Topic: Assessment of Learning Performance

Topic: Assessment of Learning Performance

 Assessment of Learning Performance

Assessment of learning performance is usually done at the

end of each quarter/term. The student’s performance is
evaluated depending on the criteria set by the institution that
has something to do with educational sectors regulation and
the result of continuous quality assurance.

Student Assessment is conducted to _________________?

Topic: Assessment of Learning Performance

 Assessment of Learning Performance

Well-designed assessment can encourage active learning

especially when the assessment delivery is innovative and
engaging. Peer and self-assessment, for instance, can
foster a number of skills, such as reflection, critical thinking
and self-awareness – as well as giving students insight into
the assessment process.

Topic: Assessment of Teaching and Learning

Topic: Assessment of Learning Performance
Topic: Assessment of Learning Performance
 How to Compute for Final Grades and
General Average in DepEd K to 12
Grading System

Topic: Assessment of Learning Performance

 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

Topic: Assessment of Learning Performance

 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%.
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).
Topic: Assessment of Learning Performance
 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.

Topic: Assessment of Learning Performance

Topic: Assessment of Learning Performance
 https://www.teacherph.com/deped-grading-system/#Steps_for_Computing_Grades

Topic: Assessment of Learning Performance

 Illustrative Example

Given are the scores of student B during 4th QTR.

Compute his final grade.
a. Written tasks 116/120
b. Performance tasks 95/150
c. Exam 78/85

Topic: Assessment of Learning Performance

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

Topic: Assessment of Learning Performance

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

Topic: Assessment of Learning Performance

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

Topic: Assessment of Learning Performance

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

Topic: Assessment of Learning Performance

Topic: Assessment of Learning Performance
 How is the learner’s progress reported?

Topic: Assessment of Learning Performance

 Tips in Grading Students by MarshBank, 2018

1. Don’t grade everything: Depending on the curriculum

expectations for your school, you may be in a position
to determine what is and is not worth going in the
gradebook. Use that power. It’s OK to not grade an
assignment or to give credit for participation.

Topic: Assessment of Learning Performance

 Tips in Grading Students by MarshBank, 2018

2. Cycle your feedback: It’s tempting to spend enormous

amounts of time commenting on student work. And
it’s true that good teachers give good feedback.
However, it’s OK to not give feedback to every student
on every assignment.

Topic: Assessment of Learning Performance

 Tips in Grading Students by MarshBank, 2018

3. Have students grade other students: Sometimes new

teachers forget what an amazing resource students
can be. Instead of spending hours grading your
students’ work, you can spend 15 minutes of class
time having students grade each other.

Topic: Assessment of Learning Performance

 Tips in Grading Students by MarshBank, 2018

4. Use technology wisely: Technology can make

the lives of teachers infinitely easier. If you
have the available equipment, administering
formative assessments like quizzes or exit slips
via Google Forms, Edmodo, or Kahoot! can
save you oodles of grading time.

Topic: Assessment of Learning Performance

 Tips in Grading Students by MarshBank, 2018

5. Don’t assign busywork: Although it can be tempting

to assign sponge activities to fill time, only give
students impactful work that develops their skill sets.
Just as I want to use my time grading assignments
that matter, my students want to complete work that
matters. By avoiding assigning meaningless work, you
can ensure that everyone’s time is spent optimally.

Topic: Assessment of Learning Performance

 Tips in Grading Students by MarshBank, 2018

6. Use rubrics: Rubrics can be a phenomenal tool when

grading. Rather than question your reasoning for your
assessment of each student’s assignment, you can take
some of the mental work out of it. Did they do this?
Check. Did they do that? Check. You’ll make grading
easier for yourself by giving them solid feedback that
you’ve already considered.

Topic: Assessment of Learning Performance

 Tips in Grading Students by MarshBank, 2018

7. Grade whenever possible: We teachers know

the definition of busy better than most. But
there are still moments in the classroom that
can be taken advantage of as time for grading.
Whenever students are working independently,
teachers should be grading.

Topic: Assessment of Learning Performance

 Provide Effective Feedback.

Feedback plays a critical role in improving teachers’

teaching and students’ learning and performance.
However, not all feedback is equally useful. Here are five
characteristics of effective feedback:

• Feedback should be prioritized. Too much feedback

can be overwhelming, so try to prioritize your feedback.
Choose a few key dimensions to comment on, avoid
extensive marginal comments, and write end comments
that highlight important issues rather than particulars.

Topic: Assessment of Learning Performance

 Provide Effective Feedback.

• Feedback should be descriptive. Be specific

when you address your students’ work or
teacher’s performance. For example, rather than
simply saying, “Good presentation,” describe the
characteristics that made it good (e.g., “You
offered a clear, demonstrable argument and
used a wide range of evidence”).

Topic: Assessment of Learning Performance

 •Feedback should be constructive. Tell
teachers/students what they did well and what
needs improvement. That way, they’ll know what
to do in the future.

•Feedback should be actionable. Tell

teachers/students what they should do differently
next time (e.g., “Explain your methodology in greater
detail, including how you selected your sample”).

Topic: Assessment of Learning Performance

 •Feedback should be timely. Try to give
teachers/students feedback while the
assessment/task is still fresh in their minds;
otherwise, it will lose its meaning and usefulness.
You should grade and return/conduct post
conference fairly quickly or within reasonable
time.

Topic: Assessment of Learning Performance

 Written Task 1: Compute for the First Quarter Grade of Julius, John and
Jessica in Mathematics for Grade 7 given the following scores. Use an
excel to show your solution. Give a 3-5 report statement per student.

Written Tasks Performance Task Quarterly Assessment

10/10
8/10
25/30
Julius 25/25 65/70
26/30
40/45 40/50
5/10
6/10
15/30
John 26/25 52/70
20/30
32/45 30/50
10/10
8/10
23/30
Jessica 22/25 60/70
30/30
15/45 45/50

Criteria: Computation = 30 points Report Statement = 20 points

Topic: Assessment of Learning Performance