Table of Contents

Introduction 1

Types and Methods of Grades 2

Policies on Grading 6

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 21st-

century 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 learner’s 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 learner’s 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 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.

VISIONWe 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.

MISSIONTo protect and promote the right of every Filipino to quality, equitable, culture-based, 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 learner’s 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 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.

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 child’s remedial

class teacher, if any, and the teacher of the next grade level, as well as the child’s

parents/guardians.

Reference

DepEd Order No. 8, S. 2015 Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program