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NEW K -12 GRADING

SYSTEM
Elementary Parents’ Orientation
Manresa School
June 18, 2015
MS Auditorium
DO 8, s. 2015 –
Policy Guidelines on Classroom
Assessment for the K to 12 Basic
Education Program (BEP)

Dated: April 1, 2015


• DO 8, s. 2015 - Policy Guidelines on
Classroom Assessment for the K to
12 Basic Education Program
• http://www.deped.gov.ph/orders/do-8-s-2015
• http://www.deped.gov.ph/sites/default/files/order/
2015/DO_s2015_08.pdf
Classroom Assessment
• Classroom assessment is an ongoing process of
identifying, gathering, organizing, and interpreting
quantitative and qualitative information about
what learners know and can do.
Two Types of
Classroom Assessment
Formative Assessment Summative Assessment
- Formative Assessment may - Summative assessment may
be seen as assessment for be seen as assessment of
learning so the teachers can learning which occurs at the
make adjustments in their end of a particular unit
instruction. - This form of assessment
- FA is given at any time usually occurs at the end of a
during the teaching and particular unit.
learning process.
Two Types of
Classroom Assessment
Formative Assessment Summative Assessment
- Formative Assessment - Summative assessment
involves teachers using measures whether learners
evidence about what learners have met the content and
know and can do to inform performance standards
and improve their teaching
Components of
Summative Assessment
• Written Work (WW)
• Performance Tasks (PT)
• Quarterly Assessment (QA)
Components of
Summative Assessment
Component s Purpose When given

Written 1. Assess learners’ At the end


Work understanding of of the topic
(WW) concepts and or unit
application of skills
2. Prepare learners for
quarterly
assessments
Components of
Summative Assessment
Components Purpose When given
Performance 1. Involve students in the
Tasks (PT) learning process At the end of a
2. Give students opportunities to lesson focusing
demonstrate and integrate on a topic/skill
their knowledge, lesson
understanding and skills
3. Give students the freedom to Several times
express their learning in during the
appropriate and diverse ways quarter
4. Encourage student inquiry,
integration of knowledge,
understanding, and skills in
various contexts
Components of
Summative Assessment

Components Purpose When given


Quarterly Synthesize all the Once, at
Assessment learning skills, concepts, the end of
(QA) and values learned in an the quarter
entire quarter
Grading System
• The K-12 Basic Education Program (BEP) uses a
standards-based and competency-based
grading system.
• All grades will be based on the weighted score
of the learners summative assessments.
• The minimum grade to pass a specific learning
area is 60, which transmuted to 75 in the
Report Card.
Grading System
• The lowest mark that can appear on the Report
Card is 60 for Quarterly Grades and Final
Grades
• Learners from Grades 1 to 12 are graded on
Written Work (WW), Performance Tasks(PT), and
Quarterly Assessment (QA) every quarter.
• These three are given specific percentage
weights that vary according to the nature of the
learning area.
Grading System
How is learner progress recorded and
computed ?

The following table shows the step-by-step


way of computing the grades.
Grading System
How are grades computed at the end of the
school year?
Grading System
How is the learner’s progress reported?
Learners’ Progress Report
DESCRIPTORS GRADING SCALE REMARKS
Outstanding 90 – 100 Passed
Very Satisfactory 85 – 89 Passed
Satisfactory 80 – 84 Passed
Fairly 75 – 79 Passed
Satisfactory
Did not meet Below 75 Failed
expectations
Grading System
How are learners promoted or retained at the
end of the school year?

A Final Grade of 75 or higher in all learning


areas allows the student to be promoted to the
next grade level.
LEARNER PROMOTION AND
RETENTION
Requirements Decision
For Grades 1. Final Grade of at least 75 Promoted to the next
in all learning areas grade level
1 to 3
Learners 2. Did Not Meet Expectations Must pass remedial
in not more than two learning classes for learning
areas areas with failing mark
to be promoted to the
next grade level. Other
wise the learner is
retained in the same
grade level
3. Did Not Meet Expectations Retained in the same
in not more than three grade level
learning areas.
LEARNER PROMOTION AND
RETENTION
Requirements Decision
For Grades 1. Final Grade of at least 75 Promoted to the next
in all learning areas grade level
4 to 10
Learners 2. Did Not Meet Expectations Must pass remedial
in not more than two learning classes for learning
areas areas with failing mark
to be promoted to the
next grade level. Other
wise the learner is
retained in the same
grade level
3. Did Not Meet Expectations Retained in the same
in not more than three grade level
learning areas.
LEARNER PROMOTION AND
RETENTION
Requirements Decision
For Grades 4. Must pass all learning 1. Earn the
4 to 10 areas in the Elementary Elementary
Certificate
Learners 2. Promoted to
Junior High
School
5. Must pass al learning 1. Earn the Junior
areas in the Junior High High School
School Certificate
2. Promoted to
Senior High
School
Recomputed Final Grade
• Remedial Class Mark (RCM) is the equivalent of
the Final Grade for Remedial Classes
• The Final Grade at the end of the school year
and the Remedial Class Mark are averaged

• Final Grade + Remedial Class Mark = Recomputed


2 Final Grade
73 + 85 = 158/2 = 79 is the RFG
• The teacher of the Remedial Class issues the
Certificate of Recomputed Final Grade,
which is noted by the School Principal.
• This is submitted to the Division Office and
must be attached to both Form 137 and
School Form no. 5
New k – 12 Grading System

Assessment is part
of day-to-day lessons
and extends the day-
to-day classroom
activities that are
already in place of K-
12 curriculum.
It is the integral
part of teaching
and learning.
We, both help our
children achieve!

Thank you for listening.