GRADING SYSTEM OF K-12

PROGRAM OF
DEPARTMENT OF
EDUCATION
 The assessment process is holistic, with emphasis on the
formative or developmental purpose of quality assuring
student learning.

 It is also standards-based as it seeks to ensure that

teachers will teach to the standards and students will aim to
meet or even to exceed the standards.

 The students attainment of standards in terms of content

and performances therefore, a critical evidence of learning.
Levels of learning outcomes

•Knowledge
•Process or Skill
•Understanding
•Products and Performance
 The substantive
content of the
curriculum, the
facts and
information that
the students
acquires.
 Skills or cognitive
operations that the
student performs on
facts and information
for the purpose of
constructing
meanings and
understandings
 Enduring big ideas,
principles and
generalizations
inherent to the
discipline, which may
be assessed using facets
of understanding which
may be specific to the
discipline.
 Real-life
application of
understanding as
evidenced by the
student’s
performance of
authentic tasks.
 This level shall be the outcomes reflected in the class
record and shall be given corresponding percentage
weights as follows

Level of Assessment Percentage Weights

 Advanced – The student at this level
exceeds the core requirements in terms of 90%
knowledge, skills and understandings, and and
above
can transfer them automatically and flexibly
through authentic performance tasks.

 Proficient – The student at this level has

developed the fundamental knowledge and 85 –
skills and core understandings, and can 89%
transfer them independently through
authentic performance tasks.
 Approaching Proficiency – The student
at this level has developed the
fundamental knowledge and skills and
core understandings and with little 80 –
guidance from the teacher and/or with 84%
some assistance from peers, can transfer
these understandings through authentic
performance tasks.

 Developing – The student at this level

possesses the minimum knowledge and 75 –
skills and core understandings, but 79%
needs help throughout the performance
of authentic tasks
 Beginning – The student at this level
struggles with his/her understanding; 74%
prerequisite and fundamental and
knowledge and or skills have not been below
acquired or developed adequately to
aid understanding.
 Levels of Proficiency
Beginning (B)

Developing (D)

Approaching Proficiency (AP)

Proficient (P)

Advance (A)
 While, the level of proficiency at which the student if
performing shall be based on a numerical value which is
arrived at after summing up the results of the student’s
performance on the various levels of assessment.

Equivalent numerical value

74% and below
75 – 79%
80 – 84%
85 – 89%
90% and above
 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
address any learning
deficiency.
 A rubric is a guideline for rating student
performance.
 It must define the range of possible performance
level.
 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 receivers
the greatest number of points and the lowest level
of performance receivers the fewest points.
 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.
 Paper-and-pencil 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
inventories, such as personality
and interest inventories.
1. MULTIPLE CHOICE
2. TRUE OR FALSE
3. MATCHING TYPE
4. IDENTIFICATION
5. CONSTRUCTED RESPONSE / ESSAY
TRANSFORM TEXTUAL PRESENTATION INTO A
DIAGRAM

• Outline, Organize, Analyze, Interpret,

Translate, Convert or Express
Information by using:

1. Flow Chart
2. Graphs
3. Analogies
4. Graphic Organizers