Table of Contents

Introduction

Types and Methods of Grades

Policies on Grading

Promotion and Retention

12

Forms and Guidelines in Reporting Grades

15

Synthesis

21

Reference

22

Introduction

Classroom Assessment is a joint process that involves both teachers and

learners. It is an integral part of teaching and learning. Teachers provide appropriate
assessment when they aim to holistically measure learners' current and developing
abilities while enabling them to take responsibility in the process. This view recognizes
the diversity of learners inside the classroom, the need for multiple ways of measuring
their varying abilities and learning potentials, and the role of learners as co-participants
in the assessment process.
At the heart of this assessment framework is the recognition and deliberate
consideration of the learners' zone of proximal development (Vygotsky, 1978).
Appropriate assessment is committed to ensure learners' success in moving from
guided to independent display of knowledge, understanding, and skills, and to enable
them to transfer this successfully in future situations. From this point of view,
assessment facilitates the development of learners' higher-order thinking and 21stcentury skills.
This view of assessment, therefore, acknowledges the unity of instruction and
assessment. Assessment is part of day-to-day lessons and extends the day-to-day
classroom activities that are already in place in the K to 12 curriculum.

LISONDRA, Dawn Jayliagn R.

Types and Methods of Grades
What is classroom assessment?
Is an ongoing process of identifying, gathering, organizing, and interpreting
quantitative and qualitative information about what learners know and can do.
Purpose:
-

keep tract of learners progress in relation to learning standards and in the

development of 21st century skills
Promotes self- reflection and personal accountability among students about their
own learning
Provide bases for the profiling of student performance on the learning
competencies and standards of the curriculum.

TWO TYPES OF CLASSROOM ASSESSMENT

FORMATIVE ASSESSMENT assessment FOR learning
Helps teacher make adjustments in their instruction and also let the students
reflect on their own progress. It is characteristically informal and is intended to help
students identify strengths and weaknesses in order to learn from the assessment
experience. It may be given at any time during the teaching and learning process that
also serves as a way to check the effectiveness of the instruction.
SUMMATIVE ASSESSMENT - assessment OF learning
This form of assessment usually occurs at the end of a period of learning in order
to describe the standard reached by the learner. It measures whether learners have met
the content and performance standards. The results of summative assessments are
recorded and used to report on the learners achievement.
WHAT IS ASSESSED IN THE CLASSROOM?
A CONTENT STANDARDS identify and set the essential knowledge and
understanding that should be learned. What should the learners know?
B PERFORMANCE STANDARDS describe the abilities and skills that learners
are expected to demonstrate in relation to the content standards and integration
of 21st century skills;
What can learners do with what they know?
How well must learners do their work?

How well do learners use their learning or understanding in different

situations?
How do learners apply their learning or understanding in real-life
contexts?
What tools and measures should learners use to demonstrate what they
know?
C LEARNING COMPETENCIES refer to the knowledge, understanding, skills,
and attitudes that students need to demonstrate in every lesson and/or learning
activity.
D CONCEPT DEVELOPMENT the learning standards in the curriculum reflect
progressions of concept development. The Cognitive Process Dimensions
adapted from Anderson & Krathwohl (2001) may be a good way to operationalize
these progressions.

How are learners assessed in the classroom?

BUDUAN, Aaron Louis C.

Wendam, Hannah A.
Retention and Promotion
Definition
Retention is defined as not permitting a student to advance to the next grade level with
his/her classmates
Promotion is defined as permitting a student to advance to the next grade level,
According to DepEd Order No. 8, S. 2015

Luna, Tricia Marielle C.

FORMS IN REPORTING GRADES
How are the Core Values of the Filipino child reflected in the Report Card?
The goal of the K-12 curriculum is to holistically develop Filipinos with 21 stcentury 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.
VISION
We dream of Filipinos who passionately love their country and whose values and
competencies enable them to realized their full potential and contribute
meaningfully to building the nation.
MISSION
To protect and promote the right of every Filipino to quality, equitable, culturebased, and complete basic education where:
1) Students learn in a child-friendly, gender-sensitive, safe, and motivating
environment.
2) Teachers facilitate learning and constantly nurture every learner
3) Administrators and staff, as stewards of the institution, ensure an enabling and
supportive environment for effective learning to happen
4) Family, community, and other stakeholders are actively engaged and share
responsibility for developing life-long learners.

CORE VALUES
-

Maka-Diyos
Makatao
Makakalikasan
Makabansa

MARKING FOR THE OBSERVED VALUES

MARKING

NON-NUMERICAL RATING

AO

Always Observed

SO

Sometimes Observed

RO

Rarely Observed

NO

Not Observed

Attendance Record at the end of the School Year

Report on Attendance

Report on Learning Progress and Achievement

Synthesis
Class room assessment is an ongoing process of identifying, gathering,
organizing, and interpreting quantitative and qualitative information about what learners
know and can do. It keeps tract of learners progress in relation to learning standards
and in the development of 21st century skills, promotes self- reflection and personal
accountability among students about their own learning and provide bases for the
profiling of student performance on the learning competencies and standards of the
curriculum.
The two types of assessment are formative and summative assessment.
Formative assessment may be seen as assessment for learning, enables students to
take responsibility for their own learning, and identify areas where they do well and
where they need help. As a result, students will appreciate and make their own
decisions about their progress. Summative assessment on the other hand, may be seen
as assessment of learning, measures whether learners have met the content and
performance

standards.

Content

standards,

performance

standards,

learning

competencies and concept development are assessed in the classroom.

The Grading System used in the K+12 Curriculum is somehow different from the
Basic Education Curriculum Grading System. Kindergarten students grades are not
numerical. Instead they are graded by means of having a portfolio and anecdotal
records. For Grades 1-12, they do follow 5 steps in grading the students. First, they get
the total score for each component (written output, performance-based outputs, etc.)
Next, they divide the total raw score by the highest possible score then the quotients is
multiplied by 100%. After that, they convert percentage scores to weighted scores then
they multiply the percentage score by the weight of the components. Fourth, they add
the weight scores of each component. Lastly, they transmute the initial grade using the
Transmutation Table given.
For grades 1-10, a learner must take remedial classes if s/he did not meet the
expectations in at most two learning areas. 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. To prevent a student from failing in any learning area
at the end of the year, teachers should make sure that learners receive remediation
when they earn raw scores which are consistently below expectations in written work
and performance tasks. For grades 11 to 12, learners must be immediately given
remedial classes if they fail a unit or set of competencies. They should pass the
summative assessments during remediation to avoid a failing grade in a learning area
or subject. This will prevent students from having back subjects in senior high school.
However, if the learner still fails remedial classes, he or she must retake the subject/s
failed during the summer or as a back subject. Guidance counselors must provide
support to the senior high school student for his or her choices in senior high tracks.
The goal of the K-12 curriculum is to holistically develop Filipinos with 21 stcentury 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.
Learners class attendance shall be recorded by teachers daily. At the end of
each quarter, the attendance is reflected in the report card. 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 childs remedial
class teacher, if any, and the teacher of the next grade level, as well as the childs
parents/guardians.
Reference
DepEd Order No. 8, S. 2015 Policy Guidelines on Classroom Assessment for the K to
12 Basic Education Program