Classroom Assessment

for K to 12 Basic Education

Program
DepEd Order No. 8 s. 2015
I. Theoretical Basis
II. What is Classroom Assessment?
II. What is Classroom Assessment?
II. What is Classroom Assessment?
II. What is Classroom Assessment?
II. What is Classroom Assessment?

There are two types

of classroom assessment:

1. Formative Assessment
2. Summative Assessment
II. What is Classroom Assessment?
Formative Assessment
- may be seen as assessment for
learning so teachers can make
adjustments in their instruction

- may be seen as assessment as

learning wherein students reflect
on their own progress
II. What is Classroom Assessment?
Formative Assessment
II. What is Classroom Assessment?
Summative Assessment
III. What is Assessed in the Classroom?
III. What is Assessed in the Classroom?
Concept Development
IV. How are learners
assessed in the classroom?
Individual and Collaborative
Formative Assessment

-to demonstrate - peer assessment

independently what has been
learned or mastered

- check- up quizzes, written

exercises, performances,
models, electronic - allows students to support each
presentations other’s learning
- discussions, role playing, games
IV. How are learners
assessed in the classroom?
Formative Assessment in Different Parts of the Lesson
IV. How are learners
assessed in the classroom?
Formative Assessment in Different Parts of the Lesson
IV. How are learners
assessed in the classroom?
Formative Assessment in Different Parts of the Lesson
IV. How are learners
assessed in the classroom?
Formative Assessment in Different Parts of the Lesson
IV. How are learners
assessed in the classroom?
Summative Assessment
IV. How are learners
assessed in the classroom?
Summative Assessment
Compone Purpose When
nts Given
Written 1. Assess learners’ understanding of concepts and At the end
Work application of skills in written form of a topic
(WW) 2. Prepare learners for quarterly assessments or unit

Performa 1. Involve students in the learning process individually or

nce Tasks in collaboration with teammates over a period of time. At the end
(PT) 2. Give students opportunities to demonstrate and of the
lesson
integrate their knowledge, understanding and skills
focusing
about topics or lessons learned in a specific real- life on a topic/
situation by performing and/ or producing evidence of skill/
their learning. lesson
3. Give students the freedom to express their learning in
appropriate and diverse ways Several
4. Encourage student inquiry, integration of knowledge, times
understanding, and skills in various contexts beyond during the
quarter
the assessment period.
IV. How are learners
assessed in the classroom?
Summative Assessment

Components Purpose When

Given
Quarterly Synthesize at the learning skills,
Assessment Once, at the
(QA) concepts and values learned in an end of the
entire quarter. quarter
V. The Grading System
V. The Grading System
A. How is learner’s progress recorded and computed?
STEP 1: Grades from all student work are added up. This results in the total score
for each component, namely Written Work, Performance Tasks, and Quarterly
Assessment.

STEP 2: The sum for each component is converted to the Percentage Score. To
compute the percentage score (PS), divided the raw score by the highest possible
score then multiply the quotient by 100%.
V. The Grading System
A. How is learner’s progress recorded and computed?

STEP 3: Percentage Scores are then converted to Weighted Scores to show the
importance of each component in promoting learning in the different subjects.

WEIGHTED SCORE (WS) = Percentage Score x Weight of Component

Weight of Components for Grades 1 to 10

V. The Grading System
A. How is learner’s progress recorded and computed?

STEP 3: Percentage Scores are then converted to Weighted Scores to show the
importance of each component in promoting learning in the different subjects.

WEIGHTED SCORE (WS) = Percentage Score x Weight of Component

Weight of Components for Senior High School
V. The Grading System
A. How is learner’s progress recorded and computed?

STEP 4: The sum of the Weighted Scores in each component

is the Initial Grade. This Initial Grade will be transmuted using
the Transmutation Table in Appendix B of
DepEd Order No. 8 s. 2015 to get the Quarterly Grade (QG).

STEP 5: The Quarterly Grade for each learning area is

written in the report card of the student.
V. The Grading System
A. How is learner’s progress recorded and computed?

For MAPEH , individual

grades are given to each area,
namely, Music, Arts, Physical
Education, and Health.

The Quarterly Grade for

MAPEH is the average of the
quarterly grades in the four areas.
V. The Grading System
Appendix B. Transmutation Table
V. The Grading System
Sample Class Record

WEIGHTED SCORE (WS) = Percentage Score x Weight of Component

V. The Grading System
B. How are grades computed at the end of school year?
V. The Grading System
B. How are grades computed at the end of school year?
Final Grade (1st Quarter Grade + 2nd Quarter Grade + 3rd Quarter Grade + 4th Quarter Grade)
by Learning = ________________________________________________________
Area
4

Sum of Final Grades of All Learning Areas

General = ________________________________________________________
Average Total number of Learning Areas in a grade level
V. The Grading System
B. How are grades computed at the end of school year?

Sample
Computation of
the Final Grade
and General
Average for
Grades 1 to 10.
V. The Grading System
B. How are grades computed at the end of school year?

For Grades 11 and 12, the two

quarters determine the Final Grade
in a semester.

Example:
Grade 11, second semester for the
Accounting, Business, and
Management (ABM) strand.
V. The Grading System
C. How is the learner’s progress reported?

A learner who receives a grade below 75 in any subject in

a quarter must be given intervention through remediation and
extra lessons from the teacher/s of that subject.
V. The Grading System
D. How are learners promoted or retained
at the end of school year?
V. The Grading System
D. How are learners promoted or retained
at the end of school year?
V. The Grading System
D. How are learners promoted or retained
at the end of school year?
V. The Grading System
D. How are learners promoted or retained
at the end of school year?
V. The Grading System
D. How are learners promoted or retained
at the end of school year?
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 Number 5.
VI. How to reflect the Core Values in the Report Card

Core Values Behavior Indicators

Statements
Expresses one’s 1. Engages oneself in worthwhile spiritual
spiritual beliefs while activities
respecting the 2. Respects sacred places
spiritual belief’s of 3. Respects religious beliefs of others
others 4. Demonstrates curiosity and willingness to
learn about other ways to express spiritual
life.
Maka- Diyos Shows adherence to 1. Tells the truth
ethical principles by 2. Returns borrowed things in good condition
upholding the truth 3. Demonstrates intellectual honesty
4. Expects honesty from others
5. Aspires to be fair and kind to all
6. Identifies personal biases
7. Recognizes and respects one’s feelings and
those of others
VI. How to reflect the Core Values in the Report Card
VI. How to reflect the Core Values in the Report Card

Core Values Behavior Indicators

Statements
Cares for the 1. Shows a caring attitude toward the
environment and environment
utilizes resources 2. Practices waste management
Makakalikasan wisely, 3. Conserves energy and resources
judiciously, and 4. Takes care of school materials,
economically facilities, and equipment
5. Keeps work area in order during
and after work
6. Keeps one’s work neat and orderly
VI. How to reflect the Core Values in the Report Card

Core Values Behavior Indicators

Statements
Demonstrates pride in 1. Identifies oneself as a Filipino
being a Filipino; 2. Respects the flag and national anthem
exercises the rights and 3. Takes pride in diverse cultural expressions,
responsibilities of a practices and traditions
Makabansa Filipino citizen 4. Promotes the appreciation and
enhancement of Filipino languages
5. Abides by the rules of the school,
community, and country
6. Enables others to develop interest and pride
in being a Filipino
Demonstrates 1. Manages time and personal resources
appropriate behavior in efficiently and effectively
carrying out activities in 2. Perseveres to achieve goals despite difficult
the school, community, circumstances
and country 3. Conducts oneself appropriately in various
situations
VI. How to reflect the Core Values in the Report Card
VI. How to reflect the Core Values in the Report Card
VII. How is attendance reported?
VII. How is attendance reported?
VIII. To Whom is
Classroom Assessment Reported
Classroom assessment serves to help teachers
and parents understand the learner’s 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.
Sample Report Card (Grades 1 to 10)
Sample Report Card (Grades 1 to 10)
Sample Report Card (Grades 11 to 12)
Sample Report Card (Grades 11 to 12)
CRITICAL QUESTIONS:
• When do we conduct the Remedial Classes?
• By the 5th week of every quarter – remediation to be
conducted to those whose raw scores are consistently
below expectations to prevent them from failing the
subject at the end of the quarter and at the end of the
year

• When the learner receives a grade below 75 at the end of

the quarter – the teacher of the subject/s shall conduct
the remediation beyond the regular class hours and shall
give summative assessments during remediation

• When the learner receives a Final Grade below 75 at the

end of the year – the teacher of the subject/s shall
conduct intensive remediation until the year ends.
Summative assessments shall be given during remediation
• March 7 – 31 for Grade 6 and 10
• March 21 – 31 (or beyond) for Grades 1-5 and 7-9
CRITICAL QUESTIONS:
• How many hours/days shall be given in the
conduct of Remedial Classes?
• At least one hour every day beyond
regular class hours and shall be included
in the IPCRF of teachers
• No specific number of days for
remediation in every quarter. The focus
shall be on specific learning standards
and learning competencies where the
learner showed performances below the
expectations of the curriculum based on
the results of formative and summative
assessments
• Summative assessments shall be given
during remedial classes
CRITICAL QUESTIONS:
• What will be the status of those learners
with failing marks last school year?
• Elementary (Gr. 1-4) – those whose general average
is below 75 (Beginning) and failed to take summer
classes is retained in the grade level

• Secondary (Gr. 7-10) – learners with failing grades

who failed to take summer classes shall retake only
the subjects where he/she failed. They are not
allowed to take advance courses. Remaining back
subjects may be taken during intervention classes
which the school may initiate within the school year
(i.e. regular Saturday Class) or during summer classes
(if allowed) subject to the approval of the SDO)

NOTE: Intervention for failed subjects shall be taken within

the whole school year and shall focus on competencies
required in the curriculum for the grade level.