DIVINE MERCY COLLEGE FOUNDATION INC.

Caloocan City
Professional Education

ASSESSMENT AND RATING OF

LEARNING OUTCOMES UNDER THE K
to 12
BASIC EDUCATION CURRICULUM

Presented by:

CHRISTIAN D. EVANGELISTA
MARIANNE T. EVANGELISTA, MSHRM

DepEd ORDER No. 73 S. 2012

General Guidelines for the Assessment and
Rating of Learning Outcomes

Effective School Year () 2012-2013, the

standards-based assessment and rating
system shall be implemented to support the
progressive roll-out starting with grades 1 and
7 of the K to 12 Basic Education Curriculum in
public and private elementary and secondary
schools nationwide.

OUTLINE OF
PRESENTATION

Philosophy of Assessment
Nature of Assessment and Its
Purpose
Levels of Assessment
Assessment Tools
Levels of Proficiency and Equivalent
Numeric Value
Rating System
Assessment Rubric
Frequency of Assessment

WHAT IS
K TO 12
PROGRAM?

K TO 12 PROGRAM
The K to 12 Program covers:
Kindergarten and 12 years of basic education
(six years of primary education, four years of
Junior High School, and two years of Senior
High School [SHS])

A. PHILOSOPHY
Assessment shall be used
primarily as a quality
assurance tool to track
student progress in the
attainment of standards,
promote self-reflection and
personal accountability for
ones learning, and provide
a basis for the profiling of

B. NATURE AND
PURPOSE
OF ASSESSMENT

Assessment shall be holistic, with

emphasis on the formative or
developmental purpose of quality
assuring student learning.
It also standards-based as it seeks
to ensure that teachers will teach
to the standards and students will
aim to meet or even exceed the
standards.
The students attainment of
standards in terms of content and
performance is, therefore, a

LEVEL OF
PERFORMANCE AND
UNDERSTANDING

C. LEVELS OF
ASSESSMENT
The attainment of learning
outcomes as defined in the
standards shall be the basis for
the
quality
assurance
of
learning
using
formative
assessments.

They shall also be the focus of

the summative assessments
and shall be the basis for
grading
at
the
end
of

LEVEL OF LEARNING
OUTCOMES

Knowledge
Process or Skill
Understanding
Products and Performances
The levels of Assessment are
defined as follows:

KNOWLEDGE
The
substantive
content of
the
curriculum,
the facts and
information
that the
student
acquires

PROCESS
Skills or
cognitive
operations
that the
student
performs on
facts and
information
for the
purpose of

UNDERSTANDING(S)
Enduring big
ideas,
principles and
generalization
s inherent to
the discipline,
which may be
assessed
using the
facets of
understandin
g which may
be specific to
the discipline

PRODUCTS /
PERFORMANCES
Real-life
application
of
understandi
ng as
evidenced
by the
students
performanc
e of

LEVELS OF
ASSESSMENT
These levels shall be the outcomes
reflected in the class record and
shall
be
given
corresponding
percentage weights as follows:
LEVEL OF
PERCENTAGE
ASSESSMENT
WEIGHT
Knowledge
Process or Skills

15%
25%

Understanding (s)
Products /
Performances

30%
30%

TOTAL

100%

ASSESSMENT TOOLS
KNOWLEDGE

PROCESS /
SKILLS

UNDERSTAN PRODUCTS &

DINGS
PERFORMAN
CES

Traditional Tools:

Transform a Textual
Presentation into a
Diagram

Facets of
Understandings

Authentic products
or performance tasks
that a student is
expected to do to

Paper and Pencil

Tests

~ Outline, Organize,
Analyze, Interpret,
Translate, Convert or
Express Information

Self Knowledge

Demonstrate his or
her understanding.

Multiple Choice

Flow Chart

Empathy

~ Self
Understanding

True or False

Construct Graphs

Perspective

Self Monitoring

Matching Type

~ Graphic
Organizers

Explanation

Self Assessment

Interpretation

~ Permit choices of
combinations of oral,

~ Constructed
Response

Draw Analogies

LEVELS OF
PROFICIENCY
AND ITS
EQUIVALENT
NUMERICAL VALUE


The performance of the students
shall be described in the report card,
based on the following levels of
proficiency

LEVEL OF
PROFICIENCY
Beginning
(B)
Developing
(D)
Approaching Proficiency
(AP)
Proficient

(P)

 While, the level proficiency shall

be based on a numerical value which
arrived form summing up the results
of the students performance on the
various level of assessment.

EQUIVALENT
NUMERICAL VALUE
74% and Below
75 - 79%
80 - 84%
85 - 89%
90% and Above

LEVELS OF PROFICIENCY

LEVELS OF PROFICIENCY

FEED BACK
Results of the
assessment
across levels
should be fed
back
immediately to
the students, so
that they know
what to improve
further, and then
they can plan
strategically
how they can

PROTOTYPE
RUBRICS
FOR THE DIFFERENT
LEVELS OF
ASSESSMENT

WHAT IS RUBRIC:
A rubric is a guideline for rating
student performance.
It must define the range of possible
performance levels.
Within this range, there are different
levels of performance which are
organized from the lowest level to the
highest level of performance.
Usually, a scale of possible points is
associated with the continuum in
which the highest level receives the
greatest number of points and the

BENEFITS OF RUBRIC
The rubric provides
assessment with exactly the
characteristics for each level
of performance on which the
students and the teacher
should base their judgment.
The rubric provides the
students with clear
information about how well
they performed and what
they need to accomplish in
the future to better their
performance.

RUBRICS CRITERIA &

PERCENTAGE
CRITERIA PERCENT
AGE
Knowledge
Skills
Understanding (s)
Transfer of
Understanding

TOTAL:

15%
25%
30%
30%

100%

LEARNING
OUTCOME #O1
KNOWLEDGE

PAPER AND PENCIL

INSTRUMENTS
Paper-andpencil
instruments
refer to a
general group of
assessment
tools in which
candidates read
questions and
respond in
writing.
This includes
tests, such as
knowledge and
ability tests, and

MOST COMMON
RESPONSE
FORMATS ARE:
1.
2.
3.
4.
5.

MULTIPLE CHOICE
TRUE OR FALSE
MATCHING TYPE
IDENTIFICATION
CONSTRUCTED RESPONSE
/ ESSAY

A. KNOWLEDGE (15%)

LEARNING
OUTCOME #O2
SKILLS

TRANSFORM TEXTUAL
PRESENTATION INTO A
DIAGRAM
Outline,
Organize,
Analyze,
Interpret, Translate, Convert or
Express Information by using:
1.
2.
3.
4.

Flow Chart
Graphs
Analogies
Graphic Organizers

PROTOTYPE PIE GRAPH

PERCENTAGE LEVEL OF PROFICIENCY
5%

LEGEN
D

10%
15%

B
D
AP

40%
30%

P
A

Result of Midterm Exam

B. SKILLS (25%)

CONTINUATION:

CONTINUATION:
#02

CONTINUATION:
#03

PROTOTYPE
ASSESSMENT
MATRIX FOR TLE
(Technology Livelihood Education)

BASIS FOR PROMOTION AND

RETENTION
LEVEL OF
PROFICIENCY
Beginning
(B)
Developing
(D)
Approaching
Proficiency
(AP)
Proficient
(P)

EQUIVALENT
NUMERICAL
VALUE
74% and
Below
75 - 79%
80 - 84%
85 - 89%

PROMOTION AND
RETENTION

Promotion
and
Retention
students shall be by subject

of

Students whose proficiency level is

Beginning (B) at the end of the
quarter or grading period shall be
required to undergo remediation
after class hours so that they can
immediately catch up as they move
to the next grading period
If by the end of school year, the
students are still at the Beginning
level, then they shall be required to

RATING SYSTEM

LEARNING
OUTCOME #O3
UNDERSTANDING

UNDERSTANDING
Understanding as expressed
using any three of the six
facets of understanding

The facets are explained

(adapted from the paper,
Understanding by Design
Framework
in
the
Philippines by Mc Tighe and
Grant Wiggins, p.5)

FACETS OF
UNDERSTANDING
EXPLAIN
SELF
KNOWLE
DGE

INTERPR
ET

CONC
EPT
EMPATH
Y

APPLY
PERSPE
CTIVE

FACET # 01
EXPLANATION
Concepts,
principles, and
processes by
putting them in
their own
words, teaching
them to others,
justifying their
answers and
showing their
reasoning.

FACET # 02
INTERPRETATION
By making
sense of
data, text,
and
experience
through
images,
analogies,
stories and
models;

FACET # 03
APPLICATION
Effectively
using and
adapting
what they
know in
new and
complex
texts

FACET # 04
PERSPECTIVE
Demonstrate
perspective
by seeing the
big picture
and
recognizing
different
points of
view.

FACET # 05
EMPATHY
Display
empathy by
perceiving
sensitively
and putting
ones self in
someone
elses shoes;

FACET # 06 SELF
KNOWLEDGE
Have self
knowledge by
showing met
cognitive
awareness,
using
productive
habits of mind
and reflecting
on the meaning
of the learning
and

UNDERSTANDING MAYBE ASSESSED BASED ON

THE FOLLOWING CRITERIA

Continuation:

LEARNING
OUTCOME #O4
PRODUCT /
PERFORMANCES

TRANSFER OF
UNDERSTANDING
Transfer of understanding to life
situations maybe assessed as
demonstrated
through
the
following:

1. PRODUCTS Outputs which

are reflective
of
learners
creative
application
of
understanding;
2. PERFORMANCES skillful
exhibition or creative execution of
a process, reflective of
masterful application of learning

STUDENT IS EXPECTED
TO DEMONSTRATE
HIS/HER
UNDERSTANDING BY
MEANS OF:
Self Understanding
Self Monitoring
Self Assessment

SELF
UNDERSTANDING
Also
known as
Self
knowledg
e
Is the
ability to
understan
d one's

SELF MONITORING
Used in
behavioral
management
where a person
will keep a
record of
behavior
patterns.
A personality
trait for
the ability to

SELF ASSESSMENT
It is the process
of gathering
information about
yourself in order
to make an
informed career
decision.
A self
assessment
should include a
look at the

Continuation:

PROTOTYPE
FORMATIVE
AND SUMMATIVE
ASSESSMENT
TOOLS

PRE ASSESSMENT
TOOL
Pre-assessment allows the teacher
and student to discover what is
already known in a specific topic or
subject.

It is critical to recognize prior

knowledge so students can engage
in questioning, formulating, thinking
and theorizing in order to construct
new knowledge appropriate to their
level.

PROTOTYPE PRE-ASSESSMENT
TOOL

FORMATIVE
TheASSESSMENT
goal of formative assessment is to

gather feedback that can be used by the

instructor and the students to guide
improvements in the ongoing teaching and
learning context. These are low stakes
assessments for students and instructors.
Examples:
1.
Asking students to submit one
or two
sentences
identifying the main point of
a
lecture
2.
Have students submit an outline
for a
paper.
3.
Early course evaluations
4.
Giving quizzes to check student
understanding

SUMMATIVE
The goal of summative assessment is
measure
the level of success or
ASSESSMENT

to
proficiency that has been obtained at the
end of an instructional unit, by comparing
it against some standard or benchmark.
The
outcome
of
a
summative
assessment can be used formatively,
however, when students or faculty take the
results and use them to guide their efforts
and activities in subsequent courses.
Examples of summative assessments
include:
a midterm exam
a final project
a paper

PROTOTYPE SUMMATIVE
ASSESSMENT TOOL THROUGH
AUTHENTIC PERFORMANCE
TASK

Presented to:

DR. BELLA LAUREANO

And the students under Professional Education of
The Divine Mercy College Foundation Inc
(Batch 2013)