Assessment in the

K to 12 Classroom
DEPED ORDER NO. 8, S. 2015

1 | School Heads’ Development Program: FOUNDATIONAL COURSE | MODULE 1

 Linking Assessment
to Learning
Standards and
Pedagogies
K to 12 Learning
Standards

Pedagogies Assessment

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 Learning Objectives
• Identify the general principles of classroom
assessment in the K to 12 Basic Education Program
• enumerate the different types of assessment and
their uses
• relate how assessment reports are used for decisions
on instruction, promotion, and retention
• suggest how the assessment system can be managed
in the school to keep track of learners’ progress and
to ensure that learners meet the learning standards

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 http://activelearner.ca/assessment-as-learning

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 What is
Classroom
Assessment?

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 Classroom Assessment

is an ongoing process of
identifying,
gathering, organizing, &
interpreting information
about what the
learners know and can do.

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 Classroom Assessment

Assessment is a process used

to keep track of the learners’
progress in relation to
standards and the development
of 21st century skills.

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http://www.uen.org/k-2educator/assessment.shtml
 Revised Taxonomy

Source: Wilson, Leslie O. 2001

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 4Cs: Ticket up the
economic ladder in the
21st Century

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 Principles of
Classroom
Assessment

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 Principle 1. Assessment should be aligned with objectives,
learning standards and competencies

Standards

aluvionlaw.com/wp-content/uploads/2014/05/CASL-Presentation.pptx
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 Kinds of Learning Targets
• Knowledge – The facts and concepts we want
students to know and understand.
• Reasoning – Students use what they know to
reason and solve problems
• Skills – Students use their knowledge and
reasoning to act skillfully
• Products – Students use their knowledge,
reasoning, and skills to create something new.
• Dispositions – Students’ display attitudes about
school and learning.

Source: Stiggins, Richard J, Arter, Judith A., Chappuis, Jn, Chappius, Stephen. Classroom Assessment
for Student Learning. Assessment Training Institute, Inc., Portland, Oregon, 2004, p.75 .
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 Principle 2: Assessment should be more like instruction

Unity of instruction and assessment

ZONE OF PROXIMAL
DEVELOPMENT
Skills too difficult to master for a child on

his or her own, but can be done with

guidance and encouragement from a

What is What is not
known knowledgeable
L E A R N I N Gperson known

Source: Magno, 2015

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 Types of Classroom Assessment: Assessment for, of, as
Learning

Assessment of
Assessment for Learning Learning
Diagnostic Formative Summative

Pretest Quiz Quarterly Test

Student Survey Recitation Performance Task
Skills Check Work draft Culminating project
Think aloud
Dress rehearsal

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 Types of Classroom Assessment: Assessment for, of, as
Learning

Assessment for Learning
Diagnostic
precede instruction
• check learners’ prior
knowledge
• Identifies
misconceptions,
interests and learning
styles preferences
• provide information to
assist planning and
guide differentiated
instruction
Assessment of
Learning
Formative Summative
Ongoing Culminating
• provide information • determine the degree of
to guide teaching and mastery or proficiency
learning for improving according to identified
learning and learning targets
performance • evaluative in nature
• include both formal generally resulting in a
and informal methods score or grade

Jay McTighe & Grant Wiggins

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 Pitfalls in Assessment Practices

• A tendency for teachers to assess

quantity and presentation of work
rather than quality of learning.
• Greater attention given to marking and
grading, much of it tending to lower
self esteem of students, rather than
providing advice for improvement.
• A strong emphasis on comparing
students with each other, which
demoralizes the less successful
learners.
www.govwentworth.k12.nh.us/ASSESSMENT.ppt
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 Principle 3: Assessment should recognize diversity of learners

Self-evaluation:
Where would you place your school’s assessment practice on
the following continuum?

Quantity of work/
Quality of learning
Presentation

Marking/Grading Advice for improvement

Comparing students Identifying individual

progress
www.govwentworth.k12.nh.us/ASSESSMENT.ppt

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 Principle 4: The Formative Assessment should scaffold the
learners in Summative Assessment
Balanced Assessment

Formative Summative
Formal and informal processes teachers and Provides evidence achievement to
students use to gather evidence to directly certify student competence or
improve the learning of students assessed program effectiveness

Formative uses of
Assessment for Assessment for summative data
learning learning Use of summative evidence to
Use to help students Use to inform teacher’s inform what comes next for
assess and adjust their decisions individuals or groups of students
own learning

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 Features of the K to 12
Classroom Assessment
Sources Content standards Learning Competencies
standards

Standards-based
Types Diagnostic Formative Summative
Purpose Assessment for Assessment for Assessment of Learning
Learning Learning

When Before During After

How Written Work Drill & Practice Quarterly Assessment

Taxonomy Before: KPUP Cognitive Process Revised Bloom’s

Dimension Taxonomy

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 Types of Classroom Assessment: Assessment for, of, as
Learning

Assessment as Learning
• Assessment as learning focuses on students and
emphasizes assessment as a process of
metacognition (knowledge of one’s own thought
processes) for students.
 Students reflect on their work on a regular basis,
usually through self and peer assessment and decide
what their next learning will be.
 Helps students to take more responsibility for their
own learning and monitoring future directions.

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 Principle 5: Assessment results should be used by teachers to
help students learn better
• Think about these...
 Are our current approaches to assessment improving
student learning?
 How can we use assessment to help all our students
want to learn?
 How can we help them feel that they are able to learn?
 How can we be sure that our assessment instruments,
procedures, and scores serve to help learners want to
learn and feel able to learn?

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 Principle 6: Assessment is a joint process that involves both
teacher and learners

Think about this:

• Do teacher and learners share
agreements about how success is
determined and measured?

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 Principles of Assessment
1. Assessment should be aligned with objectives, learning
standards, and competencies.
2. Assessment should be more like instruction.
3. Assessment should recognize the diversity of learners.
4. The Formative Assessment should scaffold the learners
in Summative Assessment.
5. Assessment results should be used by teachers to help
students learn better.
6. Assessment involves both teachers and learners.

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 The Grading
System of the
K to
12 Curriculum

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 Legal Basis:

a. Republic Act 10533 ( Enhanced

BasicEducation Act of 2013)
b. Deped Order No. 8, s. 2015
(Policy Guidelines on Classroom
Assessment for the K to 12 basic
Education Program

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 Theoritical Basis:
Zone of Proximal Development (Vygotsky,
1978)
1.Appropriate assessment is committed to
a.ensuring learners’ success to move from
guided to independent display of knowledge,
understanding, and skills
b.enabling learners to transfer knowledge,
understanding and skills successfully in future
situations

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 Theoritical Basis:

2.Assessment facilitates the development

of learners’ higher order thinking and
21st-century skills.

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 • Standards and competency-based
What is the • Based on the learner’s weighted
Grading score on summative assessments
• Minimum grade to pass a learning
System? area is 60, which is transmuted to
75 in the Report card
• The lowest mark that can appear
in the RC is 60 for quarterly
Grades and Final Grades
• Learners from Grades 1 to 12 are
graded on
– Written Work
– Performance Tasks
– Quarterly Assessment

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 How is the learner’s progress recorded
and computed?
For Kindergarten For Grades 1 to 12
– Specific guidelines to be issued • No required number of
written work and
– Checklists and anecdotal
performance task but these
records to be used instead of must be spread out over the
numerical grades Quarter and used to assess
– Compilation of learner’s learner’s skills after each unit
output: writing samples, has been taught
accomplished activity sheets
and artwork to be kept in a
portfolio

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 Steps in Computing the Final Grades
 Step 1: Grades from all student work are added up, resulting to a
total score for each component: Written Work, Performance Tasks,
and Quarterly Assessment. Raw score from each component have to
be converted to a percentage (%) Score.

 Step 2: The sum for each component is converted to percentage

score.
% Score (PS) = Learner’s Total Raw Score X 100%
Highest Possible Score

 Step 3: % Scores are converted to Weighted Scores

Weighted Score (WS) = % Score X Weight of the Component

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 Weights of the Components for Grades 1 to 10

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 Weights of the Components for SHS

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 Steps in Computing the Final Grades

 Step 4: The sum of the weighted scores in each

component is the Initial Grade, This will be
transmuted using the given transmutation table
(Appendix B)
 Step 5: The Quarterly Grade for each learning
area is written in the Report Card of the
student.

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Initial Grade Transmuted Initial Grade Transmuted Initial Grade Transmuted
Grade Grade Grade

100 100 52.00 – 55.99 73

98.40 - 99.99 99 77.60 – 79.19 86 48.00 – 51.99 72
96.80 – 98.39 98 76.00 – 77.59 85 44.00 – 47.99 71
95.20 – 96.79 97 74.40 – 75.99 84 40.00 – 43.99 70
93.60 – 95.19 96 72.80 – 74.39 83 36.00 – 39.99 69
92.00 – 93.59 95 71.20 – 72.79 82 32.00 – 35.99 68
90.40 – 91.99 94 69.60 – 71.19 81 28.00 – 31.99 67
88.80 – 90.39 93 68.00 – 69.59 80 24.00 – 27.99 66
87.20 – 88.79 92 66.40 – 67.99 79 20.00 – 23.99 65
85.60 – 87.19 91 64.80 – 66.39 78 16.00 – 19.99 64
84.00 – 85.59 90 63.20 – 64.79 77 12.00 – 15.99 63
82.40 – 83.99 89 61.60 – 63.19 76 8.00 – 11.99 62
80.80 – 82.39 88 60.00 – 61.59 75 4.00 – 7.99 61
79.20 – 80.79 87 56.00 – 59.99 74 0 – 3.99 60

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 Computation of Grades by the
End of the SY
Final Grade by = 1st Q G + 2nd QG + 3rd QG + 4th QG
Learning Area 4
General Average = Sum of Final Grades of all Learning Areas
Total Number of Learning Areas in a grade level

How is the Learner’s Progress Reported?

Descriptor Grading Scale Remarks
Outstanding 90-100 Passed
Very Satisfactory 85-89 Passed
Satisfactory 80-84 Passed
Fairly Satisfactory 75-79 Passed
Did not Meet Below 75 Failed
Expectations

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 Sample Class Record for English
WRITTEN WORK (30%) PERFORMANCE TASKS (50%)
1 2 3 4 5 6 7 Total PS WS 1 2 3 4 5 6 Total PS WS

Highest 20 25 20 20 25 30 20 160 100 30% 15 15 25 20 20 25 120 100 50%

Possible
Score

Learner A 18 22 20 17 23 26 19 145 90.63 27.19 12 13 19 15 16 25 100 83.33 41.67

Learner B 19 15 15 9 13 14 9 94 58.75 17.63 15 15 23 15 18 23 109 90.83 45.42

Learner C 9 11 5 8 8 9 4 54 33.75 10.13 10 6 7 12 10 18 63 52.50 26.25

Quarterly
Assessment INITIAL QUARTE
(20%) GRADE RLY
GRADE
1 PS WS

Highest 50 100 20% 100 100

Possible
Score

Learner A 40 80 16 84.86 90

Learner B 48 96 19.20 82.25 88

Learner C 29 58 11.60 47.98 71

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 Learner Promotion and Retention
Re quire me nts
v Final grade of at least 75 in all learning
areas
v Did not Meet Expectations in not more
than two learning areas
v Did not meet Expectations in three or
more learning areas
v Must pass all learning areas in the
elementary
v Must pass all learning areas in the
Junior High School
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De c is io n
q Promoted to the next grade level
q Must pass remedial classes for
learning areas with failing mark to be
promoted to the next grade level;
q otherwise the learner is retained in the
same grade level
q Retained in the same grade level
q Earn the elementary certificate
q Promoted to Junior High School
q Earn the Junior High School
Certificate
q Promoted to Senior High School
 Sample Certificate of Recomputed
Final Grade
Certificate of Recomputed Final Grade
Name of Student: ____________________
Grade Level: ________________________
School Year: ________________________

Learning Area Final Grade Remedial Class Recomputed

Mark Final Grade

Prepared by: ________________________ Date: _____________

Remedial Class Teacher

Noted by: __________________________ Date: _____________

School Principal

Received by: ________________________ Date: _____________

Division Office

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 Sample E-Class Record

eCLASSRECORD

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