont oot hers t
udent s.
 Hypotheti
call
y,ifall
thes tudentswhot ookanor m- r
ef erencedt es tperformedpoor l
y,thel east-
poorr esult
swoul drank
student sinthehi ghes tpercenti
le. Si
milarl
y, i
fal ls
tudent sper f
ormedex t
raordinari
lywel l
,thel
eas t-
strongper formancewoul dranks tudent sint helowes tper centil
e.

I
tshoul
dbenot edt hatnorm-ref
erencedtest
scannotmeasuret
helearni
ngachievementor
progressofanenti
regr oupofstudents
,butonlytherel
ati
veper
formanceofindi
vidual
swithi
na
group. 
Forthi
sreas
on, cri
teri
on-
refer
encedt es
tsareusedtomeasurewhol
e-groupperfor
manc e.
Reform
Nor m- ref
er encedt es tshavehi stori
callybeenus edt omakedi sti
nctionsamongs tudents,
oftenf ort hepur pos esofcour seplacement ,progr am el i
gibili
ty,ors chool admi ssions . 
Yetbecaus e
norm- r
ef erencedt es tsaredes ignedt or anks tudentper formanceonar elati
ves cale—i .
e.,i
n
rel
at iont ot heper formanceofot hers t
udent s —nor m- referencedt es ti
nghasbeenabandonedby
manys chool sands tatesi nf avorofcr i
terion-referencedt es t
s,whi chmeas ures tudentper f
ormance
i
nr elationt ocommons etoff i
xedcr i
teriaors tandar ds .
I
ts houl dbenot edt hatnor m- r
eferencedt est saret ypically not 
t hef orm ofs tandar dizedt estwidely
usedt ocompl ywi ths tateorf ederalpol i
cies—s uchast heNoChi ldLef tBehi ndAct —t hatare
i
ntendedt omeas ur es chool perfor
manc e,close“ achievementgaps ,”orhol ds chool sac count able
forimpr ovings t
udentl ear ningr esult
s .
 
Inmos tcas es,cr i
teri
on- referencedt estsar eus edf orthese
purpos esbecaus et hegoal i
st odetermi newhet hers chool sar es ucces sfull
yt eachi ngs t
udent s
whatt heyar eex pect edt ol earn.
Simi l
arly, t
he asses sment s beingdevel opedt omeas ures t
udentachi evementoft he  CommonCor e
Stat eSt andar ds 
ar eal socr iteri
on-referencedex ams .However ,s omet estdevel oper spr omot et hei
r
norm- r
ef erencedex ams —f orex ampl e,theTer raNovaCommonCor e—asawayf ort eacherst o
“benchmar k”learningpr ogr essanddet ermi neifs tudent sar eont rackt oper form wel lonCommon
Cor e–bas edas s
es sment s.
Debat e
Whil
enor m-r
efer
encedtes t
sarenott hefocusofongoingnational debatesabout“ high-
st
akest es
ting,
”theyarenonethelesstheobjectofmuchdebat e.
 Thees s
ent i
aldis
agreementi s
betweenthos ewhoviewnor m-refer
encedtestsasobject
ive,val
id,andf airmeas uresofstudent
perf
ormance, andthosewhobel i
evet hatr
elyi
ngonr el
ati
veper f
ormancer es ul
tsisi
naccurate,
unhelpf
ul,andunfair
,especi
all
ywhenmaki ngimportanteducati
onal decisionsforstudents.
 Whil
e
As
ses
smentofLear
ning1
par toft hedebat ecent ersonwhet herornoti tiset hical l
yappr opri
at e, oreveneducat i
onal l
yus eful
,
toeval uat ei ndi vidual studentl ear ni ngi nr elati
ont oot hers t
udent s( rat herthaneval uat i
ng
i
ndi vidual per for mancei nr elat i
ont ofixedandknowncr i
teri
a) ,muchoft he debatei s
also f ocus ed  onwhet hert her eisagener al overreli
anceon  st
andar di zed- testscores intheUni ted
Stat es ,andwhet heras ingl etes t, nomat terwhati tsdes i
gn, shouldbeus ed—i nexclus i
onofot her
meas ur es —t oeval uates chool ors tudentper f
ormance.
Its houl dbenot edt hatper cei vedper formanceonas tandar di zedt estcanpot entiall
ybe
mani pul ated, regar dlessofwhet herat esti snorm- ref erencedorcr iter ion-refer
enced.  Forex ampl e,
i
fal ar genumberofs tudent sar eper f
or mingpoor l
yonat est, t
heper f or mancecr it
eria—i .e.,thebar
forwhati scons ider ed“pas s i
ng”or“ profici
ent ”—coul dbel ower edt o“ impr ove”per ceived
perf or mance, eveni fstudent sar enotl earni ngmor eorper formi ngbet terthanpas tt estt akers .
Forex ampl e, ifas tandar dizedt es tadmi nis ter
edi nel event hgr adeus espr ofi
ci
encys tandar dst hat
arecons ider edt obeequi val entt oei ght h-gr adel earni ngex pect ati
ons , i
twi l
lappeart hats tudent s
areper for mi ngwel l,wheni nf actt het es thasnotmeas uredl earningachi evementatal evel
appr opr iat et ot hei rageorgr ade.  Fort hisr eas on, i
tisi mpor tantt oinves ti
gatet hecriteri
aus edt o
deter mi ne“ prof iciency”onanygi vent es t—andpar t
icularlywhenat es tisconsidered“ highs t akes,”
sincet her eisgr eat ermot i
vat i
ont omani pulateper ceivedt estper for mancewhenr esultsar et iedto
sanct i
ons ,fundi ngr eductions ,publ icembar rassment , orothernegat ivecons equences .

Thef oll
owi ngar erepresent ativeoft heki ndsofar gument stypi callymadebypr oponent sofnor m-
r
efer
encedt esting:
 No rm-ref erencedt estsar er elativel yi nexpens i
vet odevel op, simpl et oadmi nister ,andeas yto
score. Asl ongast her es ultsar eus edal ongs ideot hermeas uresofper formance, theycan
provideval uableinformat ionabouts t udentl ear ni
ng.
 T hequal i
tyofnor m- r
efer encedt estsi sus ual l
yhi ghbecaus et heyar edevel opedbyt es ti
ng
exper ts,piloted,andr evisedbef oret heyar eus edwi ths t
udent s,andt heyar edependabl eand
stablef orwhatt heyar edes i
gnedt omeas ur e.
 No rm-ref erencedt estscanhel pdi f
fer entiates tudent sandi dent ifyt hos ewhomayhave
specificeducat i
onal needsordef icitst hatr equires peci al
izedas s i
stanceorl ear ning
envi r
onment s.
 T het es tsar eanobj ectiveeval uat ionmet hodt hatcandecr eas ebi asorf avor i
tism when
maki ngeducat i
onal decisions . I
ft her ear elimi t
edpl acesi nagi ftedandt al
ent edpr ogr am, for
exampl e,onet r
anspar entwayt omaket hedeci s i
oni stogi veever ys tudentt hes amet estand
all
owt hehi ghest-
scorings tudent stogai nent r
y.
Thef oll
owi ngar erepresent ativeoft heki ndsofar gument stypi callymadebycr i
ticsofnor m-
r
efer
encedt esting:
 Al thought es ti
ngex pertsandt es tdevel oper swar nthatmaj oreducat ional deci sionss houl dnot
bemadeont hebas isofas i
ngl et es ts core, norm- referenceds cor esar eof tenmi s usedi n
school swhenmaki ngcr i
tical educat ional deci sions,s uchasgr adepr omot i
onorr et enti
on,
whi chcanhavepot entiallyhar mf ul cons equencesf ors omes tudent sands tudentgr oups .
 No rm-ref erencedt estsencour aget eacher st oviews tudent sint er msofabel l cur ve,whi chcan
l
eadt hem t oloweracademi cex pect at i
onsf orcer taingr oupsofs tudent s,par ticular l
ys pecial
-
needss tudent s,
 Engli
sh- l
anguagel ear ners,ormi noritygr oups . 
Andwhenacademi c
expect at i
onsar econs istent l
yl ower edyearaf t
eryear ,student si nt hesegr oupsmaynever
As
ses
smentofLear
ning1
cat chupt ot hei rpeer s ,creat i
ngas elf-fulfill
ingpr ophecy.  Forar elat eddi scus si
on, see hi gh
ex pect at i
ons .
 Mu lt
iple-choi cet ests —t hedomi nantnor m- refer encedf ormat —ar ebet ters ui t
edt omeas uri
ng
remember edf act sthanmor ecompl exf ormsoft hinking. Cons equent ly, nor m- r
efer encedt ests
promot er otel ear ningandmemor izat ioni ns chool sovermor es ophi sticatedcogni tives kill
s,
suchaswr i
ting, cr i
ti
cal readi ng, anal yt ical thinki ng, probl em s olving, orcr eat ivi
ty.
 Ov er reli
anceonnor m- r
ef er encedt es tr es ultscanl eadt oi nadver tentdi scrimi nati
onagai ns t
mi nor itygr oupsandl ow- incomes tudentpopul ations ,bot hofwhi cht endt of acemor e
educat i
onal obs taclest hatnon- minor i
tys tudent sf r
om hi gher -incomehous eholds. Forex ampl e,
manyeducat or shavear guedt hatt heover us eofnor m- referencedt es tinghasr es ultedi na
significantover repr es ent ationofmi nor itys tudent si ns pecial-educat i
onpr ogr ams . Ont heot her
hand, usingnor m- r
ef erenceds cor est odet er mi nepl acementi ngi ftedandt alentedpr ogr ams ,
orot her“ enr iched”l earni ngoppor tuni ties ,leadst ot heunder repr es ent at i
onofmi nor i
tyand
l
ower -i
ncomes tudent sint hes epr ogr ams .Si milar ly,student sf rom hi gher -incomehous ehol ds
mayhaveanunf airadvant agei nt hecol lege- admi ssi
onspr oces sbecaus et heycanaf for d
ex pens i
vet est -pr epar ations ervices .
 Ano ver relianceonnor m- ref erencedt es ts cor esunder valuesi mpor tantachi evement s,ski l
l
s,
andabi li
tiesi nf avoroft henar rowers etofs kill
smeas uredbyt het es ts.
Cri
terion- Ref erenc edGr adi ng
Criter i
on- ref er encedgr adi ngs ystemsar e bas edonaf ixedcr i
ter i
onmeas ure.Ther ei saf i
xed
targetandt hes tudent smus tachi evet hatt argeti nor dertoobt ainapas singgr adei nacour se
regardl essofhowt heot hers tudent sint hecl as sper f
or m. Thes caledoesnotchanger egar dl essof
thequal i
ty, orl ackt her eof ,oft hes tudent s. Forex ampl e, i
nacl assof1 00s tudent susingt het able
below, noonemi ghtgetagr adeofex cellenti fnoones cores98aboveor85abovedependi ngon
thecr i
ter i
onus ed. Ther ei snof i
x edper cent ageofs t udent swhoar eex pect edt ogett hevar ious
gradesi nt hecr i
ter ion- referencedgr adings ys tem.

1.0(Excell
ent)=98-100 or 85- 1
00
1.
5Good) =88- 97 or 80- 84
2.
0( Fai
r) =75- 87 or70- 79
3.
0( Poor/
Pas s
)=65- 74 or 60- 69
5.
0( Fai
lure)=bel ow65orbel ow60
Cri
teri
on-refer
enceds ys
temsar eoftenus
edi ns
ituationswher etheteachersareagreedon
themeaningofa”s t
andar dofper
formance”inas ubj
ectbutt hequal i
tyofthestudentsis
unknownoruneven;wher etheworkinvolvesst
udentcollaborationorteamwor k;andwher et
her
e
i
snoex t
ernaldrivi
ngf act
orsuchasneedingt osys
temat i
callyreduceapool ofeli
gibl
es t
udent
s.

Notet
hatinacrit
eri
on-ref
erencedgradingsys
tem,st
udent
scanhelpaf ell
ows t
udentin
groupwor kwit
houtnecessari
lyworryi
ngaboutloweri
nghisgr
adeinthatcourse.Thi
sisbecaus
e
thecri
teri
on-
refer
encedgradingsystem doesnotr
equir
ethemean(oftheclas
s)asbas i
sfor
dist
ri
buti
nggradesamongt hest
udents.

I
tisthereforeanidealsystem tous eincol
laborati
vegr oupwork.Whenstudentsare
eval
uatedbas edonpr edefi
nedcr i
ter
ia,theyarefreedtocollaboratewit
honeanot herandwiththe
i
nstr
uctor
.Wi t
hcr i
teri
on-ref
erencedgr ading,ari
chlearningenvironmentist
oeveryone’s
advant
age, s
os tudentsarerewar dedforf i
ndi
ngwayst ohel
peachot her,andf
orcont r
ibut
ingto
cl
assandsmal lgroupdiscussi
ons.
As
ses
smentofLear
ning1
Sincethecr iter
ionmeas ur
eus edincriter
ion-referencedgradingisameas uret hatulti
mat el
y
restswiththeteacher , i
tislogi
cal t
oas k
:Whatpr event steacherswhous ecri
teri
on-referenced
gradingf r
om setti
ngt heper f
ormancec ri
teriasolowt hateveryonecanpas switheas e?Ther ear e
avar i
etyofmeas uresus edt opreventthissit
uationf rom everhappeninginthegr adings yst
em.
Fir
st,thecrit
eri
ons houldnotbebas edononl yonet eacher ’sopi
nionors t
andard.Itshouldbe
coll
aborativel
yar ri
vedat .Agroupoft eachersteachi ngt hesames ubj
ectmus tsetthecr i
teri
on
together.Second, oncet hecr i
ter
ionisestabli
shed,itmus tbemadepubl icandopent opubl i
c
scruti
nys othatitdoesnotbecomear bi
traryands ubj ecttothewhim andcapr i
cesoft het eacher.

FourQuestionsinGrading
Marini
l
aD. Svini
cki(2007)oftheCent erforTeachingEf f
ectivenessoft heUniver
sit
yofTexasat
Austi
npos esfourintr
iguingques t
ionsrel
at i
vetogr ading.Wer eflectthesequesti
onshereinthi
s
sect
ionandt hecor r
espondi ngopini
onofMs .Svi
nickiforyourownr eflect
ion:
1.Shoul dgradesr efl
ectabsolut
eachi evementl evelorachievementr el
ati
vetoother
sinthe
s
amecl ass?
2.Shoul dgradesr efl
ectachi
evementonl yornonacademi ccomponent ssuchasatti
tude,
s
peedanddi li
gence?
3.Shoul dgradesr eportst
atusachievedoramountofgr owt h?
4.Howcans everalgradesondi ver
ses kil
l
scombi net ogiveas i
nglemar k?
WhatShoul
dGoI
ntoaSt
udent
'sGr
ade
Thegr
adings
ystem aninst
ructors
elect
sref
lect
shi
sorhereducati
onalphil
osophy.Therear
e
nor i
ghtorwrongsyst
ems ,onl
ys yst
emswhi chaccompl
i
shdiff
erentobj
ecti
ves.Thefoll
owi ngar
e
questi
onswhichaninstr
uctormaywantt oanswerwhenchoos i
ngwhatwi llgointoas tudent
’s
grade.

1
.Shoul
dgr
adesr
efl
ectabs
olut
eac
hievementl
evel
orac
hievementr
elat
ivet
oot
her
sint
hes
amec
las
s?
Thisisof t
enr eferredt oast hecontroversybetweennor m-referencedver s
uscr i
terion-ref
er enced
grading.Innor m-ref er
encedgr adi
ngs yst
emst helettergradeas tudentr ecei
vesi sbas edonhi sor
hers tandi
ngi nacl ass.Acer tainper
centageoft hoseatt het opr eceiveA’s,as pecifi
edper centof
thenex thighes tgradesr eceiveB’sands oon.Thusanout s
ideper son,l
ookingatt hegr ades ,can
decidewhi chs t
udenti nthatgr oupper f
ormedbes tundert hoseci rcums t
ances .Suchas ystem al so
takesi nto accountci rc
ums t
ancesbeyond t he students’cont rolwhi ch mi ghtadver sel
yaf fect
grades ,suchaspoort eaching,badt est
sorunex pectedpr oblemsar isi
ngf ort heent i
recl ass.
Presumabl y,thesewoul daf f
ectallthes t
udentsequal l
y,s oal lperformancewoul ddr opbutt he
rel
atives t
andingwoul ds tayt hesame.

On the ot
herhand,unders uch a system,an out si
de eval
uatorhas li
ttl
e additi
onal
i
nformat i
onaboutwhatas tudentactuall
yknowss incethatwil
lvarywi
ththeclass.
As tudentwho
haslearnedanaverageamounti nacl assofgeniuseswill
probabl
yknowmor ethanas tudentwho
i
saver ageinacl assoflow abi
li
ty.Unlesstheinstruct
orprovi
desmoreinfor
mationthanj ustthe
grade,theext
ernaluseroft
hegr adeispoorl
yinformed.

The sys
tem als
o ass
umess uffi
ci
entvar
iabi
li
ty among studentperf
ormancesthatthe
di
fferenceinlear
ningbet
weent hem j
usti
fi
esgi
vingdif
ferentgr
ades.Thismaybet rueinl
arge
beginningcl
asses
,butisashakyassumpti
onwherethes t
udentpopulat
ioni
shomogeneoussuch
As
ses
smentofLear
ning1
asi
nupper
-di
vis
ioncl
ass
es.
 

Theot hermos tcommongr adingsystem isthecrit

erion-r
eferenceds yst
em.I nt hiscaset he
i
ns tr
uct orsetsa s tandard ofper formanceagai nstwhich thes tudent s
’actualper formancei s
meas ur ed.Allst
udent sachi evi ngagi venlevelreceivethegr adeas si
gnedt othatl evelr egardles s
ofhowmanyi ntheclassr ecei vethes amegr ade.Anout si
deeval uator,l
ookingatthegr ade,knows
onlyt hatt hes tudenthasr eachedacer tainlevelors etofobj ectives.Theus ef ulnes soft hat
i
nfor mat i
ont ot heout si
derwi lldependonhow muchi nf or
mat i
onheors hei sgi venonwhat
behavi ourisrepresentedbyt hatgr ade.Thegr ade,however ,wil
lalwaysmeant hes amet hi
ngand
willnotvar yf r
om classt ocl as s.Apos si
bleproblem withthisisthatout si
defactorss uchast hos e
di
s cussedundernor m- r
efer encedgr adingmi ghtinfl
uencet heent i
reclassandper for mancemay
drop.Ins uchacas eallthes tudent swoul dreceivelowergr adesunlesst heinst
ructormades peci al
al
lowancesf orthecircums tances .
 

Asecondproblem ist
hatcrit
erion-
ref
erencedgr
adi
ngdoesnotprovi
de“sel
ecti
on”
i
nfor
mation.Ther
eisnowayt otel
lfrom t
hegr adi
ngwhothe“bes
t”s
tudent
sare,onl
yt hatcer
tai
n
st
udent
shaveac hievedcertai
nlevel
s .Whetheronevi
ewsthi
sasposi
ti
veornegati
vewi l
ldepend
onone’
sindi
vidualphil
osophy.

Anadvant ageofthissyst
em isthatt
hec ri
ter
iaforvari
ousgradesareknownf rom the
beginning.Thisal
lowsthestudenttotakesomer esponsi
bil
it
yforthelevelatwhichheors heis
goingtoper form.Al
thoughthismightresul
tinsomes t
udentsworkingbelowt hei
rpotent
ial,
it
usuall
yi nspi
resst
udentstowor kforahighgrade.Theinstr
uctori
sthenfacedwi tht
hedilemmaof
alotofs tudentsr
eceivi
nghighgrades.Somepeopl eviewthisasaproblem.

Aposi
ti
veaspectofthisf
oreknowledgeisthatmuchoftheuncert
aint
ywhi
choften
accompani
esgradi
ngforstudentsi
seli
minated.Sincet
heycanplott
heirownpr
ogres
st owar
dthe
desi
redgr
ade,t
hestudentshavelit
tl
euncertai
ntyaboutwheretheystand.

2.Shoul
dgradesr
efl
ectac
hievementonl
yornonac
ademi
ccomponent
ssuc
hasat
ti
tude,
speedand
di
li
gence?
I
tisaver ycommonpr acticet oincor por atesucht hingsast urninginas si
gnment sont ime
i
ntot heover al
lgr adeinacour se, primar il
ybecaus et heneedt omot i
vates t
udent stoget  
theirwork
donei sar ealproblem forinstructor s.Al soitmaybeappr opriatetot heselecti
onf unct i
onof
gradingt hats uchval uesast imel i
nes sanddi l
i
genceber eflectedint hegrades .External usersof
thegr adesmaybei nter
pretingt hemar ktoi ncludesuchf actor sasat t
it
udeandcompl i
ancei n
additi
ont ocompet enceint hemat erial.
Thepr imar yproblem wi ths uchi nclus i
oni st
hatitmakesgr adesevenmor eambi guoust han
theyal readyar e. I
tisverydi f
fi
cul ttoas s essthes enebuloust raitsaccuratelyorcons istentl
y.
I
ns t
ruct orsmus tus erealcaut i
onwheni ncor porati
ngs uchval uej udgment sintofinal grade
assi
gnment .Twos t
epsinstructorss houl dt akear e(1)tomakes tudentsawar eoft hispos si
bili
tywell
i
nadvanceofgr adeas s
ignmentand( 2)t omakecl earwhatbehavi ourisi
ncludedi ns uchqual i
ti
es
aspromptcompl eti
onofwor kandneat nes sorcompl etenes s.
As
ses
smentofLear
ning1
3.
Shoul
dgr
adesr
epor
tst
atusac
hievedoramountofgr
owt
h?
Thisi
saparticul
arlydif
fi
cultques t
iont
oans wer.Inmanybeginni
ngclasses,t
hebackground
ofthes t
udentsiss
ovar iedthatsomes t
udentscanachievetheendobjecti
veswithli
ttl
eorno
troubl
ewhi l
eotherswithweakbackgr oundswillworktwiceashar
dands ti
llachi
eveonlyhalfas
much. Thisdi
lemmar esult
sfrom thesamepr oblem astheprevi
ousquesti
on,thati
s,thefeel
i
ng
thatwes houldberewar dingorpunishingeff
ortoratti
tudeaswellasknowledgegained. 

Aposi
ti
veaspectofthisf
oreknowledgeisthatmuchoftheuncert
aint
ywhi
choften
accompani
esgradi
ngforstudentsi
seli
minated.Sincet
heycanplott
heirownpr
ogres
st owar
dthe
desi
redgr
ade,t
hestudentshavelit
tl
euncertai
ntyaboutwheretheystand

Therear
emanypr oblemswit
h“growt h”measuresasabas i
sforchange,mostofthem bei
ng
rel
atedtos t
ati
sti
cal ar
ti
facts.I
nsomecas estheabili
tytoaccuratel
ymeas ur
eenter
ingandex i
ti
ng
l
evelsisshakyenought oar gueagains
tc hangeasabas isforgradi
ng. Al
somanycour sesare
prer
equisit
estolatercoursesand,t
herefore,arei
ntendedtopr ovi
det hefoundat
ionforthos
e
courses.“
Growth”s cor
esint hi
scas
ewoul dbedis
as t
rous.

Neverthel
ess,t
her
eismucht obesaidinfavorof“growth”asacomponenti ngrading.We
wouldli
ketoencouragehardworkandeffortandt oacknowledget heexis
tenceofdif
ferent
abi
li
ti
es.Unf
or t
unatel
y,t
hereisnoeasyanswertot hi
sques t
ion.Eachinst
ructormustrevi
ewhi sor
herownphilosophyandcontentt
odetermineifsuchfactor
sar evalidcomponentsofthegr ade.
 

4.
Howc
ans
ever
algr
adesondi
ver
ses
kil
l
scombi
net
ogi
veas
ingl
emar
k?
Thebas i
cans weristhattheycan’ treal
ly.Ther esult
sofi nst
ructi
onares ovar i
edt hatthe
si
nglemar kisreall
ya“ RubeGoldber g”asf arasindicatingwhatas tudenthasachi eved. I
twoul d
bemos tdesirabl
et obeablet ogivemul t
ipl
emar ks,onef oreachoft hevar i
etyofskill
swhi char e
l
earned.Therear e,ofcourse,manypr obl
emswi t
hs uchapr oposal.I
twouldcompl icateanal ready
compli
catedt ask.Theremightnotbeenoughevi dencet oreli
ablygradeanyones kil
l.The“ halo”
eff
ectofgoodper f
ormancei nonear eacoulds pi
lloverintoot her
s.Andf i
nall
y,mos tout si
dersare
l
ookingforonl yoneover al
lcl
assifi
cationofeachper sons othattheycanchoos et
he“ bes t.
”Our
syst
em requiresthatwepr oduceonemar k.Therefore,i
tiswor thourwhi l
etos eehowt hatcanbe
doneevent houghcur rentl
ythes ystem doesnotl endi t
selftoanys atis
fact
oryans wer s.

Standar diz
edTes tSc or
ing
Tests tandar dizationisapr oces sbywhi cht eacherorr es earcher-madet estsarevalidat ed
andi tem anal yzed. Afterat hor oughpr oces sofval idation,thet estchar act
er i
sti
csar eestablished.
Thes echar act eri
sticsinclude: testval idity, testreli
abilit
y, t
estdi ff
icult
ylevel andot her
charact eri
sticsaspr evious l
ydi scussed. Eachs tandar dizedt estus esitsownmat hemat i
calscor ing
system der i
vedbyt hepubl isherandadmi nistrators,andt hesedonotbearanyr elati
onshipt o
academi cgr adings yst
ems .St andar di zedt estsar eps ychomet ricinstrument swhos escori
ng
systemsar edevel opedbynor mi ngt het estus i
ngnat ional sampl esoft est-
taker s,
centeri
ngt he
scoringf or
mul at oas suret hatt helikel ys cor edistri
but i
ondes cr i
besanor mal curvewhengr aphed,
andt henus ingt her esultings cor ings ys tem uni f
orml yinamannerr esemblinga  crit
eri
on-
referencedappr oach. Ifyouar einter es t
edi nunder standingandi nterpreti
ngt hes cori
ngs ystem of
as pecifi
cs tandar dizedt es t,
r efert ot hepol i
ciesoft het est’
spr oducer s.
As
ses
smentofLear
ning1
Cumul
ati
veandAver
agi
ngSys
temsofGr
adi
ng
I
nt hePhi l
ippines,therearetwot ypesofgr adings ystemsus ed:theaver agingandt he
cumul ativegr adings ystems .
Intheaveragings ystem, thegr adeofas tudentonapar ti
cular
gradingper iodequal stheaver ageofthegr adesobt ainedint hepriorgradingper i
odsandt he
currentgr adingper iod.Inthecumul ati
vegr adi
ngs ys
tem, thegr adeofas tudenti nagrading
periodequal shi scur r
entgr adingperi
odgr adewhi chisas sumedt ohavet hecumul ati
veef f
ectsof
thepr eviousgr adingper iods.I
nwhi chgradings ystem woul dt her
ebemor efluctuati
onsobs er
ved
i
nt hes tudent s’grades?Howdot hesesystemsr el
at ewi t
hei thernorm or 
crit
erion-r
eferenced
grading?

Pol
i
cyGui
del
i
nesonCl
ass
room Ass
essmentf
ort
heKt o12Gradi
ngSys
tem St
epsf
or
Computi
ngGrades
,DepEdOrderNo.
8,s.
2015
Whati
stheDepEdKt
o12gr
adi
ngs
yst
em?

The Kto12Bas icEducat i
onPr ogram  us
esas t
andar ds-andcompet ency- basedgr adi
ng
syst
em. Thesear efoundi nthecur r
iculum guides.Allgradeswi l
lbebas edont heweightedr aw
scor
eoft helearners’summat iveas sessment s
.Themi nimum gr adeneededt opas sas pecif
ic
l
earningar eais60,whi chi str
ans mut edto75i nther epor tcard.Thel owes tmar kt
hatcanappear
onther eportcardis60f orQuar ter
lyGr adesandFi nal Grades .Forthes eguidel i
nes,t
he
Departmentwi lluseaf loorgradecons ideredasthel owes tpos si
blegr adet hatwi l
lappearina
l
earner’sreportcard.Lear nersfrom Gr ades1to1 2aregr adedonWr it
t enWor k,Per
formanceTas ks,
andQuar terl
yAs sessmentever yquar ter.Thesethreear egi vens peci
ficper centagewei ghtsthat
varyaccor di
ngtot henat ur
eoft helear ni
ngar ea.

Howi
slear
nerpr
ogr
essr
ecor
dedandcomput
ed?

ForKi
nder
gar
ten

Guideli
ness pecif
ictot heas sessmentofKi nder gartenlearnerswi l
lbeissuedinadi ffer
ent
memor andum oror der . However ,forKinder garten,checkli
stsandanecdot alrecordsareus ed
i
nsteadofnumer i
cal gr ades .Thes earebas edonl ear
nings tandardsfoundi nt heKindergarten
curr
icul
um gui de.Itisimpor t
antf orteac herstokeepapor tf
olio,whichisar ecordorcompi l
ationof
thelearner’
sout put,s uchaswr i
ti
ngs ampl es ,
accompl ishedact ivi
tysheets,andar twork.The
portf
oli
ocanpr ovideconcr eteevi denceofhowmuchorhowwel lt
helearneri sabletoaccompl i
sh
theskil
lsandcompet enci es.Thr oughcheckl i
sts,theteacherwi l
lbeablet oindicat
ewhet herornot
thechil
di sabletodemons trat eknowl edgeand/ orperformt het asksexpectedofKi ndergar t
en
l
earners.Throughanecdot al recordsornar rativer eports
,teacher swil
lbeabl et odescri
bel earners’
behavior,atti
tude,andef fortins chool work.

ForGr
ades1t
o12

Inagradingperi
od, t
her
eisoneQuar t
erl
yAssess
mentbutt
hereshoul
dbeinst
ancesf or
st
udentstoproduceWr i
ttenWorkandt odemonst
ratewhatt
heyknowandcandot hrough
Perf
ormanceTas ks
.Thereisnorequi
rednumberofWr i
tt
enWorkandPerf
ormanceTasks,butthes
e
As
ses
smentofLear
ning1
mustbespr
eadoutovert
hequar
terandus
edt
oas
ses
slear
ner
s’s
kil
l
saf
tereachuni
thasbeen
t
aught.

Howt
oComput
eforFi
nal
GradesandGener
alAver
agei
nDepEdKt
o12Gr
adi
ngSys
tem

Thef
oll
owi
ngar
ethes
tepsi
ncomput
ingf
ort
heFi
nal
Grades
.

St
ep1
:Gr
adesf
rom al
lst
udentwor
kar
eaddedup.

Thi
sresul
tsinthet
otal
scor
eforeachcomponent
,namel
yWr
it
tenWor
k,Per
for
manceTas
ks,
andQuar
ter
lyAssess
ment.

Raws cor
esfr
om eachcomponenthavet
obeconver
tedt
oaPer
cent
ageScor
e.Thi
sist
oens
ure
thatval
uesarepar
all
elt
oeachother.

St
ep2:Thes
um f
oreachcomponenti
sconver
tedt
othePer
cent
ageScor
e.

TocomputethePercent
ageScor
e( PS)
,di
videther
aws
cor
ebyt
hehi
ghes
tpos
sibl
escor
e
t
henmult
ipl
ythequoti
entby100%.Thi
sisshownbelow:

St
ep3:Per
centageScoresarethenconver
tedtoWeightedScor
est
oshowt
hei
mpor
tanceof
eachcomponenti
npr omoti
nglearni
nginthedif
fer
ents
ubjects.

Todot hi
s,t
hePer
centageScoreismult
ipl
i
edbytheweightoft
hecomponentf
oundinTable4for
Grades1to10andTable5forSeniorHi
ghSchool
.Thepr
oducti
sknownastheWeightedScor
e
(WS).

Tabl
e4.
 
Wei
ghtoft
heComponent
sforGr
ades1
-10
As
ses
smentofLear
ning1

Thegradi
ngsys
tem f
orSeni
orHighSchool(
SHS)fol
l
owsadi f
ferents
etofwei
ght
sforeach
component
.Table5pr
esent
stheweightsf
orthecoreandtracks
ubjects
.

Tabl
e5.
 
Wei
ghtoft
heComponent
sforSHS

St
ep4:Thes
um oft
heWei
ght
edScor
esi
neachcomponenti
stheI
nit
ial
Grade.

Thi
sIni
ti
alGr
adewi
l
lbet
rans
mut
edus
ingt
hegi
vent
rans
mut
ati
ont
abl
etogett
heQuar
ter
lyGr
ade
(QG)
.

READ:
 201
9DepEdTr
ans
mut
ati
onTabl
e

St
ep5:TheQuar
ter
lyGr
adef
oreachl
ear
ningar
eai
swr
it
teni
nther
epor
tcar
doft
hes
tudent
.

Forabetterunder st
andingofhowtorecordthesummat i
veassess
ment s
,Tabl
e6pr es
entsa
sampleclassrecordshowingthreel
earnersf
orthefi
rstquar
terofGrade4Engl
ish.Onthebasisof
thi
sclas
sr ecord,Table7pres
entsastep-by-
steppr
ocessonhowt ocomputefortheQuarter
ly
Grade.

Tabl
e6.
 
Sampl
eCl
assRecor
dforEngl
i
shGr
ade4(
Fir
stQuar
ter
)
As
ses
smentofLear
ning1

Tabl
e7.
 
Stepsf
orComput
ingGr
ades

St
epsf
orComput
ingGr
ades

1.Getthetotal s
coref oreachcomponent.
2.Divi
dethet otalraws corebythehighestposs
iblescorethenmul t
ipl
ythequotientby1
00%.
3.ConvertPercentageScor estoWeightedScores.Multi
plythePercentageScorebythewei
ght
ofthecomponenti ndicatedi
nTable4andTabl e5.
4.AddtheWei ghtedScor esofeachcomponent.Ther es
ultwillbetheIni
ti
alGrade.
5.Transmutet heInit
ialGradeusingt
heTrans mutati
onTabl e.
As
ses
smentofLear
ning1
As
ses
smentofLear
ning1

ForMAPEH,i
ndivi
dualgr
adesaregi
ventoeacharea,
namely,Musi
c,Art
s,Phys
ical
Educati
on,
andHealth.
Thequart
erl
ygradeforMAPEHist
heaverageofthequart
erl
ygradesint
hefourareas.

Howar
egr
adescomput
edatt
heendoft
hes
chool
year
?

ForKi
nder
gar
ten

Ther
earenonumeri
cal
gradesinKi
nder
garten.Descr
ipti
onsofthelear
ners’
progres
sinthe
var
iousl
earni
ngar
easar
erepres
entedusi
ngcheckli
stsandstudentport
fol
ios
.Thesearepres
ented
As
ses
smentofLear
ning1
tothepar
entsattheendofeachquar
terf
ordi
scus
sion.
Addi
ti
onal
gui
del
i
nesont
heKi
nder
gar
ten
progr
am wil
lbeis
s ued.

ForGr
ades1
-10

Theaver
ageoft
heQuar
ter
lyGr
ades(
QG)pr
oducest
heFi
nal
Grade.

TheGener
alAver
ageiscomputedbydivi
dingthesum ofal
lfi
nal
gradesbyt
het
otal
number
ofl
ear
ningar
eas
.Eachl
ear
ningareahasequalweight.

TheFi
nalGr
adei
neachlear
ningareaandtheGeneralAveragearereport
edaswhole
numbers.
Tabl
e8showsanexampleoftheFi
nalGradesofthedif
ferentl
earni
ngareasandGener
al
Aver
ageofaGrade4st
udent
.

Tabl
e8.
 
Final
GradesandGener
alAver
age
As
ses
smentofLear
ning1
ForGr
ades1
1and1
2

Thetwoquar
tersdet
erminetheFi
nalGr
adeinasemes
ter.
Tabl
e9s howsanexampl
einGr
ade1
1,
seconds
emesterf
ortheAccount
ing,
Busi
nes
s,andManagement(
ABM)s t
rand.

Tabl
e9.
 
Grade1
1,2ndSemes
terofABMs
trand

Howi
sthel
ear
ner
’spr
ogr
essr
epor
ted?

Thesummar yoflearnerpr
ogressi
ss hownquar ter
lytoparent
sandguar
diansthrougha
par
ent-t
eacherc
onference,inwhichthereportcardisdis
cussed.
Thegradi
ngscale,
withits
cor
res
pondingdescri
ptors,
areinTable10.Remar ksaregivenatt
heendofthegradelevel.

Tabl
e10.
 
Des
cri
ptor
s,Gr
adi
ngScal
e,andRemar
ks
As
ses
smentofLear
ning1
Usingthes amplecl
assr
ecordinTable6, LEARNERArecei
vedanI ni
tialGr
adeof84.86i
nEngl i
shfor
theFirstQuart
er,whi
ch,whentransmutedt oagradeof90,i
sequivalenttoOutst
andi
ng.LEARNER
Breceivedat r
ansmutedgradeof88, whichisequi
val
enttoVerySatisf
actor
y.LEARNERCr ecei
ved
agr adeof71,whichmeansthatthelearnerDidNotMeetExpectati
onsintheFir
stQuar
terofGrade
4Engl i
sh.

Whenal earner’
sraws coresareconsis
tentl
ybelowex pectati
onsi
nWr it
tenWor kandPer f
ormance
Tasks,t
hel earner’
sparentsorguardiansmus tbeinf
ormednotl atert
hanthefifthweekoft hat
quarter
.Thiswi l
lenablethem tohelpandgui dethei
rchil
dt oi
mproveandpr epar efortheQuar t
erl
y
Assessment .Alearnerwhor ecei
vesagr adebelow75i nanys ubj
ecti
naquar termus tbegi ven
i
nterventionthroughremedi ati
onandex tr
alessonsf
rom theteacher/
softhats ubject
.

Howar
elear
ner
spr
omot
edorr
etai
nedatt
heendoft
hes
chool
year
?

Thi
ssect
ionpr
ovi
desthebasesforpromot
ingalear
nert
othenextgradel
evel
orfor
r
etai
ningalear
neri
nthesamegradelevel.
Thesedeci
si
onsmustbeappl
iedbasedonevi
denceand
j
udic
iousl
y.

AFi
nalGr
adeof75orhi
gherinal
ll
ear
ningar
easal
lowst
hest
udentt
obepromotedtothe
nex
tgr
adel
evel
.Tabl
e11s
peci
fi
esthegui
del
i
nestobefol
l
owedforl
ear
nerpromot
ionandr
etent
ion.

Tabl
e11
. 
Lear
nerPr
omot
ionandRet
ent
ion

ForGr
ades1t
o3Lear
ner
sPr
omot
ionandRet
ent
ion

Requi
rement
s Deci
si
on

Fi
nalGradeofatl
eas
t75i
nal
l
Pr
omot
edt
othenex
tgr
adel
evel
l
earni
ngareas

DidNotMeetEx
pectat
ionsi
n Mustpassr
emedialcl
ass
esforlearni
ngareaswit
hfail
i
ngmar k
notmoret
hantwolearni
ng t
obepr omotedtot
henextgradelevel.
Otherwi
sethelear
neri
s
areas r
etai
nedinthesamegradelevel.

DidNotMeetExpectat
ionsin
Ret
ainedi
nthes
amegr
adel
evel
thr
eeormorelearni
ngar eas

ForGr
ades4t
o10Lear
ner
sPr
omot
ionandRet
ent
ion

Requi
rement
s Deci
si
on
As
ses
smentofLear
ning1
Fi
nalGradeofatl
eas
t75i
nal
l
Pr
omot
edt
othenex
tgr
adel
evel
l
earni
ngareas

DidNotMeetEx
pectat
ionsi
n Mustpassr
emedialcl
ass
esforlearni
ngareaswit
hfail
i
ngmar k
notmoret
hantwolearni
ng t
obepr omotedtot
henextgradelevel.
Otherwi
sethelear
neri
s
areas r
etai
nedinthesamegradelevel.

DidNotMeetExpectat
ionsin
Ret
ainedi
nthes
amegr
adel
evel
thr
eeormorelearni
ngar eas

Ear
ntheEl
ement
aryCer
ti
fi
cat
e
Mus
tpassalll
ear
ningar
easi
n
t
heElement
ary
Pr
omot
edt
oJuni
orHi
ghSchool

Ear
ntheJ
uni
orHi
ghSchool
Cer
ti
fi
cat
e
Mus
tpassal
ll
ear
ningareasi
n
t
heJuni
orHi
ghSchool
Pr
omot
edt
oSeni
orHi
ghSchool

ForGr
ades1
1to1
2Lear
ner
sPr
omot
ionandRet
ent
ion

Requi
rement
s Deci
si
on

Fi
nalGradeofatl
east75i
nall
Canpr
oceedt
othenex
tsemes
ter
l
earni
ngareasinasemest
er

Di
dnotMeetExpectat
ionsina Mustpassremedi
alcl
assesf
orfai
ledcompet
enci
esinthe
pr
erequi
si
tes
ubjecti
nal ear
ning subj
ectbef
orebei
ngallowedtoenrol
li
nthehi
gher-
level
ar
ea subj
ect

Mus tpassremedi al
class
esforfai
l
edcompet enci
esint he
DidNotMeetExpectati
onsi
nany
subject
sorlearningareastobeallowedtoenroll
inthenex t
subj
ectorl
earni
ngar eaatt
he
semes t
er.Otherwisethelear
nermus tr
etakethesubjects
endofthesemester
f
ailed.

Mustpas
sallsubj
ect
sorlear
ning
Ear
ntheSeni
orHi
ghSchool
Cer
ti
fi
cat
e
ar
easinSeni
orHighSchool

ForGr
ades1
-10,
alear
nerwhoDi
dNotMeetEx
pect
ati
onsi
natmos
ttwol
ear
ningar
easmus
t
As
ses
smentofLear
ning1
takeremedi al
clas s
es. 
Remedialclass
es  
ar econductedaf tertheFi
nalGradeshavebeencomput ed.
Thelearnermus tpasstheremedialclassestobepr omot edt othenextgr adelevel
. However,
teachersshouldens urethatl
earnersreceiver emediat
ionwhent heyear nraws coreswhichare
consist
entlybelowex pectati
onsinWr it
tenWor kandPer formanceTas ksbyt hefif
thweekofany
quarter.Thi
swill pr
eventas t
udentfrom f ail
i
ngi nanylearningareaatt heendoft heyear .

ForGrade1 1-12,l
earnerswhof ai
launit/setofcompet enciesmus tbeimmedi atelygiven
remedialclasses.Theys houldpas sthesummat iveas s
essment sduri
ngr emediationtoavoida
fai
li
nggr adeinal ear ni
ngar ea/subj
ect.Thiswil
l preventstudentsfr
om havingbacks ubjectsi
n
SeniorHighSchool (SHS) .
However ,
ifthelearners ti
l
lfail
sremedialclas
s es
,s /
hemus tretakethe
subject
/sfail
eddur ingthes ummerorasabacks ubj
ect.Guidanceteachers/careeradvoc at
esmust
providesuppor tt
ot heSHSs tudentforhis/
herchoi cesin 
SHSt racks
.

Summat iveAs sessment

sar ealsogivenduring 
remedi
alclass
es .Thesear erecor
ded,
comput ed,weighted,andt r
ansmut edinthesamewayast heQuar t
erlyGr ade.Theequivalentof
theFinal Gr
adef orremedialcl
assesistheRemedi alCl
assMark(RCM) .TheFi nalGradeattheend
ofthes choolyearandt heRemedi alClassMarkareaveraged.Thisr
es ult
sint heRecomputedFi nal
Grade.IftheRecomput edFi
nalGradei s75orhigher,t
hestudentispromot edt othenextgrade
l
evel.However ,studentswil
lberetainedinthegradeleveli
fthei
rRecomput edFi nalGr
adeisbel ow
75.

Theteacheroftheremedi
alcl
assiss
uestheCer
ti
fi
cateofRecomputedFinal
Grade,whi
chis
not
edbytheschoolpri
nci
pal.
Thi
sissubmittedt
othedi
vis
ionoff
iceandmustbeat t
achedtobot
h
For
m137andSchool For
m Number5.Figur
e1belowshowsas amplecer
ti
fi
cate.

Fi
gur
e1.
 
Sampl
eCer
ti
fi
cat
eofRecomput
edFi
nal
Grade
As
ses
smentofLear
ning1

Thelearnercanenrolli
nthenextgradelevel
forGr
ades1-
10andinthenexts
emes terf
or
Grades11
-12uponpr es
entati
onoftheCertif
icat
eofRecomput
edFinal
Grade.Thi
scert
if
icatecanbe
veri
fi
edinthedivi
sionoff
icesasneeded.

Howar
etheCor
eVal
uesoft
heFi
l
ipi
nochi
l
dref
lect
edi
ntheRepor
tCar
d?

Thegoal oftheKt o12cur r

icul
um istoholi
sti
call
ydevel opFi
li
pinoswith21st
-centuryski
ll
s.
Thedevelopmentofl ear
ners’cogniti
vecompet enciesandskill
smus tbecompl ementedbyt he
formati
onoftheirval
uesandat ti
tudesanchoredont he Vi
sion,Miss
ion,andCor eValuesofthe
DepartmentofEducat i
on (
DepEdOr derNo.36,s.2013)asshownont henextpage.Non- DepEd
school
smaymodi fyoradaptt heseguideli
nesasappr opri
atet ot
hephi l
osophy,vi
si
on, miss
ion,and
corevaluesoft
heirschools.

VI
SION

Wedream ofFi
li
pinoswhopassi
onatel
ylovet
heircountr
yandwhoseval
uesandcompet
enci
es
enabl
ethem t
orealizet
hei
rful
lpot
enti
alandcontri
butemeani
ngf
ull
ytobui
ldi
ngt
henati
on.

Asalearner
-cent
eredpublici
nst
it
uti
on,
theDepar
tmentofEducat
ioncont
inuous
lyi
mpr
ovesi
tsel
f
tobet
terser
veitsstakehol
der
s.

MI
SSI
ON

Toprot
ectandpromotether
ightofever
yFi
l
ipi
not
oqual
i
ty,
equi
tabl
e,cul
tur
ebas
ed,
andcompl
ete
bas
iceducati
onwhere:
As
ses
smentofLear
ning1
 Studentslear
ninachi l
d-fri
endly,
gender-
sensi
ti
ve,safe,andmot
ivat
ingenvi
ronment
 Teachersfaci
li
tatel
earningandc onstant
lynur
tureeverylear
ner
 Admi ni
str
atorsandstaff
, asstewardsoft
heinsti
tut
ion,ensur
eanenabli
ngandsupport
ive
envi
ronmentf
oref
fect
ivel
ear
ningt
ohappe
 Fami
l
y,communi
ty,
andot
hers
takehol
der
sar
eact
ivel
yengagedands
har
eres
pons
ibi
l
ityf
or
devel
opi
ngl
i
fe-
longl
ear
ner
s
COREVALUES

Maka-Di
yos
Makatao
Makakal
ikas
an
Makabansa

TheCoreVal
ueshavebeentransl
atedi
ntobehavi
ors
tat
ement
s.I
naddi
ti
on,
indi
cat
orshavebeen
for
mulat
edforeachbehavi
orstat
ement.Thes
earepr
esent
edi
nTabl
e12.

Tabl
e12.
 
Des
cri
ptor
sandI
ndi
cat
orsofObs
ervedVal
ues

Cor
eVal
ues Behavi
orSt
atement
s I
ndi
cat
ors

Engagesoneselfi
nwor
thwhi
l
e
spi
ri
tualact
ivi
ti
es

Res
pect
ssacr
edpl
aces
Express
esone’
sspi
ri
tualbeli
efswhi
le
Maka-
Diyos
respect
ingt
hespi
ri
tualbel
iefsofot
hers Res
pect
srel
i
giousbel
i
efsofot
her
s

Demonstr
atescuri
osi
tyand
wil
li
ngnes
stolearnaboutot
herways
toexpr
essspi
ri
tuall
if
e
As
ses
smentofLear
ning1
Tel
l
sthet
rut
h

Retur
nsbor
rowedt
hingsi
ngood
condi
ti
on

Demons
trat
esi
ntel
l
ect
ual
hones
ty
Showsadherencetoet
hical
pri
nci
ples
Ex
pect
shones
tyf
rom ot
her
s
byuphol
dingtrut
h
As
pir
est
obef
airandki
ndt
oal
l

I
dent
if
iesper
sonal
bias
es

Recogni
zesandr
espect
sone’
s
feel
i
ngsandthos
eofother
s

Showsr
espectf
oral
l

Wai
tsf
orone’
stur
n

Takesgoodcar
eofbor
rowedt
hings

Viewsmis
takesasl
ear
ning
opport
uni
ti
es
I
ssensi
ti
vetoindi
vidual
,soci
al,
and
Makat
ao Upholdsandrespect
sthedi
gni
tyand
cul
tur
aldi
ff
erences
equal
ityofal
lincl
udi
ngthos
ewith
speci
alneeds

Volunt
eer
stoas
sis
tot
her
sint
imesof
need

Recogni
zesandr es
pectspeopl
efr
om
dif
fer
enteconomic,soci
al,
and
cul
tural
backgrounds

Cooper
atesdur
ingact
ivi
ti
es

Demonstr
atescont
ri
but
ionst
owar
d
Recognizesandaccept
sthe
sol
i
dari
ty
contr
ibuti
onofotherst
owardagoal

Cons
ider
sdi
ver
sevi
ews
As
ses
smentofLear
ning1

Communi
cat
esr
espect
ful
l
y

Acceptsdef
eatandcel
ebr
atesot
her
s’
succes
s

Enabl
esot
her
stos
ucceed

Speaksoutagai
nstandpr
event
s
bul
lyi
ng

Showsacari
ngat
ti
tudet
owar
dthe
envi
ronment

Pr
act
iceswas
temanagement

Cons
ervesener
gyandr
esour
ces
Caresfortheenvi
ronmentandutil
i
zes
Makakal
i
kas
a
resour
ceswisel
y,j
udici
ousl
y,and
n Takescareofs
choolmater
ial
s,
economicall
y
faci
l
iti
es,
andequipment

Keepsworkar
eai
nor
derdur
ingand
aft
erwork

Keepsone’
swor
kneatandor
der
ly

I
dent
if
iesones
elfasaFi
l
ipi
no

Res
pect
sthef
lagandnat
ional
ant
hem

Takespridei
ndiverseFil
ipi
nocult
ural
Demons t
rat
espr i
deinbeingaFil
ipi
no; expres
sions,
pract
ices,andtradi
ti
ons
Makabans
a exer
cis
estherightsandrespons
ibil
i
ties
ofaFil
ipi
nocit
izen Promotest
heappreci
ationand
enhancementofFi
li
pinolanguages

Abi
desbytherul
esofthes
chool
,
communi
ty,andcount
ry

Enabl
esot
her
stodevel
opinter
est
andpri
dei
nbeingaFil
i
pino
As
ses
smentofLear
ning1
Managest
imeandper s
onal
r
esour
ceseff
ici
ent
lyandeff
ect
ivel
y
Demonst
rat
esappr opr
iat
ebehaviorin
Per
severestoachi
evegoal
sdes
pit
e
car
ryi
ngoutacti
vit
iesi
ntheschool,
di
ff
icul
tcir
cumstances
communi
ty,andcountry
Conduct
sones el
fappr
opr
iat
elyi
n
var
ioussi
tuat
ions

School
smaycr af
tadditi
onali
ndi c
atorsforthebehavi
orstatement s
.Schoolsmus tens
ure
thatt
hesearechil
d-centered,
gender -
fai
r,andage-andcul t
ure-
appr opri
ate.Tosuppor tthe
devel
opmentofthes eCoreValues,schoolsmus tmakesurethattheirhomer oom guidance
progr
am promotesthem. Addit
ional
oppor tuni
ti
esmaybei ntegratedintoclassdi
s cussi
onsinal
l
l
earni
ngareas.

Anon-numericalrat
ingscal
ewillbeusedtoreportonlear
ner
s’behaviordemons t
rat
ingthe
Cor
eValues.TheClassAdviserandotherteacher
sshallagr
eeonhowt oconductt hese
obs
ervat
ions.Theywill
alsodiscus
showeachchi l
dwi l
lberated.
Tabl
e1 3presentsthemarksthat
mustbeused.

Tabl
e13.
 
Mar
kingf
ort
heObs
ervedVal
ues

Mar
king Non-
Numer
ical
Rat
ing

AO Al
waysObs
erved

SO Somet
imesObs
erved

RO Rar
elyObs
erved

NO NotObs
erved

Learnerswhodemonstratebehavior
sthatarenotconsist
entwi thordonotrefl
ectthecore
valuesmayneedaddi ti
onalpsychosoci
alsupportf
rom t
hes chool.
Thecl assadvi
sershoul
ddiscuss
theseobservationswi
ththeparents
/guardi
anstopromotethechi l
d’saffect
ivedevel
opment.
Furtherprobingmaybeneededt obetterunders
tandthelearner’
ssituati
onandcontext.

Howi
sat
tendancer
epor
ted?

I
tisi
mpor
tantf
orl
ear
ner
stobei
nschool
ever
yday.
 
Lear
ner
s’cl
assat
tendance 
shal
lbe
As
ses
smentofLear
ning1
recor
dedbyt
eacher
sdai
l
y.Att
heendofeachquar
ter
,theat
tendancei
sref
lect
edi
nther
epor
t
card.

Thenumberofs chooldaysineachmonthispresent
ed,whichisbasedont heschool
cal
endarforagivenschoolyear.
Thenumberofdayst hateachlear
nerispresentandabsenti
s
i
ndicat
ed.Recordi
ngofattendanceisdonefr
om Kinder
gartentoGrade12.Table14showshow
att
endanceisrecor
dedatt heendoftheschool
year.

Tabl
e14.
 
Att
endanceRecor
datt
heEndoft
heSchool
Year

Alearnerwhoi ncursabs
encesofmor ethan20%oft heprescri
bednumberofcl assor
l
aboratoryperiodsdur i
ngtheschool yearorsemesters houldbegi venaf ail
i
nggradeandnotear n
credi
tsforthelearningareaorsubject.Furt
hermore,thes choolheadmay, athis
/herdiscreti
onand
i
nt heindi
vidualcas e,
exemptal earnerwhoex ceedst he20%l i
mi tforreasonsconsi
der edvalidand
acceptabletothes chool.
Thediscreti
onaryauthori
tyisves tedi
nt hes choolhead,andmaynotbe
avail
edofbyas tudentorgrantedbyaf acul
tymemberwi t
houtt hecons entoft
hes chool head.

Suchdi s
c r
etions hallnotex cus ethelearnerfrom t heres ponsi
bili
tyofkeepi ngupwi thlessons
andt akingassessment s.Whenabs encescannotbeavoi ded,thes choolmus tgivethelearner
alt
ernativemet hodsandmat er
ialst hatcorres
pondt othet opics/compet enci
est hatwereorwi l
lbe
missed.Thes eincl
udemodul esandmat eri
alsfortheAl ternativeDeliveryMode, and/or 
Alternative
LearningSys t
em  aswel last hoset hatar efoundont he 
Lear ningRes ourcesManagementand
DevelopmentSys tem (LRMDS) .
Whens tudentss uccessfull
yaccompl i
sht helearningacti
vit
ies
thr
ought hesemat eri
als,theys hallbeex empted. However ,
ther eportcar dshouldsti
ll
refl
ectt he
numberofabs ences .
Par entsofl ear nerswhoar eaccumul atingmanyabs encesmus tbe
i
mmedi atelyi
nformedt hroughameet i
ngtodi scusshowt opr eventfurtherabsences.

Habitualtardi
ness,
especial
lyduri
ngthefir
stperi
odi
nt hemor
ningandint
heaf t
ernoon,
is
di
scouraged.Teachersshall
inf
ormt heparent
s/guar
dianst
hroughameeti
ngifalear
nerhas
i
ncurr
ed5cons ecuti
vedaysoftardines
s.
As
ses
smentofLear
ning1
Towhom i
scl
ass
room as
ses
smentr
epor
ted?

Classroom as ses
sment ser
vest ohelpteachersandparent
sunderst
andthelear
ners’
progressoncur r i
culum st
andards.Theresult
sofas s
essmentarerepor
tedtot
hechild,
thechil
d’s
remedial cl
asst eacher,i
fany,andt heteacherofthenextgradel
evel,
aswellast
hechi l
d’s
parents/
guar dians .

Li
stofSummat
iveAs
ses
smentTool
s

Bel
owistheli
stofsamplesummativeas
sess
menttool
sperl
ear
ningar
ea.
Teacher
smayus
e
ot
herappropr
iat
etoolsspeci
fi
ctotheas
sessmentt
ask.
As
ses
smentofLear
ning1
As
ses
smentofLear
ning1
As
ses
smentofLear
ning1

DepEdTr
ans
mut
ati
onTabl
e
As
ses
smentofLear
ning1

Al
ter
nat
iveGr
adi
ngSys
tems
Pas s-Fail
Sys t
ems .
Othercoll
egesanduni vers
iti
es,facult
ies,s
chool
s,andinsti
tuti
onsus e
pass-
fail
gr adingsystemsinthePhili
ppines,especial
lywhent hestudentworktobeeval uat
edi s
hi
ghlysubjective(asinthefi
neartsandmus ic)
,therear enogener all
yacceptedst
andar d
gradati
ons( aswi t
hindependentstudies),
orthecr i
ti
cal r
equirementismeetingasinglesati
sfactor
y
st
andard( asins omepr of
essi
onalexami nati
onsandpr acti
cum) .
Non- Gr adedEval uat i
ons .Whi lenotyetpr act i
sedi nPhi l
ippi
nes chool s,andi ns t
it
utions,non-
gradedeval uati
onsdonotas signnumer icorl ettergr adesasamat t erofpol icy. Thispracticeis
usuallybas edonabel i
eft hatgr adesi ntroduceani nappr opriateanddi stractingel ementof
compet it
ioni ntothel earningpr oces s,ort hattheyar enotasmeani ngf ulasmeas uresof
i
nt ell
ectual growt handdevel opmentasar ecar efullycr aftedf acult
yeval uat i
ons .Manyf aculty,
school s,andi nsti
tut i
onst hatf ollowano- gradepol icywi l
l,i
fr equested, producegr adesorconver t
theirstudenteval uat i
onsi ntof ormul aeaccept ablet oaut horiti
eswhor equiret raditi
onal meas ur es
ofper formance.
Thepr ocessofdeci dingonagr adings ys tem isaver ycompl exone. Thepr oblemsf acedby
ani nstructorwhot r i
estodes i
gnas ys tem thatwi l
l beaccur at eandf airar ecommont oany
managerat tempt ingt oeval uat et hosef orwhom heors hei srespons i
bl e.Thepr oblemsoft eac hers
ands t
udent swi t
hr egardt ogradi ngar eal mos tident ical tothos eofadmi ni s
trator sandf aculty
withr egar dt oeval uati
onf orpr omot ionandt enur e. Theneedf orcompl etenes sandobj ectivi
tyf el
t
byt eacher sandadmi nistratorsmus tbebal ancedagai ns ttheneedf orf airnessandcl arit
yf el
tby
student sandf acultyinthei rres pectives ituations .Thef actt hatt hef acul t
ymemberf i
ndshi ms elfor
her s
elfinbot hthepos i
ti
onofeval uat orandeval uat eds houl dhel ptomakehi m orhermor e
thought fulaboutt heneedsofeachpos i
ti
on.
As
ses
smentofLear
ning1

Eval
uati
ng
Mysel
f
MULTI
PLECHOI
CE
Dir
ecti
ons:Readeachques
tion.
Choos
ethel
ett
eroft
hecor
rectans
werandwr
it
eyourans
weron
thespaceprovi
ded.
1.Twocommonwayst os cor eas ses sment sare:
A.Nor m- ref er encedandcr iterion- ref erenced
B.Nor m- ref er encedandnon- nor mr ef erenced
C.Cr iterion- ref erencedandobvi ous -r eferenced
D.Ps ychol ogi cal l
yandphys ical lyr efer enced 1. _
__
__
2. Towhatex tentwer et heobj ect ivesoft hecour semet ?Thi sisthe
concer noft hepr oces sof _
_______eval uat i
on.
A.Aut hent ic
B.Cr iterion- ref erenced
C.For mat ive
D.Nor m-Ref er enced 2._
___
_
3.Othert hanf indi ngouthowwel l thecour seobject i
veswer emet ,TeacherKal so
Want st oknowhi ss tudent s
’ per for mancewhencompar edwi thot herstudent sin
Thecl as s.Whati sTeacherKi nt eres tedt odo?
A.Aut hent icEval uat ion
B.Cr iterion-Ref er enceEval uat ion
C.For mat iveEval uat i
on
D.Nor m-Ref er encedEval uat ion 3. _
___
_
4.Acr i
terion- ref erencedt es tisdes i
gnedt odetermi newhet herornot
as t
udenthas _ __
_.
A.Per formedwel linawi decont entcover age
B.Per formedhi ghert hant heot hermember sofagr oup
C.Reachedaper formancel evel onas peci f
icskil
l 4.
___
__
5.Teachi ngbyobj ect ivel ogi callygoeshandi nhandwi t
hwhi cht ypeofeval uation?
A.Cr iterion- ref erenced
B.Nor m- ref er enced
C.Nor m- ref er encedands tandar dized
D.St andar di zed 5.___
__
6.Thedeci si
ont of ollowacr iter i
on- refer enc edorient at
ionininterpreti
ngt es
t
s
coreswi llcommuni cate_________
_ _
_.
A.Homuchoft het estcont entt hechi l
dr enwer eabl etohandl e
B.Hows pr eadofs cor esinacl as s
C.Ther anki ngoft hes tudent si nas ect i
on
D.Theoveral lper for manceofapar ticularclas s 6.
__
__
_
7.Thef f
. aref inal gradesar eobt ainedi nacl assofGr adeVIIpupi ls
:
80,81,
82, 83, 84, 82, 81 ,
79, 77,88, 89, 90,91 ,78,79,82,91,92,
90
As
ses
smentofLear
ning1
88,
85,
88,
87,
85,
83,
82,
80,
79,
77,
76,
77,
78,
83,
89,
91,
90,
83,
88,
86,
83,
80

a.Us inganor m-referencedgr adingwithas even-poi

ntscale,determi
nethescores
t
hatwoul dgetaf ail
ingmar k. Whatisyourimpr ess
ionont hi
spoint?
b.Us inganor m-referencedgr adingwi t
han8- pointgradi
ngs caledeter
minethe
s
cor esthatwoul dgetaf aili
ngmar k.
Compar ethiswiththepr evi
ousgradi
ng
s
ys tem above.
8.Computethegr adeofas t
udent sin:
A.Grade9Engl i
shwi ththef f.raws cores
Writ
tenwor k=80outof1 00
Perf
ormancet ask=60outof1 00
Scor
ei nQuar terl
yTes t=50outof1 00
B.Grade11s tudentsinIntroduct i
ont othePhi l
osophyoft heHumanPer son,acores
ubject
onSHSwi ththef oll
owingr aws cores:
Writ
tenwor k=30outof50
Perf
ormancet ask=42outof60
Quartelytest=28out40