Assessment of Learning 2 Module 3 5

GRACE MISSION COLLEGE
Catiningan, Socorro, Oriental Mindoro
__________________________
Assessment of Learning 2 1 | P a g e
Week 11-15
If you have inquiries/clarifications about this module, chat me on my messenger: Jomar S. Mendros
ASSESSMENT OF LEARNING 2
CHAPTER 5 . GRADING AND REPORTING SYSTEM
What Do You Expect to Learn?

At the end of this Module, you should be able to:
 identify the different components of grading in elementary and secondary levels;
 discuss the different reasons why grading is a difficult task for teachers;
 identify the different functions of grading and reporting;
 give the advantages and disadvantages of the different types of reporting grades;
 differentiate norm-referenced grading and criterion-referenced grading;
 identify the different guidelines in grading elementary and secondary students;
 identify the different guidelines for effective and fair grading; and
 determine the different components of grading achievements of students.
INTRODUCTION
Grading is one of the many activities of a classroom teacher to professionally judge the achievements of the students.
This involves the collection and evaluation of proofs regarding the performance or achievement of the learners within a
specified period of time. Through this process, different types of descriptive information and ways of measuring the
performance of the students that summarize their accomplishments are converted to grades or marks.
Grading and reporting the progress of the students are two of the most difficult tasks of teachers because there are so
many factors and decisions to be considered. In this module, we shall consider the different methods of grading, the different
purposes of grading, symbols used in reporting grades, and guidelines for effective and fair grading.
Grading is the process of judging the quality of the performance of a student. The reasons why teachers find grading
demanding are: (1) they have insufficient, formal instruction in grading; (2) they have to make judgment based on incomplete
evidence; (3) they have conflicting classroom roles; and (4) there is no single universally accepted grading system.
Grade is a symbol used to represent the achievement or progress of a student.
PURPOSES OF GRADING AND REPORTING SYSTEMS

Grading and reporting systems serve many purposes, but no single method serves all the purposes well. They are used to:
communicate the achievement of the students; provide students information to improve their self-evaluation; provide incentives
for students to learn; select or group students for a certain educational path or progress; evaluate the effectiveness of the
program; inform the teacher about what students have and have not learned; and motivate and encourage good work by students.
Different schools have different grading and reporting systems. They are designed to serve many purposes in the
educational system. Linn (2009) provided the following purposes of grading and reporting systems.
1. Instructional Uses
2. Reports to Parents/Guardians
3. Administrative and Guidance Uses
TYPES OF GRADING SYSTEM

Another most important function of a classroom teacher is to assign grade to the students. What shall be the basis that the
teacher will use to assign grades? It is very important for a classroom teacher to discuss to the students and their parents the type
of grading system he will utilize at the beginning of the term or school year.
In this section, we shall discuss the general approaches of assigning grades. This approach will depend on the grading
system of any educational institution, most especially in the tertiary level. There are two most common types of grading system
used at different colleges and universities in the Philippines. These are the norm-referenced grading system and the criterion-
referenced grading system.
NORM-REFERENCED GRADING SYSTEM
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In using norm-referenced grading system, a student performance is evaluated relative to the performance of other
students within the group. The performance of a student will depend on to the performance of other students in the class. This
grading system is also known as “grading on the curve.” The teacher will be the one to set how many percent of the students
in the class assigned each grade if it is not stated in the grading policy of the institution, otherwise, follow what is stated in the
grading policy. Percentile rank and stanines are some examples of norm-referenced grading
Advantages
1. It is very easy to use.
2. It works well for the courses with retention policies and it limits only few students to advance to the next level of the course.
3. It is useful if the focus is the individual achievement of the students.
4. It is appropriate to a large group of students, that is, more than 40.
5. It does not encourage cooperation among the students.
6. The teacher easily identifies learning criteria the percentage of students who received highest grade or lowest grade.
Disadvantages
1. The performance of a student is not only determined by his achievement, but also the achievement of the other students.
2. It promotes competition among the students rather than cooperation.
3. It cannot be used when the class size is smaller than 40.
4. Not all students can pass the given subject or course.
CRITERION-REFERENCED GRADING SYSTEM

In this type of grading system, the student performance is evaluated against a certain criteria or standard. The student
must get a grade higher than or equal to a given standard to pass a certain test. For example, the students must spell 90% of 50
words correctly to pass the spelling test. The criteria or standard is absolute in this grading system and it is also possible that all
students may receive the highest possible grade or all of them may pass the said test, subject, or course. It is also possible that
all students may receive a failing grade if they will not reach the standard set by the teacher.
Advantages
1. The performance of the students will not be affected by the performance of the whole class.
2. It promotes cooperation among the students.
3. All students may pass the subject or course when they meet the standard set by the teacher.
Disadvantages
1. It is difficult to set a reasonable standard if it is not stated in the grading policies of the institution.
2. All students may not pass the subject or course when they do not meet the standard set by the teacher or the institution.
TYPES OF REPORTING SYTEM

There a no single way of reporting the level of achievement of the students. Different colleges and universities utilize
different symbols to describe and report the level of performance in achievement of their students. This will depend on the
grading policies of the said institution. These can be numbers, percentages, letter grade equivalents, and descriptions. The
succeeding table presents an example of reporting grades for tertiary level.
Percentages Numbers Letters Descriptions
98 – 100 1.00 A+ Outstanding/Excellent
95 – 97 1.25 A Outstanding/Excellent
92 – 94 1.50 A- Very Good
89 – 91 1.75 B+ Very Good
86 – 88 2.00 B Good
83 – 85 2.25 B- Good
80 – 82 2.50 C+ Fair
77 – 79 2.75 C+ Fair
75 – 76 3.00 C- Passed
Below 75 5.00 D Failed
GRADING SYSTEM OF PUBLIC ELEMENTARY AND SECONDARY SCHOOLS

In case of Basic Education, the grading system being used is based on DepEd Order Number 33, series 2004, replacing
the DECS Order No. 70, series 1998. This grading system of DepEd is about giving grades that are mainly based on the
students’ performance. The features of the new grading system are the following:
1. The lowest grade or the minimum performance standard for the students in public elementary and secondary schools is set at
75%. The lowest failing grade that may appear in the report card is set at 65%.
2. The same standard shall apply to students in the Bridge Program.
3. In assessing the learning outcomes, the construction of test items consists of basic terms (factual information) 60%,
moderately difficult or more advanced questions 30%, and higher order thinking skills (items for distinguishing honor students)
10%. Questions in each category should have different weights. Test and non-test items should cover only materials actually
taken up in the class.
4. Grading system by subject shall follow the guidelines in Enclosure 1 and Enclosure 2 of DepEd Order 33, series 2004. 5.
Transmutation tables shall not be used in the computation of grades. Test scores shall be recorded as raw scores, totaled at the
end of each grading period, and then computed as percentage [(student's score highest possible score) x 100%]. This is also
known as the Table of Equivalence.
6. The final grade shall be determined by averaging the marks for the four quarters. In the case of secondary level, averaging
across quarters shall be by subject only.
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7. Promotion at the secondary level shall be by subject. A student shall be retained in the year level if he/she incurs failures of
three units or more during the regular school year and is unable to make up for the failed subjects during the mm sessions.
Retained students need to repeat only those subjects that they failed.
GUIDELINES FOR RATING ELEMENTARY PUPILS

The guidelines for rating the performance of elementary pupils are based on the Enclosure 1 of DepEd Order No. 33, s.
2004. The percentage distribution of weights for elementary pupils are periodic test (25%) and other measures of achievement
(75%) as shown in the given table below.
Note: The subject MAKABAYAN IV-VI are graded in the Report Card (Form 138) as one subject area. However, each
subject needs individual rating.
Sample Computation for Rating in Math VI

To compute the rating of each student in Math VI class in a grading period, get the average of all the ratings entered in
the class record under each measure of achievement, then multiply the corresponding weight as shown in the table below.
Measures of Weight Average Weight Weighted Average
Achievement
Quizzes 15% 95 x 0.15 14.25
Class Participation 25% 93 x 0.25 23.25
Assignment 5% 88 x 0.05 4.4
Projects 15% 90 x 0.15 13.5
Problem Sets/Activities 15% 94 x 0.15 14.1
Periodic test 25% 95 x 0.25 23.75
Total 100% 93.25%
Hence, the grade of a certain student in Math VI for a grading period is 93.25% or 93%.
GUIDELINES FOR RATING SECONDARY STUDENTS
The guidelines for rating the performance of secondary students are based on the Enclosure 2 of DepEd Order No. 33, s.
2004. The percentage distributions of weight for secondary students are shown in the given table below.
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COMPONENTS OF THE STUDENT’S GRADE
Below are the different components needed for the computation of grades of the students for secondary level in each
subject area from Enclosure 2 DepEd Order No. 33, s. 2004.
1. Periodic test. Summative assessment of student’s learning at the end of the quarter.
2. Quiz. Summative assessment of student’s learning at the end of the lesson; quizzes given for formative purposes are not
considered in the computation of the student’s grade but as basis for making decision whether to proceed to the next lesson or to
reteach.
3. Unit Test. Summative assessment of student’s learning at the end of the unit.
4. Participation/Performance. Student’s involvement in the learning process individually and/or in group; student’s
demonstration of a skill or process (e.g. role play, theatrical performance, music, dance, choral reading, speech delivery,
experiment, etc.)
5. Project/Output. Product of a skill or process (e.g., book report, book/movie review, journal, research, etc.)
6. Assignment. Work usually done outside the classroom in preparation for the next lesson and may involve an application or
extension of student learning
7. Behavior. Observable manifestation of student’s feelings, thoughts, or attitude; grade is reflected in Edukasyon sa
Pagpapahalaga although every subject teacher is expected to contribute to the assessment of the student’s behavior.
METHODS OF COMPUTING FINAL GRADE

There are two common methods of computing the final grade. These are the averaging method and cumulative method.
The computation of the final grade will depend on the grading policy of the school, or colleges and universities. In the case of
public elementary and secondary schools, averaging method is utilized as defined in the DepEd Order No. 33, s. 2004.
Averaging Method. In this method, the weights of the grade in each grading period are equal. The formula is:
�� +�� +�� +��
Final grade =
�
Example: The grade of Benjamin in Mathematics IV is shown below. Find the final grade.
Subject First Grading Second Grading Third Grading Fourth Grading Final Grade
Grade Grade Grade Grade
Mathematics IV 89 92 94 96 92.75
�� +�� +�� +��

Final grade =
�
��+��+��+��
Final grade =
�
��
Final grade =
�
Final grade = 92.75
Cumulative method. In this method, the final grade gives a higher weight on the present grade than the previous grade.
The percentage of the present and previous grades will depend on the policy of the school, most especially in the private schools
as defined by the manual of private schools or as defined in their grading policies.
Example of cumulative method is the sum of 1/3 of the Third Grading grade and 2/3 of the Fourth Grading grade. The formula
is:
Final grade = 1/3 (TGG) + 2/3 (FGG)
Example: The grade of Ryan Christopher in Mathematics IV is distributed in the table below. Compute the final grade using the
cumulative method.
Subject First Grading Second Grading Third Grading Fourth Grading Final Grade
Grade Grade Grade Grade
Mathematics IV 89 92 94 96 95.33
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Final grade = 1/3 (TGG) + 2/3 (FGG)
Final grade = 1/3 (94) + 2/3 (96)
�� 96 � 2
Final grade = +
� 3
Final grade = 31.33 + 64
Final grade = 95.33
GRADING SYSTEM FOR PUPILS/STUDENTS UNDER K-12 CURRICULUM

The grading system for pupils/students in the K-12 Curriculum is based on DepEd Order Number 73, series 2012 known
as the “Guidelines on the Assessment and Rating of Learning Outcomes Under the K to 12 Basic Education Curriculum
Enclosure No. 1”. This is applicable only for pupils/students enrolled in Grade I and Grade VII, beginning in SY 2012-2013.
The assessment of the performance of the learners under K-12 Curriculum shall be holistic, with emphasis on the
formative or developmental purpose of quality, assuring student learning. It is also standards-based for the teacher has to make
sure that he will teach the learners based on the standards given and the students have to meet or even exceed them. In this case,
the students' attainment of the standard is very important in terms of the content and performance of the learners for this is the
evidence of learning.
LEVELS OF ASSESSMENT
Formative assessment will be used to measure the attainment of the learning outcomes as defined in the learning
standards which ensure quality of learning. They shall be the focus of the summative assessments and shall be the basis for
grading at the end of instruction.
There are four levels of learning outcomes: knowledge level which has a percentage weight of 15%; process or skill level
– 25%; understanding(s) level – 30%; and products/ performances level – 30%; with a total of 100 %.
1. Knowledge level refers to the substantive content of the curriculum, the facts and information that the student acquires.
2. Process level refers to the cognitive operations that the student performs on facts and information for the purpose of
constructing meanings or understandings.
3. Understanding level refers to the enduring big ideas, principles, and generalizations inherent to the discipline, which may be
assessed using the facets of understanding or other indicators of understanding which may be specific to the discipline.
4. Products/Performances level refers to real life application of understanding as evidenced by the student's performance of
authentic tasks.
LEVELS OF PROFICIENCY
The performance of the students shall be described in their report card, based on the following levels of proficiency.
1. Beginning (B). The student at this level struggles with his/her understanding, prerequisite and fundamental knowledge and or
skills have not been acquired or developed adequately to aid understanding.
2. Developing (D). The student at this level possesses the minimum knowledge and skills and core understandings, but needs
help throughout the performance of authentic tasks.
3. Approaching Proficiency (AP). The student at this level has developed the fundamental knowledge and skills and core
understanding and, with little guidance from the teacher and/or with some assistance from peers, can transfer these
understandings through authentic performance tasks.
4. Proficient (P). The student at this level has developed the fundamental knowledge and skills and core understandings, and
can transfer them independently through authentic performance tasks.
5. Advanced (A). The student at this level exceeds the core requirements in terms of knowledge, skills, and understandings, and
can transfer them automatically and flexibly through authentic performance tasks.
In order to determine the level of proficiency of the students, numerical value is important. To get it, compute first the
sum of all the results of the student’s performance on the various levels of assessment. After which, the following shall appear
in the report card.
Numerical Value Level of Proficiency
74% and below Beginning (B)
75-79% Developing (D)
80-84% Approaching Proficiency (AP)
85-89% Proficient (P)
90% and above Advanced (A)
Averaging Method
This shall be used in the computation of the final grade. It is the average of the four quarters ratings and is expressed in
terms of proficiency level.
Promotion and Retention

The promotion and retention of students shall be by subject. A student whose proficiency level is Beginning (B) at the
end of each quarter shall be required for a remedial class after class hours so he can catch up on the next grading period. When a
student remains at the proficiency level at the end of the school year, he shall be required to take the summer class.
Week 11-15
GUIDELINES FOR EFFECTIVE AND FAIR GRADING
Miller, Linn & Gronlund (2009) suggested the following guidelines for effective and fair grading and this can be adopted
in the Philippine educational system, most specially in the Higher Education Institutions (HEIS).
1. Describe the grading procedures to the students at the beginning of instruction.
2. Make clear to the students that the course grade will be based on achievement only.
3. Explain how other elements will be reported such as efforts, work habits, and personal-social characteristics.
4. Relate the grading procedures to the intended learning outcomes (instructional goals and objectives).
5. Obtain valid evidence as basis for reporting grades (e.g., tests, assessments, reports, or ratings).
6. Take precautions to prevent cheating on tests and assessments.
7. Return and review all tests and assessment results as soon as possible.
8. Properly weigh the various types of achievement included in the grade.
9. Do not lower an achievement grade for tardiness, weak effort, or misbehavior.
10. Be fair. Avoid bias, and when in doubt, review the pieces of evidence, such as scores in the border line. If still in doubt,
assign the higher grade.
TABLE OF EQUIVALENCE
Table of Equivalence is utilized in the computation of percentage of the scores in each subject. Take note that this is
mandated only for elementary and secondary public schools based on DepEd Order No. 33, s. 2004.
The formula in the computation for table of equivalence is:
��
P =( ��
) � 100%
Where, TS – total score TI – total number of items P – percentage
If the number of items is not found in the table, use the formula to compute the percentage. To facilitate the computation,
you can utilize the excel program.
Example of Table of Equivalence for 50-items, 40-items, 30-items, 20-items, and 10-items
Week 11-15
ALL ABOUT THE NEW K TO 12 GRADING SYSTEM
Under D.O. No. 8, s. 2015 effective school year 2015-2016, the Department of Education or DepEd will follow a new
competency based grading system for K-12 Basic Education Program. Compared to the former Knowledge, Process,
Understanding, and Performances or KPUP grading system, the latest will use fewer grading system components and a new
transmutation table.
All public schools from kindergarten to senior high school must comply. Although not required, DepEd urges private
schools to follow same guidelines. Non-DepEd schools, on the other hand, can adjust their policies in line to their mission and
vision but with the approval of the DepEd Regional Office.
Under this order, all the Written Works, Performance Tasks, and Quarterly Assessment or WW-PT-QA scores of
students from Grades 1 to 12 will be the base of their summative assessment results. These three have specific percentage
weights that vary based on the nature of the learning area.
New Senior High School Grading System Components

o Written Work (WW) – makes sure students can express skills and contents in written form
o Performance Tasks (PT) – lets learners show what they know and can do in diverse ways
o Quarterly Assessment (QA) – measures student learning at the end of the quarter
How to Record and Compute Your Grades Based on K to 12 Grading System

Every grading period, the students must complete one quarterly assessment and several written works and performance
tasks. There’s no required number of WW and PT but these must be spread out over the quarter and used to assess students’
skills after each unit has been taught.
How to Compute for Final Grades and General Average in DepEd K to 12 Grading System
The following are the steps in computing for the Final Grades.
Step 1: Grades from all student work are added up.
This results in the total score for each component, namely Written Work, Performance Tasks, and Quarterly Assessment.
Raw scores from each component have to be converted to a Percentage Score. This is to ensure that values are parallel to each
other.
Week 11-15
Step 2: The sum for each component is converted to the Percentage Score.
To compute the Percentage Score (PS), divide the raw score by the highest possible score then multiply the quotient by 100%.
This is shown below:
��' � ��
Percentage Scores (PS) = ��ℎ��
� 100%
Step 3: Percentage Scores are then converted to Weighted Scores to show the importance of each component in
promoting learning in the different subjects.
To do this, the Percentage Score is multiplied by the weight of the component found in Table 4 for Grades 1 to 10 and
Table 5 for Senior High School. The product is known as the Weighted Score (WS).
Weighted Score (WS) = Percentage Score x Weight of Component
Table 4. Weight of the Components for Grades 1-10
The grading system for Senior High School (SHS) follows a different set of weights for each component. Table 5
presents the weights for the core and track subjects.
Table 5. Weight of the Components for SHS
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Step 4: The sum of the Weighted Scores in each component is the Initial Grade.
This Initial Grade will be transmuted using the given transmutation table to get the Quarterly Grade (QG).
Step 5: The Quarterly Grade for each learning area is written in the report card of the student.
For a better understanding of how to record the summative assessments, Table 6 presents a sample class record showing three
learners for the first quarter of Grade 4 English. On the basis of this class record, Table 7 presents a step-by-step process on how
to compute for the Quarterly Grade.
Tab
le 7. Steps for Computing Grades
Steps for Computing Grades
1. Get the total score for each component.
2. Divide the total raw score by the highest possible score then multiply the quotient by 100%.
3. Convert Percentage Scores to Weighted Scores. Multiply the Percentage Score by the weight of the component
indicated in Table 4 and Table 5.
4. Add the Weighted Scores of each component. The result will be the Initial Grade.
5. Transmute the Initial Grade using the Transmutation Table.
Week 11-15
For MAPEH, individual grades are given to each area, namely, Music, Arts, Physical Education, and Health. The
quarterly grade for MAPEH is the average of the quarterly grades in the four areas.
Week 11-15
GRADING AND REPORTING SYSTEM cont.
What Do You Expect to Learn?

At the end of this Module, you should be able to:
 discuss how grades are computed at the end of the school year for kindergarten, for Grades 1-10 and for Grades
11 & 12;
 explain how the learners’ progress is reported;
 explain how are learners promoted or retained at the end of the school year;
 discuss how are the core values of the Filipino child reflected in the report card;
 explain how attendance is reported; and
 identify as to whom is classroom assessment reported.
HOW ARE GRADES COMPUTED AT THE END OF THE SCHOOL YEAR?
For Kindergarten
There are no numerical grades in Kindergarten. Descriptions of the learners’ progress in the various learning areas are
represented using checklists and student portfolios. These are presented to the parents at the end of each quarter for discussion.
Additional guidelines on the Kindergarten program will be issued.
For Grades 1-10

The average of the Quarterly Grades (QG) produces the Final Grade.
The General Average is computed by dividing the sum of all final grades by the total number of learning areas. Each learning
area has equal weight.
The Final Grade in each learning area and the General Average are reported as whole numbers. Table 8 shows an
example of the Final Grades of the different learning areas and General Average of a Grade 4 student.
Table 8. Final Grades and General Average
For Grades 11 and 12

The two quarters determine the Final Grade in a semester. Table 9 shows an example in Grade 11, second semester for
the Accounting, Business, and Management (ABM) strand.
Table 9. Grade 11, 2nd Semester of ABM strand
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HOW IS THE LEARNER’S PROGRESS REPORTED?
The summary of learner progress is shown quarterly to parents and guardians through a parent-teacher conference, in
which the report card is discussed. The grading scale, with its corresponding descriptors, are in Table 10. Remarks are given at
the end of the grade level.
Table 10. Descriptors, Grading Scale, and Remarks
Using the sample class record in Table 6, LEARNER A received an Initial Grade of 84.86 in English for the First Quarter,
which, when transmuted to a grade of 90, is equivalent to Outstanding. LEARNER B received a transmuted grade of 88, which
is equivalent to Very Satisfactory. LEARNER C received a grade of 71, which means that the learner Did Not Meet
Expectations in the First Quarter of Grade 4 English.
When a learner’s raw scores are consistently below expectations in Written Work and Performance Tasks, the learner’s
parents or guardians must be informed not later than the fifth week of that quarter. This will enable them to help and guide their
child to improve and prepare for the Quarterly Assessment. A learner who receives a grade below 75 in any subject in a quarter
must be given intervention through remediation and extra lessons from the teacher/s of that subject.
HOW ARE LEARNERS PROMOTED OR RETAINED AT THE END OF THE SCHOOL YEAR?
This section provides the bases for promoting a learner to the next grade level or for retaining a learner in the same grade
level. These decisions must be applied based on evidence and judiciously.
A Final Grade of 75 or higher in all learning areas allows the student to be promoted to the next grade level. Table 11
specifies the guidelines to be followed for learner promotion and retention.
Table 11. Learner Promotion and Retention
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For Grades 1-10, a learner who Did Not Meet Expectations in at most two learning areas must take remedial classes.
Remedial classes are conducted after the Final Grades have been computed. The learner must pass the remedial classes to be
promoted to the next grade level. However, teachers should ensure that learners receive remediation when they earn raw scores
which are consistently below expectations in Written Work and Performance Tasks by the fifth week of any quarter. This will
prevent a student from failing in any learning area at the end of the year.
For Grade 11-12, learners who fail a unit/set of competencies must be immediately given remedial classes. They should pass
the summative assessments during remediation to avoid a failing grade in a learning area/subject. This will prevent students
from having back subjects in Senior High School (SHS). However, if the learner still fails remedial classes, s/he must retake the
subject/s failed during the summer or as a back subject. Guidance teachers’/career advocates must provide support to the SHS
student for his/her choices in SHS tracks.
Summative Assessments are also given during remedial classes. These are recorded, computed, weighted, and transmuted in
the same way as the Quarterly Grade. The equivalent of the Final Grade for remedial classes is the Remedial Class Mark (RCM).
The Final Grade at the end of the school year and the Remedial Class Mark are averaged. This results in the Recomputed Final
Grade. If the Recomputed Final Grade is 75 or higher, the student is promoted to the next grade level. However, students will be
retained in the grade level if their Recomputed Final Grade is below 75.
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. Figure 1 below
shows a sample certificate.
Week 11-15
Figure 1. Sample Certificate of Recomputed Final Grade
The learner can enroll in the next grade level for Grades 1-10 and in the next semester for Grades 11-12 upon presentation of
the Certificate of Recomputed Final Grade. This certificate can be verified in the division offices as needed.
HOW ARE THE CORE VALUES OF THE FILIPINO CHILD REFLECTED IN THE REPORT CARD?
The goal of the K to 12 curricula is to holistically develop Filipinos with 21st-century skills. The development of
learners’ cognitive competencies and skills must be complemented by the formation of their values and attitudes anchored on
the Vision, Mission, and Core Values of the Department of Education (DepEd Order No. 36, s. 2013) as shown on the next page.
Non-DepEd schools may modify or adapt these guidelines as appropriate to the philosophy, vision, mission, and core values of
their schools.
VISION
We dream of Filipinos who passionately love their country and whose values and competencies enable them to realize their full
potential and contribute meaningfully to building the nation.
As a learner-centered public institution, the Department of Education continuously improves itself to better serve its
stakeholders.
MISSION
To protect and promote the right of every Filipino to quality, equitable, culture based, and complete basic education where:
Students learn in a child-friendly, gender-sensitive, safe, and motivating environment
Teachers facilitate learning and constantly nurture every learner
Administrators and staff, as stewards of the institution, ensure an enabling and supportive environment for effective learning to
happen.
Family, community, and other stakeholders are actively engaged and share responsibility for developing life-long learners
CORE VALUES
Maka-Diyos
Makatao
Makakalikasan
Makabansa
The Core Values have been translated into behavior statements. In addition, indicators have been formulated for each
behavior statement.
Schools may craft additional indicators for the behavior statements. Schools must ensure that these are child-centered,
gender-fair, and age- and culture-appropriate. To support the development of these Core Values, schools must make sure that
their homeroom guidance program promotes them. Additional opportunities may be integrated into class discussions in all
learning areas.
A non-numerical rating scale will be used to report on learners’ behavior demonstrating the Core Values. The Class Adviser
and other teachers shall agree on how to conduct these observations. They will also discuss how each child will be rated. Table
13 presents the marks that must be used.
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Learners who demonstrate behaviors that are not consistent with or do not reflect the core values may need additional
psychosocial support from the school. The class adviser should discuss these observations with the parents/guardians to promote
the child’s affective development. Further probing may be needed to better understand the learner’s situation and context.
HOW IS ATTENDANCE REPORTED?
It is important for learners to be in school every day. Learners’ class attendance shall be recorded by teachers daily. At the
end of each quarter, the attendance is reflected in the report card.
The number of school days in each month is presented, which is based on the school calendar for a given school year. The
number of days that each learner is present and absent is indicated. Recording of attendance is done from Kindergarten to Grade
12.
Table 14 shows how attendance is recorded at the end of the school year.
A learner who incurs absences of more than 20% of the prescribed number of class or laboratory periods during the school
year or semester should be given a failing grade and not earn credits for the learning area or subject. Furthermore, the school
head 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. The discretionary authority is vested in the school head, and may not be availed of by a
student or granted by a faculty member without the consent of the school head.
Such discretion shall not excuse the learner from the responsibility of keeping up with lessons and taking assessments. When
absences cannot be avoided, the school must give the learner alternative methods and materials that correspond to the
topics/competencies that were or will be missed. These include modules and materials for the Alternative Delivery Mode,
and/or Alternative Learning System as well as those that are found on the Learning Resources Management and Development
System (LRMDS). When students successfully accomplish the learning activities through these materials, they shall be
exempted. However, the report card should still reflect the number of absences. Parents of learners who are accumulating many
absences must be immediately informed through a meeting to discuss how to prevent further absences.
Habitual tardiness, especially during the first period in the morning and in the afternoon, is discouraged. Teachers shall
inform the parents/guardians through a meeting if a learner has incurred 5 consecutive days of tardiness.
TO WHOM IS CLASSROOM ASSESSMENT REPORTED?
Classroom assessment serves to help teachers and parents understand the learners’ progress on curriculum standards. The
results of assessment are reported to the child, the child’s remedial class teacher, if any, and the teacher of the next grade level,
as well as the child’s parents/guardians.
Llego, M.A. (2021). DepEd K to 12 Grading System Steps for Computing Grades. Accessed on
https://www.teacherph.com/deped-grading-system/
Week 11-15
PAPER AND PENCILS TEST

ASSESSMENT OF LEARNING 2
Name:
Course/Year Level:
Part I – IDENTIFICATION. Identify the terms reffered to in the following statements.

1. It is a symbol used to represent the achievement or progress of a student.
2. It refers to the summative assessment of student’s learning at the end of the quarter.
3. It is a work usually done outside the classroom in preparation for the next lesson.
4. In this method, the final grade gives a higher weight on the present grade than the previous
grade.
5. In this method, the weights of the grade in each grading period are equal.
Part II-A. Indicate the correct characterization of Norm-reference grading system based on the following statements. (Put a
check for the correct characterization).
1. It is also known as “grading on the curve”.
2. The criteria or standard is absolute in this grading system.
4. Percentile rank and stanines are some examples of this grading system.
5. It promotes competition among the students.
6. The performance of a student will depend on to the performance of other students in the class.
Part II-B. Indicate the correct characterization of Criterion-reference grading system based on the following statements. (Put a
check for the correct characterization).
1. It is also known as “grading on the curve”.
2. The criteria or standard is absolute in this grading system.
4. Percentile rank and stanines are some examples of this grading system.
5. It promotes competition among the students.
6. The performance of a student will depend on to the performance of other students in the class.
Part III. Write T if the statement is True and F if it is False.
1. The student at proficient level has developed the fundamental knowledge and skills and core understandings,
and can transfer them independently through authentic performance tasks.
2. The components for the new grading system for SHS are written work and performance tasks.
3. For kindergarten, the descriptions of the learners’ progress in the various learning areas are represented using
checklists and student portfolios.
4. The Final Grade in each learning area and the General Average are reported as decimal numbers.
5. In the new grading system, a learner who receives a grade of 75 in any subject in a quarter must be given
intervention through remediation and extra lessons from the teacher/s of that subject.
6. A Final Grade of 75 or higher in all learning areas allows the student to be promoted to the next grade level.
7. For Grades 1-10, a learner who Did Not Meet Expectations in at most three learning areas must take remedial
classes.
8. A learner who incurs absences of more than 20% of the prescribed number of class or laboratory periods
during the S.Y. or semester should be given a failing grade and earn credits for the learning area or subject.
9. A numerical rating scale will be used to report on learners’ behavior demonstrating the Core Values.
10. Learners who demonstrate behaviors that are not consistent with or do not reflect the core values may need
additional psychosocial support from the school.
Week 11-15

Assessment of Learning 2 Module 3 5

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GRACE MISSION COLLEGE

Catiningan, Socorro, Oriental Mindoro

CHAPTER 5 . GRADING AND REPORTING SYSTEM

What Do You Expect to Learn?

PURPOSES OF GRADING AND REPORTING SYSTEMS

TYPES OF GRADING SYSTEM

NORM-REFERENCED GRADING SYSTEM

CRITERION-REFERENCED GRADING SYSTEM

TYPES OF REPORTING SYTEM

GRADING SYSTEM OF PUBLIC ELEMENTARY AND SECONDARY SCHOOLS

GUIDELINES FOR RATING ELEMENTARY PUPILS

Sample Computation for Rating in Math VI

METHODS OF COMPUTING FINAL GRADE

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GRADING SYSTEM FOR PUPILS/STUDENTS UNDER K-12 CURRICULUM

Promotion and Retention

Where, TS – total score TI – total number of items P – percentage

New Senior High School Grading System Components

How to Record and Compute Your Grades Based on K to 12 Grading System

Table 4. Weight of the Components for Grades 1-10

Table 5. Weight of the Components for SHS

What Do You Expect to Learn?

HOW ARE GRADES COMPUTED AT THE END OF THE SCHOOL YEAR?

For Grades 1-10

For Grades 11 and 12

Table 9. Grade 11, 2nd Semester of ABM strand

Table 10. Descriptors, Grading Scale, and Remarks

HOW IS ATTENDANCE REPORTED?

TO WHOM IS CLASSROOM ASSESSMENT REPORTED?

PAPER AND PENCILS TEST

Part I – IDENTIFICATION. Identify the terms reffered to in the following statements.

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