Day 1 : May , 2015

Title of the Session : Classroom Assessment in the K to 12

Basic Education Program

Objectives:
In this learning session, the participants should be
able to:
1. gain understanding on Policy Guidelines on
Classroom Assessment for k to 12 Basic Education
Program;
2. familiarize with the DepEd order no.08 s.2015; and
3. give feedback/comment/suggestion on the new
guidelines on classroom assessment.
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DEPARTMENT OF EDUCATION
 PRIMING ACTIVITY

“If you don’t know where you are

headed, you’ll probably end up
someplace else.”
-Douglas J. Eder, Ph.D.-

DEPARTMENT OF EDUCATION
A2
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It is assessment which
helps us distinguish
between teaching and
learning.
 ACTIVITY

Pre-Test

DIRECTIONS:
Answer the following
questions with Yes or No.

DEPARTMENT OF EDUCATION
 ACTIVITY

1. Formative Assessment is
informal.

DEPARTMENT OF EDUCATION
 ACTIVITY

2. Formative Assessment is
used for grading and
promotion purposes

DEPARTMENT OF EDUCATION
 ACTIVITY

3. Formative Assessment is
conducted during the lesson
and not before and after the
lesson.

DEPARTMENT OF EDUCATION
 ACTIVITY

4. Summative Assessment is
Assessment of Learning.

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DEPARTMENT OF EDUCATION
 ACTIVITY

5. In the new grading system,

Grades 1 to 12 are graded on
three components every
quarter. These are written
work, performance tasks and
quarterly assessment.
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DEPARTMENT OF EDUCATION
 ACTIVITY
6. Incurred absences of more than 20% of
the prescribed number of class or
laboratory periods during the school
year or semester will result in a failing
grade, but exemptions maybe given by
the teacher should a learner has
reason considered valid by the school.

12

DEPARTMENT OF EDUCATION
K to 12 Assessment
Video Presentation
By
Usec. Dina Ocampo
Conceptual Development
 Table 3. Components of Summative Assessment
Components Purpose When Given
Written Work 1. Assess learners’ understanding of concepts and At end of the
(WW) application of skills in written form topic or unit
2. Prepare learners for quarterly assessment
Performance 1. Involve students in the learning process individually or At the end of a
Tasks (PT) in collaboration with teammates over a period of time. lesson focusing
2. Give students opportunities to demonstrate and on a topic/skill
integrate their knowledge, understanding, and skills lesson
about topics or lessons learned in a specific real-life
situation by performing and/or producing evidence of Several times
their learning during the
3. Give students the freedom to express their learning in quarter
appropriate and diverse ways
4. Encourage student inquiry, integration of knowledge,
understanding, and skills in various contexts beyond
the assessment period
Quarterly Synthesize all the learning skills, concepts, and values Once, at end of
Assessment (QA) learned in an entire quarter the quarter
 Weight of the Components
Components Language AP EsP Science Math MAPEH EPP/TLE

Written Work 30% 40% 20%

Performance Task 50% 40% 60%
1 to 10
Quarterly Assessment 20% 20% 20%

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.

Technical—Vocational and
Academic Track Livelihood (TVL)/
Sports/Arts and Design Track
Core
Subjects All other Work Immersion/ All other Work Immersion/
subjects Research Business subjects Research/ Exhibit/
Enterprise Simulation/ Performance
Exhibit/ Performance
11
to
Written Work 25% 25% 35% 20%
12
Performance 50% 45% 40% 60%
Task
Quarterly 25% 30% 25% 20%
Assessment
 Appendix A
List of Summative Assessment Tools
Components
Learning Areas Written Work (WW) Performance Tasks (PT)
A. Unit/Chapter Tests A. Products
B. Written output 1. Campaigns
1. Book/article reviews 2. Case studies
2. Essays 3. Collages
3. Journals 4. Compositions
4. Letter writing 5. Literary analyses
5. Reaction/ reflection papers 6. Multimedia productions
6. Reports 7. Portfolios
8. Research projects
9. Story/poem writing
Languages
B. Performance-based tasks
1. Debates
2. Interviews
3. Multimedia presentations
4. Panel discussions
5. Presentations
6. Project making
7. Role plays
8. Speech delivery
9. Storytelling/reading
 Components
Learning Written Work (WW) Performance Tasks (PT)
Areas
A. Unit/Chapter Tests A. Products
B. Written output 1. Diagrams
1. Data recording and analyses 2. Mathematical Investigatory projects
2. Geometric and statistical 3. Models/making models of geometric figures
analyses 4. Number representations
3. Graphs, charts, or maps
4. Problem sets B. Performance-based tasks
5. Surveys 1. Constructing graphs from survey conducted
2. Multimedia presentation
Math 3. Outdoor math
4. Probability experiments
5. Problem-posing
6. Reasoning and proof through recitation
7. Using manipulatives to show math
concepts/solve problem
8. Using measuring tools/devices
 Components
Learning Written Work (WW) Performance Tasks (PT)
Areas
A. Unit/Chapter Tests A. Products
B. Written output 1. Investigatory projects
1. Concept maps 2. Models and diagrams construction
2. Data recording and 3. Prototype building
analyses 4. Research papers
3. Laboratory reports and
documentations B. Performance-based tasks
4. Reaction/ reflection 1. Debates
papers 2. Designing and implementation of action
Science 5. Surveys plans
3. Designing various models
4. Doing scientific investigations
5. Issue-awareness campaigns
6. Laboratory activity
7. Multimedia presentations
8. Simulation
9. Skills demonstration
10. Verification experiments
 Components
Learning Written Work (WW) Performance Tasks (PT)
Areas
A. Unit/Chapter Tests A. Products
B. Written output 1. Collages and diorama making
1. Concept maps and 2. Leaflet, poster, and slogan making
organizers 3. Map construction
2. Essays 4. Research work
3. Journals 5. Timelines
4. News writing
Araling 5. News/article reviews B. Performance-based tasks
Panlipunan 6. Reaction/reflection papers 1. Community involvement
(AP) 2. Debate
3. Interviews
4. Issue-awareness campaigns
5. News reporting
6. Presentations and multimedia
presentations
7. Role plays
8. Simulations
 Components
Learning Written Work Performance Tasks (PT)
Areas (WW)
A. Unit/Chapter A. Products
Tests 1. Argument analyses
B. Written 2. Expressing their feelings and ideas through
output art activities
1. Essays 3. Journal responses
2. Journal 4. Letter writing
writing 5. Song and poem writing
3. Journal/ B. Performance-based tasks
article 1. Issue awareness campaigns
Edukasyon
reviews 2. Presentations and multimedia presentations
sa
4. Reaction/ 3. Role plays
Pagpapakatao
reflection 4. Preparation of action plans (Plano ng
(EsP) papers pagsasabuhay)
5. Implementation of action plans (Pagsasagawa
ng plano)
6. Situation analysis (Pagsusuri ng sitwasyon)
 Components
Learning Written Work (WW) Performance Tasks (PT)
Areas
A. Unit/Chapter Tests A. Products
B. Written output 1. Creating simple musical arrangement
1. Essays 2. Musical analysis/song analysis
2. Reaction/ 3. Musical research
Music reflection papers 4. Writing program notes
3. Research paper B. Performance-based tasks
1. Multimedia presentations
2. Musical presentation
3. Skills demonstration (singing, playing musical instruments)

A. Unit/Chapter Tests A. Products

B. Written output 1. Art criticism and appreciation compilations
1. Essays 2. Art exhibit
2. Reaction/ 3. Art projects
reflection papers 4. Portfolio
Arts 3. Research paper B. Performance-based tasks
1. Art production
2. Multimedia presentations
3. Portfolio
4. Skills demonstration (drawing, coloring, painting)
tage/bulletin board production
 Components
Learning Written Work Performance Tasks (PT)
Areas (WW)
A. Unit/Chapter A. Products
Tests 1. Article/journal review
B. Written output 2. Personal fitness and health logs
1. Essays 3. Portfolio
Physical 2. Reaction/
Education reflection B. Performance-based tasks
(PE) papers 1. Creating personalized exercise program
3. Research 2. Physical activity participation
paper 3. Physical activity/fitness assessment
4. Role plays
5. Skills demonstration
A. Unit/Chapter A. Products
Tests 1. Journal responses
B. Written output 2. Personal fitness and health logs
1. Essays 3. Portfolio
2. Reaction/
Health reflection B. Performance-based tasks
papers 1. Debates
3. Research 2. Design and implementation of fitness and health
paper program
4. Journal writing 3. Issue-awareness campaigns
4. Role plays
 Components
Learning Written Work (WW) Performance Tasks (PT)
Areas
A.Unit/Chapter Tests A. Products
B.Written output 1. Technical drawing output
1.Essays 2. Prototype building
2.Diagrams, charts, 3. Products/projects using
Edukasyong and models locally available materials
Pantahanan at 3. Work designs and
Pangkabuhaya plans B. Performance-based tasks
n/Technology 1. Skills demonstration
and Livelihood 2. Skills application
Education 3. Laboratory exercises
4. Oral tets
5. Design, creation, and layout
of outputs/diagnose and
repair equipment
 How is learner progress recorded and
computed?
1. Get the total score for each component.
Learner’s Raw Score Highest Possible Score
Written Work 1 15 20
Written Work 2 21 25
Written Work 3 20 20
Written Work 4 10 15
Total 66 75

Performance Task 1 12 15
Performance Task 2 13 15
Performance Task 3 20 20
Performance Task 4 12 15
Total 57 65

Quarterly Assessment 40 50
 What is a Performance Assessment?
•A complex scenario that provides students an opportunity to
demonstrate what they know and are able to do concerning a
given big idea.
•The components of the framework for the performance task
are outlined in the acronym GRASPS:
•Goal: the purpose of the task
•Role: explains student involvement in the scenario
•Audience: the people the students address
•Situation: explains the scenario
•Product: tangible evidence of understanding
•Standards/criteria: how to complete task successfully

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• Once the students have created the
assessment product . . .

How do you evaluate it to

determine whether or not
the students got what you
expected them to get?

68
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Other Assessment Tools in evaluating products
and performances:

• Holistic scoring rubrics

• Analytic scoring rubrics
• Likert Scale
• Performance Checklist
• Customer’s Satisfaction Checklist
 Sample Rubric for Evaluation of Performance
Dimension Highly Skilled Skilled (4) Moderately Unskilled (2) No Attempt (1)
(5) Skilled (3)
1. Use of tools, Appropriate Appropriate Appropriate Never selects, No attempt to use
equipment and selection, preparation selection, preparation selection, preparation prepares and use tools/ equipment
materials and use of materials and use of materials and use of materials appropriate materials
and tools/ equipment and tools/ equipment and tools/ equipment and tools/ equipment
all the time most of the time some of the time

2. Application of Systematic Systematic Systematic Never follows No attempt to apply

procedure application of application of application of systematic procedures to project
procedures all the procedures most of procedures some of application
time without the time with the time with procedures and
supervision minimum constant supervision highly development
supervision on supervision

3. Safety/ Work Highly self- Self-motivated and Self-motivated and Needs to be No motivation and
Habits motivated and observes most safety observes sometimes motivated and does totally disregards
observes all safety precautions most of some safety not observe safety precaution
precautions at all the time precautions precaution
time

4. Speed/Time Work finished ahead Work finished meets Work finished close Work finished No concept of time
of time deadline to deadline beyond deadline
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 Sample Rubric for Evaluation of Products
Criteria Very Satisfactory (3) Satisfy (2) Unsatisfactory (1)

1. Design Product design is Product design is Product design

original common in the appears copied and
market stereotyped

2. Materials Materials used are Materials used are Materials are not
always available in seldom available in easily available in the
the market the market market

3. Products Products appears Products appear Products appear

original similar to commercial closely to commercial
products products

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 How is learner progress recorded and
computed?
2. Divide the total raw score by the highest possible
score then multiply the quotient by 100%

For Written Work

Percentage Score (PS) = 66/ 75 x 100%
86.66

For Performance Task

Percentage Score (PS) = 57/65 x 100%
87.69
For Quarterly Assessment
Percentage Score (PS) = 40/50 x 100%
80.0
 How is learner progress recorded and
computed?
3. Convert Percentage Scores to Weighted Scores.
Multiply the Percentage Score by the weight of the
component
For Written Work
Percentage Score (PS) 86.66 x .20 = 17.33 Weighted Score

For Performance Task

Percentage Score (PS) 87.69 x .60 = 52.61Weighted Score

For Quarterly Assessment

Percentage Score (PS) 80.0 x .20 = 16.0 Weighted Score
 How is learner progress recorded and
computed?
4. Add the Weighted Score of each component. The
result will be the Initial Grade.

For Written Work

17.33 Weighted Score

+
For Performance Task
52.61Weighted Score
= 85.94
Initial Grade
+
For Quarterly Assessment
16.0 Weighted Score
How is learner progress recorded and
computed?
5. Transmute the Initial Grade using the
Transmutation Table in Appendix B.

85.94%
Initial Grade

91%
Transmuted Grade
APPENDIX B.
TRANSMUTATION TABLE
Initial Grade Transmuted Initial Grade Transmuted Initial Grade Transmuted
Grade Grade Grade

100 100 77.60 – 79.19 86 48.00 – 51.99 72

98.40 – 99.99 99 76.00 – 77.59 85 44.00 – 47.99 71

96.80 – 98.39 98 74.40 – 75.99 84 40.00 – 43.99 70

95.20 – 96.79 97 72.80 – 74.39 83 36.00 – 39.99 69

93.60 – 95.19 96 71.20 – 72.79 82 32.00 – 35.99 68

92.00 – 93.59 95 69.60 – 71.19 81 28.00 – 31.99 67

90.40 – 91.99 94 68.00 – 69.59 80 24.00 – 27.99 66

88.80 – 90.39 93 66.40 – 67.99 79 20.00 – 23.99 65

87.20 – 88.79 92 64.80 – 66.39 78 16.00 – 19.99 64

85.60 – 87.19 91 63.20 – 64.79 77 12.00 – 15.99 63

84.00 – 85.59 90 61.60 – 63.19 76 8.00 – 11.99 62

82.40 – 83.99 89 60.00 – 61.59 75 4.00 – 7.99 61

80.80 – 82.39 88 56.00 – 59.99 74 0.00 – 3.99 60

79.20 – 80.79 87 52.00 – 55.99 73

How is learner progress recorded
and computed?
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.

MAPEH QG in MUSIC + QG in ARTS + QG in PE + QG in Health

Quarterly
Grade =
(QG) 4
FIGURE 1. SAMPLE CERTIFICATE OF RECOMPUTED
FINAL GRADE
EXAMPLE: RECOMPUTED FINAL GRADE
LEARNING AREA FINAL GRADE REMEDIAL CLASS MARK RECOMPUTED FINAL GRADE

MAPEH 73 79 76
MATHE MATICS 72 78 75
CASE 1
 Sample Class Record for Physical Education (First Quarter)
Written Work 20% Performance Tasks (60%) Quarterly Quarterly Grade
Initial
Assessment (TRANSMUTED
1 2 3 4 5 6 7 Total PS WS 1 2 3 4 5 6 Total PS WS Grade
(20%) )
P.F
Unit Unit Ess Resear Fitn
Highest P.A H. Por
test Tes ay Essay ch A.R ess
Possible 85 100 20% P log tfoli 95 100 60% 25 100 20% 100 100
Score
I- t 2- 10 paper 15 Ass
20 15 s o20
20 25 10 25
20
Learner
18 22 10 10 17 77 90.59 18.12 12 13 19 15 16 75 78.95 47.37 20 80 16 81.75 88
A

Learner
18 22 7 8 9 58 68.24 13..65 15 15 23 15 18 86 90.53 45.42 24 96 19.2 87.17 91
B

Learner
12 10 8 4 4 40 47.06 9.41 10 8 20 15 10 63 66.32 39.79 15 60 12 61.2 75
C

Legend; AR- article review , PAP-physical act.participation , PFH logs- Physical fitness and health logs
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.

PERCENTAGE SCORE (PS) = x 100%

Weighted Score (WS) = Percentage Score x Weight of Component
How is learner promoted or retained
at the end of the school year?
Requirements Decision
1. Final Grade of at Promoted to the next
least 75 in all grade level
learning areas
2. Did not meet Must pass remedial
For expectations in not classes for learning
Grades more than two areas with failing mark
4-10 learning areas to be promoted to the
next grade level.
Otherwise, the learner
is retained in the same
grade level
How is learner promoted or retained
at the end of the school year?
Requirements Decision
3. Did not meet Retained in the same
expectations in three grade level
or more learning
For areas
Grades
4-10 4. Must pass all Earn the Junior High
learning areas in the School Certificate
Junior High School
How is learner promoted or retained
at the end of the school year?
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 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.
How is learner promoted or retained
at the end of the school year?

If the Recomputed Final Grade is 75 or

higher, the student is promoted to the next
level.

However, students will be retained in the

Grade Level if the Recomputed Final Grade
is below 75.
 SOME THOUGHTS TO PONDER

“If we always do what we’ve always done, we will

get what we’ve always got.”
- Adam Urbandi-
“Assessment in this spirit does not concern
assignment of grades or evaluation of whether
instruction was effective. It's assessment
designed squarely to feed into the learning
process and make the learning stronger.”

- David N. Perkins-

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DEPARTMENT OF EDUCATION