ELPUBLIKA NG DILIPINAS. d ev ore FILLS KAGAWARAN NG EDUKASYON Den DEPARTMENT OF FHUCATION HL Comphes, Metalco Avenue, Pacig City, Mhitippines ‘DEPAMTHEAT BOP EDUCATION: Tanggapan ny Katihien cot Lines 8729226874177 ig a Mail: usec yeanhy Office of the Secretary ere OCTOBER 10, 2003 DepED ORDER No. 79, s. 2003 ASSESSMENT AND EVALUATION OF LEARNING AND REPORTING OF STUDENTS’ PROGRESS IN PUBLIC ELEMENTARY AND SECONDARY SCHOOLS To: — Undersecretaries Assistant Secretaries Bureau Directors Regional Directors Schools Division/City Superintendents Heads, Public Elementary and Secondary Schools 1. this Department, responding to the need for an assessment and evaluation system that truly reflects sludent performance, issues the following guidelines in the assescrent set reporting of students’ progress 1.1 Grades shall not-be computed on the basis of any transmutation table that equates zer0 to a pre-selected base (such as 50 or 70) and adjusts other scores accordingly. 1.2 Grades shall be based on assessment that covers the range of learning Competencies specified in the Philippine Elementary Learning Competencies (PEIC) and Philippine Secondary Schools Learning Competencies (PSSLC). The test shall be designed as follows - 60% easy items focused on basic content and skils expected of a Student in.each grade or year level; - 30% medium-tevel items focused on higher level skills: and io . 10% difficult items focused on desirable content or skills that aim to distinguish the fast learners. This design shall apply to all forms of traditional as well as non-traditional assessment whenever applicable. It should be stressed that “easy’ does nal mean items that only require simple recall 13 ‘Scores, shall be recorded as raw scores, totaled at the end of each Grading period and then computed as percentages (ie. [student's score + highest possible score] x.100) 1.4 Attainment of at least 75% of the competencies is required to pass each subject :4.5 Sixty-five percent (65%) shall be the lowest grade that shall appear in the report card, The student's true grade below 65% shal be retained in the class record, 1.6 Grades in the different subject areas shall be computed based on the percentage weights allocated for the various components (e.g., quizzes, participation, projects, and periodical test) as defined in DECS Order No. 80, s. 1993, for the elementary level, and DepED Order No. 37, s. 2003, for the secondary level. A sample table of equivalence for the distribution of weights is attached as Enclosure I, for reference. The use of rubrics or scoring guides for non-traditional assessment is strongly encouraged. Prototype rubrics are in Enclosure 2 17 The final grade in each subject, for both elementary and secondary levels, shall be computed as the average of the four periodical grades. 1.8 Nomtraditional assessment (e.g. open-ended questions, performance- based assessment and portfolio assessment) appropriate to the learning area shall be encouraged to complement traditional assessment (e.g. multiple choice, completion type and matching type) in order to gather holistic information about student performance. 2. Pertinent provisions and/or sections of DECS Order Nos. 80, s. 1993 and 66, s. 1995; and DepED Order Nos. 37 and 70, s. 2003 which are inconsistent with this Order are hereby revoked or amended accordingly. 3. These new guidelines shall be adopled in all public schools effective the Second Grading Period of SY 2003-2004 4, Immediate dissemination of and compliance with this Order is directed ae anes EDILBERTO C. DE JESUS. Secretary oe DECS Order: (No. 80, s. 1993 and 66, s. 1995) | DepED Order: (Nos. 37 and 70, s. 2003) Allotment: 1—(D.0. 50-97) |. Tobe indicated in the Perpetual index under the following subjects: 7 POLICY PUPILS. RATING Pitt STUDENTS 5(Enclosure No. 1 to DepED Order No. 79, s. 2003) TABLE OF EQUIVALENCE Directions: Refer to the table of Equivalence to find out the equivalent of the raw scores vis-a-vis the percentage weights of the components of the student's grade. For example, if the percentage weight for the Periodical Test is 25% and the total raw score is.80 its equivalent value is 20. This shall form part of the student's grade. Raw [_ _ Percentage Distribution of Weights Score 5% 10% | 15% | 20% | 25% 30% 40% 100 5.00 10.0 15.00 20.0. |" 25.00__|~ 30.00 40.0 99 495 99 | 1485 | 198 | 2475 29.70, 39.6. 98 4.90 9 i 24,50 | 29.40 39.2 97 4.85 24.25 29.10 38.8 | 96 4.80 . 24,00, 28.80 38.4 95 4.75 28.50 38.0) 94. 4:70. 26.20__| 3290 | 376, 33 465 | 27.90 92 4.60 0 91 455 27.30 90 4.50 27.00 |31.50 36.0 89 4.45 26.70_|_ 31.15 36.6 88 4.40 26.40 | 30.80 35.2 87 4.35 26.10 | 30.45 34.8 86. 4.30 25,80 | 30.10 344 85 4.25 25.50, 29.75 34.0 84 4.20 25.20 29.40 33.6, 83. 4.15. 24.90 29.05 33.2 82 4.10 24.60 28.70 32.8 81 | 4.05, 24.30 28.35 32.4 80. 4.00 24,00 28.00 32.0 79 3.95 23.70 27.65 316 78 3.90 23.40__| 27.30 312 iad 3.85 23.10 | 26.95 30.6 76 3.80 22.80 | 26.60 30.4 75. 3.75 22.50 [26.25 30.0 74 3.70 22.20 | 25.90 | 296 73 3.65 21,90 |~ 2555 _| 29.2 72 3.60 21,60 | 2520 | 288 71 3.55 21,30 _| 24.85 | 28.4 0 3.50 21,00 | 24.50 | 28.0 69 3.45 20.70 [24.15 | 27.6 68 3.40 20,40_| 23.80 | 27.2 67 3.35 20.10_| 23.45 26.8 68 3.30 19.80 | 2310 | 26.4 65 3.25 19.50_| 2275 | 26.0 64 3.20 19.20 22.40 256 63 3.15) 718.90 _| 22.05 | 252 62. 3.10 18.60, 21.70 248 61 3.05 18.30 21.35, 24.4 60. 3.00 18,00 21.00 24.0 59. 2.95 17.70 20.65 23.6 58 2,90 417.40 20.30, 23.2 57 2.85 47.10 19.95 22.8 56 280 46.80, 419.60. 22.4 55 2.75 76.50_| 19.25 [22.0 54 2.70 16.20 | 18.90 | 21.6 53 2.65 15.90 | 18.55 [21.2 52 2.60 1560_| 16.20, | 20.8 Sf 2.55 15.30 | 17.85 | 20.4Percentage Distribution of Weights. Score 5% 10% 15% 20% 25% 30% 35% 40% 50 2.50 5.0 7-50 10.0) 42.50 15.0 47.50 20.0 49 2.45 49 7.35 98 12.25 147 17.15 196 48 2.40 46 7.20 96 42.00 14.4 16.80 19.2 a7 2.35 | 705 [9.4 44.75 144 | 16.45 76.8 46 2:30 690 92 11.50 13.8 16.10 18.4 45 2.25 675 _ | 90° 41.25 13.5 | 15.75 18.0 44 2.20 | 44 6.60 88 14.00 13.2 15.40 176 43 2.15 43 6.45 66 10.75 12.9 15.05 472 a2 2.10 42 | 630 | 64 10.50 12.6 14.70 166 a1 2.05 at 615 82 10.25 12.3 14.35 16.4 40 2.00 40 6.0 80 10.00, 12.0 14.00 16.0 39 1:95 39 5.85 7.8 975 147 13.65 15.6 38 190 [38 [5.70 76 |__9.50 114 | 13.30 152 a7 1.85 37__|_ 955} 9.25 41 | 12.95 148 36 1-80 36 5.40 9.00 108 12.60 144 35 1.75 35 525 | 70 875 105 12.25 14.0 34 1.70 34 5.10 68 8.50 10.2 11.90 13.6 33 1.65 33 495 8.25 99 41.55 13.2 32 1.60 32 4,80, 8.00 96 44.20 12.8 34 1.55 34 465 775 93 10.85 12.4 30 1.50 3.0 450 7.50 9.0 10.50 12.0 23 4.45 29 | 436 7.25 87 40.45 16 28 1.40 28 | 420 | 56 7.00 84 9.80 142 27 7.35 27 4.05 54 6.75 84 9.45 10.8 26, 4.30 26 3.90 52 | 650 78 9.10 10.4 25 125 [725 375 5.0 6.25 75 875 40.0) 24 1.20 24" | 360 48 | 6.00 72 8.40 96 23 7.15 23 [3.45 a6 5.75 69 8.05 92 22 4.10 22 3.30 44 5.50 6.6 7.70 88 21 1.05 21} 3.15 5.25 6.3 7.35 a4 20 1.00 5.00 6.0 7.00 80 19) 0.95 475 57 6.65 76 18 0.90 450 54 6.30 72 7 0.85 425 54 5.95 68 16 0.80 4.00 48 5.60 64 5 0.75 375 45 5.25 6.0 14 0.70 3.50 42 490 58 13 065 3.25 39 4.55 52 2. 0.60 3.00 36 4.20 48 4 0.55 2.75 3.3 3.85 44 10 0.50 2.50 3.0 3.50 40 S 0.45 2.25 27 3.15 36 8 0.40 2.00 24 2.80 32 7 0.35 4.75 24 2.45 28 6 0.30 1.50 1.8 240 24 5 0.25 1.25 15 1.75 2.0 4 0.20 1.00 1.2 1.40 16 3 0.15 0.75 0.9 4.05 42 2 0.10 0.50 0.6 O70 o8 1 0.05 0.25 03 0.35 04 o 0 0 0 0(Enclosure No. 2 to DepED Order No. 79, s. 2003) EXAMPLES OF RUBRIC OR SCORING GUIDE FOR NONTRADITIONAL ASSESSMENT ANALYTIC RUBRIC FOR OPEN ENDED ITEMS Mathematics: 3 Shade = of the grid. * i ‘Answer | Correct Answers Incorrect Answers No Answer Criterion oe y ‘Accuracy of the ‘9 squares shaded 3 squares shaded blank or answer regardless of the or crossed outlerased, squares 8 squares shaded illegible or or or combination of full and 11 squares shaded stray marks half squares totaling to or 9 squares other incorrect or answers other equivalent of 9 squares i Luz hammered a nail into the trunk of a young tree. Explain why the nail was still at the same height from the ground 22 years later even though the tree had grown toa height of 22 meters.* “Answer | Fully Correct Answer Partially Correct Incorrect Answers! pts) Answer No Answer Criterion (3 pts) (Opt) [Accuracy of | mentions that trees mentions only that the | mentions only that the the answer | grow in height at the | trunk grows in width or | trunk does not grow tips of stems/ branches | diameter but not height | (is dead) or (may also mention (without mentioning _| mentions that the nail | trunk growth increasing | growth of the stems or | stops or prevents in diameter) branches) growth blank or crossed ou erased, illegible or stray marks *Released TIMSS items, 1999ANALYTIC RUBRIC FOR PERFORMANCE TASKS Mathematics Problem Solving Mang Ben has a 10 mx 10 m garden. He wants to piant seedlings 1 m apart around the garden as shown below. How many seedlings will he plant? 4. Using drawings, show as many methods as you can of systematically counting the ‘seedlings that Mang Ben will plant. 2. Explain each method using words. 3. White the number sentence that gives the number of seedlings in each method. Levels |, Very Good Good Fair Needs Poor Criter : Improvement Reasoning Shows 4 or Shows2t03 | Shows 1 | Shows counting | No diagram at (Diagram) more correct | correct pattems | correct the seedings | all patterns patiem one by one or attempts to find i an a correct pattern | Communication | Explains every | Explains every [Explains | Shows attempts | No (Verbal different step | different step | every toexpiainin | explanation at Explanation) | included ineach | included in each | different | words | all of 4 or more of 20r3 step systematic systematic included in methods methods 1 systematic method Connection | Givesa correct |Givesacorrect | Givesa | Shows attempts ‘| No number (Number number number correct to write a correct | sentence at all Sentence) sentence to sentence to number | number Tepresent each | representeach | sentence to | sentence of 4 or more of 20r3 represent 1 systematic systematic systematic methods methods method‘Science Investigatory Project Paris of the Project Excellent Satisfactory Fait Needs Major (60 pts) (30 pts) (20 pts) Revision (10 pts) Problem statement [+ specific * general not clear © not given’ Hypothesis * association between the + the problem is stated but not stated directly |~ no hypothesis problem and predicted results | predicted result is not is direct (shows if... then relationship) F Design thorough & appropriate to the | lacks minor detai not applicable to problem list of materials complete the problem ‘list of materials complete * control & experimental incomplete «design is wrong, ‘© control & experimental setups identified both dependent & | does not help setups identified ‘+ dependent variable independent answer the + dependent & independent identified but not the variable not problem variables clear independent variable identified + procedure is logical & * procedure not described in | © only experimental replicable detail setup given/no - control setup Data collection and [+ all significant data collected, | data collection complete major portion of || data collected analysis, measured & recorded * tables presented but no data missing not © gives accurate tables & charts raw data useful”analysis, charts ‘analysis of data inadequate | presented butno | is wrong ‘analysis in agreement with but does not affect the tables/graphs the data collected accuracy + results explained clearly Conclusion * accepts or rejects «relates to the hypothesis but | + not very clear, too [+ does not answer hypothesis; backup with evidence conclusion is implied general the problem “Points may be changed,Enalish Oral Reading Levels Excellent Average Poor Criteria ~ Grouping of words | groups words usually groups words | reads word by logically when in logical manner —_| word without reading aloud logical grouping Tone of voice changes voice tone | uneven emphasis __| speaks ina to emphasize given to important —_| monotone with important content | content little change in pace or voice inflection Volume of voice can be heard by all | ioudness of voice speaks too softly in the audience varies to be heard by all in audience Pronunciation pronounces each | mispronounces some | slurs and mumbles word clearly words words Source: Classroom Assessment (1994) by Peter W. Airasian, p. 262 Newsletter “Levels Level 3 Level 2 Level 4 Exemplary Satisfactory Needs improvement Criteria (30 pts) (20 pts) (10 pts) Alignment of articles | all articles are related | at least 50% of the | atleast 25 % of the with the theme to the theme articles relate to the articles are related to theme the theme Content data are accurate | has some has gross and updated; inaccuracies, has inaccuracies, some nonbiased questionable info plagiarized; information statements shows bias Template! parts of newsletter | parts of newsletter __| heavy text, no white lay-out and design —_| complete; in columns; | complete; in columns; | space available; proper use of white | font size & style graphics and font size space and graphics; | appropriate; text- and style appropriate font size | graphics balance not | inappropriate &style | attained References cited all references | cited some references | no citation ‘Cooperative leaming output is a result oF ‘group effort ‘only some members contributed to the output ‘output created by one memberMAKABAYAN Expressing Arguments For or Against an Issue Levels Arguments ‘Support Resources | Communication Criteria Skills 3 (20 pts) presents 4 ormore | each argument is | all statements are EEE | arguments supported clear 2 (12 pts) presents 2 to 3 }2 to 3 arguments some statements arguments are supported are not clear 7 (6 pts) Presents 1 only 1 argumentis | all statements are argument supported not clear “Points may be changed HOLISTIC RUBRIC FOR A WRITING TASK Vary Good Good Satisfactory Fair Needs Level 5 Level 4 Level 3 Level 2 Improvement Level 1 + isconcise, | is weil * isinconsistent [+ isnot Ts unreadable well organized but adequately {6 does not organized, -|~* has generally | adequately developed address the consistent, clear intent organized + is generic; topic complete ‘+ has sufficient |» lacks details refers to * is clear detail * presents the assignment (reader does basic idea hastily ina not have to | © does not have roundabout guess writer's clear intent way intent) {reader must | as little or no + has precise guess writer's | detail and varied intent) vocabulary + uses ; imprecise vocabulary Source: Open-Ended Questioning by Robin Lee Harris Freedman, p. 22en Republic of the F. __,anes OF EDUCATION, CULTURE AND SPORTS UL Complex, Pasig City November 9, 1995 DECS ‘ORDER No. 66, 6. 1995 GUIDELINES FOR RATING ELEMENTARY SCHOOL PUPILS PER DECS ORDER NO. 80, S.. 1993 - To: Bureau Directors Regional Directors Schoole Superintendente 1. Inclosed herewith are the guidelines for the implementation of DECS Order No. 80, s. 1993 (Elementary) which shall take effect thie, school year 1995-1996. 2. With regard to the other measures of achievement which need specific parameters but are not included in the guidelines the field offices are given the option to prepare their own checklists to suit their needs and to accurately assess pupils” performance. 3. All issuances contrary to the provisions of thie Order are hereby rescinded or amended. 4. Immediate dissemination of thie Order ie desired. for the compliance and guidance of all concerned. 7 the TCARDO.T. GLORI Secretary Reference: : DECS Order: (No. 80,-5. 1993) Allotment: 1-2--(M.0. 1-87) To be indicated) in the Perpetual Index under the following subjects: Course of Study, ELEMENTARY POLICY PUPILS RATINGS -* ™ sure to DECS Order No. __ s. 1995) GUIDELINES FOR THE IMPLEMENTATION UF - |DECE ORDER NO. 60, 3. 1993 (THE REVISED GRADING POLICIES AND PROCEDURES FUR ELEMENTARY PUNLIC SEHUULS) - ‘stiribution of Weights * Periodical tasts is given a weight of 40%, °° % Other aeasures of achievement as shown in the table below has a total wergnt ot 40%. ght Fer Learning Area science k Health: CE/GNRC : EPP t® Music SK/HKS Math : i Other Relate tivities (e.g. for EPP okfest, cleanliness ive, etc.) fhenes /Experiaents ibs ' 108 avior observations perforaance output: ~ participation in 308 individual ausi~ cal activities - participation in group ausical activities ~ participation in daily art activities - participation in art contests ~ participation in daily sports/ ganes/ dances + participation in special activi- | ties - intramurals “field demonstra~ { tions, clubs, etc. geesceees: senensabecessesscess Total ' 608k sor 1 60% t oR t subject areas are integrated as one subject area from Grades Ii] ~,VI "