POLICY GUIDELINES ON

CLASSROOM ASSESSMENT
FOR THE K TO 12 BASIC
EDUCATION PROGRAM
(DepEd Order No. 8 s. 2015)

Jay-R A. Manamtam
November 6, 2023
Classroom Assessment
❖ A joint process that involves both teachers
and learners.
❖ An integral part of teaching and learning.
❖ Must recognizes the diversity of learners
inside the classroom.
❖ recognition and deliberate consideration of
the learners’ zone of proximal development
(Vygotsky 1978)
Classroom Assessment
❖ Appropriate assessment is committed to
ensure learners’ success in moving from
guided to independent display of knowledge,
understanding, and skills, and to enable them
to transfer this successfully in future
situations.
Classroom Assessment
❖ Assessment facilitates the development of
learners’ higher-order thinking and 21st-century
skills.
❖ acknowledges the unity of instruction and
assessment.
❖ Assessment is part of day-to-day lessons and
extends the day-to-day classroom activities that
are already in place in the K to 12 curriculum.
Assessment
❖ is a process that is used to keep track of learners’
progress in relation to learning standards and in
the development of 21st-century skills.
❖ Promote self-reflection and personal
accountability among students about their own
learning.
❖ Provide bases for the profiling of student
performance on the learning competencies and
standards of the curriculum.
Assessment
❖ Various kinds of assessments shall be used
appropriately for different learners who come
from diverse contexts, such as cultural background
and life experiences.
 Classroom Assessment

Formative Assessment Summative Assessment

Formative Assessment
❖ May be viewed as assessment for learning.
❖ May be viewed as assessment as learning.
❖ According to the UNESCO Program on
Teaching and Learning for a Sustainable
Future (UNESCO-TLSF), formative assessment
refers to the ongoing forms of assessment
that are closely linked to the learning process.
Formative Assessment
❖ It is characteristically informal and is intended
to help students identify strengths and
weaknesses in order to learn from the
assessment experience.
❖ May be given at any time during the teaching
and learning process.
❖ It is also a way to check the effectiveness of
instruction.
Formative Assessment
❖ Formative assessment results, however, are not
included in the computation of summative assessment.
❖ Must also provide students with immediate feedback
on how well they are learning throughout the teaching-
learning process.
❖ It enables students to take responsibility for their own
learning, and identify areas where they do well and
where they need help.
Summative Assessment
❖ May be viewed as assessment of learning.
❖ This form of assessment usually occurs toward the end
of a period of learning in order to describe the standard
reached by the learner.
❖ Measures whether learners have met the content and
performance standards.
❖ The results of summative assessments are recorded
and used to report on the learners’ achievement.
Assessment in the Classroom
is aimed at helping students perform well in relation
to the learning standards.

Learning Standards

Content Performance Learning

Standards Standards Competencies
Content Standards
Content Standards identify and set the essential
knowledge and understanding that should be
learned. They cover a specified scope of
sequential topics within each learning strand,
domain, theme, or component. Content
standards answer the question, “What should
the learners know?”.
 Performance Standards
Performance Standards describe the abilities and skills that learners are expected to
demonstrate in relation to the content standards and integration of 21st-century skills. The
integration of knowledge, understanding, and skills is expressed through creation,
innovation, and adding value to products/ performance during independent work or in
collaboration with others. Performance standards answer the following questions:

1. “What can learners do with what they know?”

2. “How well must learners do their work?”
3. “How well do learners use their learning or understanding in different situations?”
4. “How do learners apply their learning or understanding in real-life contexts?”
5. “What tools and measures should learners use to demonstrate what they know?”
 Learning Competencies
Learning Competencies refer to the knowledge,
understanding, skills, and attitudes that students need to
demonstrate in every lesson and/or learning activity.
Example
Content Standard: Understand the structure and function of cells.
Performance Standard: Students will demonstrate proficiency by
accurately identifying cell structures and explaining their functions.
Cell Biology Learning Competencies:
• Identify and describe the major organelles within a eukaryotic cell,
including their structure and function.
• Explain the differences between prokaryotic and eukaryotic cells
and their significance in biology.
• Analyze the process of cell division, including mitosis and meiosis,
and their roles in growth, development, and reproduction.
Example
Content Standard: Explain the principles of genetics and inheritance.
Performance Standard: Students will apply genetic principles to
predict outcomes of genetic crosses and inheritance patterns.
Genetics Learning Competencies:
● Apply Punnett squares to predict genetic outcomes of monohybrid
and dihybrid crosses.
● Examine the structure of DNA, its role in genetic information, and
its replication.
● Discuss the concept of genetic variation and its importance in
evolution and adaptation.
TAXONOMY OF
EDUCATIONAL OBJECTIVES
Purposes
✓ Clarifying Educational Goals
✓ Curriculum Development
✓ Instructional Design
✓ Assessment
✓ Communication and Expectations
✓ Professional Development
✓ Research and Evaluation
 Educational Objectives

Cognitive Affective Domain

Psychomotor
Domain
Objectives concerning Domain
Objectives emotional, spiritual and
moral aspects of Objectives
concerning
personality concerning skill
intellectual or
aspects of
mental aspects
personality
of personality
Cognitive Domain
Table 1. Adapted Cognitive Process Dimensions

Cognitive Process
Descriptors
Dimensions
The learner can recall information and retrieve relevant knowledge from long-term
Remembering
memory: identify, retrieve, recognize, duplicate, list, memorize, repeat, reproduce
The learner can construct meaning from oral, written, and graphic messages:
Understanding interpret, exemplify, classify, summarize, infer, compare, explain, paraphrase,
discuss
The learner can use information to undertake a procedure in familiar situations or in
Applying a new way: execute, implement, demonstrate, dramatize, interpret, solve, use,
illustrate, convert, discover
The learner can distinguish between parts and determine how they relate to one
Analyzing another, and to the overall structure and purpose: differentiate, distinguish,
compare, contrast, organize, outline, attribute, deconstruct
The learner can make judgments and justify decisions: coordinate, measure, detect,
Evaluating
defend, judge, argue, debate, critique, appraise, evaluate
The learner can put elements together to form a functional whole, create a new
Creating product or point of view: generate, hypothesize, plan, design, develop, produce,
construct, formulate, assemble, design, devise

Adapted from Table 5.1 “The Cognitive Process Dimensions” (Anderson and Krathwohl 2001, pp. 67-68)
 A Taxonomy for Learning, Teaching and Assessing
(Lorin. W. Anderson, David R. Krathwohl, Kathleen A. Cruikshank, et. al.)
Affective Domain
Krathwohl’s Taxonomy
Psychomotor
Domain
Dave’s Taxonomy
Robert H. Dave (1970)
 Psychomotor Domain
Harrow’s Taxonomy Anita Harrow (1972)
Functions of Educational Objectives/Usefulness
of Taxonomical Classification
o Educational objectives perform the following functions:
o Bloom’s taxonomy motivates educators to focus on all three domains of educational
objectives.
o Creates a more holistic form of education to develop the whole personality of the learners.
o Whole personality development makes an individual more useful for his own self and for the
society.
o Allows teachers to select appropriate classroom assessment techniques for student
evaluation and for the performance or skills to be evaluated.
o Understanding Bloom’s taxonomy develops the competencies in the teachers through which
a teacher can design effective learning experiences.
o Helps in devising and organizing fruitful and interesting co-curricular activities.
o Takes care of the all-round development of the personality of the child.
o Helps teachers in framing instructional objectives in behavioral terms.
How are learners assessed in
the classroom?
❖ Individual formative assessment enables the learner to demonstrate
independently what has been learned or mastered through a range of
activities such as check-up quizzes, written exercises, performances,
models, and even electronic presentations.

❖ Collaborative formative assessment (peer assessment) allows students

to support each other’s learning. Discussions, role playing, games, and
other group activities may also be used as performance-based
formative assessment wherein learners support and extend each
other’s learning.
Parts of the Examples of
For the Learner For the Teacher
Lesson Assessment Methods
Agree/disagree activities

Know what s/he knows Get information about Games

about the topic/lesson what the learner already
knows and can do about Interviews
Understand the purpose the new lesson
of the lesson and how to Inventories/ checklists of
do well in the lesson Share learning intentions skills (relevant to the topic
Before Lesson and success criteria to the in a learning area)
Identify ideas or learners
concepts s/he KWL activities (what I
misunderstands Determine misconceptions know, what I want to
know, what I learned)
Identify barriers to Identify what hinders
learning learning Open-ended questions

Practice exercises
Parts of the Examples of
For the Learner For the Teacher
Lesson Assessment Methods
Provide immediate feedback to
learners Multimedia presentations
Identify one’s strengths
and weaknesses Identify what hinders learning Observations

Identify barriers to Identify what facilitates learning Other formative

learning performance tasks (simple
Identify learning gaps activities that can be
Lesson Identify factors that drawn from a specific
Proper help him/her learn Track learner progress in topic or lesson)
comparison to formative
Know what s/he knows assessment results prior to the Quizzes (recorded but not
and does not know lesson proper graded)

Monitor his / her own To make decisions on whether to Recitations

progress proceed with the next lesson,
reteach, or provide for corrective Simulation activities
measures or reinforcements
Parts of the Examples of Assessment
For the Learner For the Teacher
Lesson Methods
Multimedia presentations

Observations
Assess whether learning
objectives have been
Other formative performance
Tell and recognize met for a specified
tasks (simple activities that can be
whether s/he met duration
drawn from a specific topic or
learning objectives and
lesson)
success criteria Remediate and/ or
After Lesson enrich with appropriate
Quizzes (recorded but not graded)
Seek support through strategies as needed
remediation,
Recitations
enrichment, or other Evaluate whether
strategies learning intentions and
Simulation activities exercises
success criteria have
been met
Short quizzes

Written work
Table 3. Components of Summative Assessment
Components Purpose When Given
Assess learners’ understanding of concepts and application of skills in
Written Work written form
At end of the topic or unit
(WW)
Prepare learners for quarterly assessments
Involve students in the learning process individually or in collaboration
with teammates over a period of time

Give students opportunities to demonstrate and integrate their

At end of a lesson
knowledge, understanding, and skills about topics or lessons learned in
focusing on a topic/skill
a specific real-life situation by performing and/or producing evidence of
Performance lesson
their learning
Tasks (PT)
Several times during the
Give students the freedom to express their learning in appropriate and
quarter
diverse ways

Encourage student inquiry, integration of knowledge, understanding,

and skills in various contexts beyond the assessment period
Quarterly Synthesize all the learning skills, concepts, and values learned in an Once, at end of the
Assessment (QA) entire quarter quarter
Grading System
The K to 12 Basic Education Program uses a standard and competency-
based grading system. All grades will be based on the weighted raw score
of the learners’ summative assessments. The minimum grade needed to
pass a specific learning area is 60, which is transmuted to 75 in the report
card. 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, Performance

Tasks, and Quarterly Assessment every quarter.
DepEd K to 12 Grading System
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.

Raw scores from each component have to be converted to a Percentage

Score. This is to ensure that values are parallel to each other.
DepEd K to 12 Grading System
Step 2: The sum for each component is converted to the
Percentage Score.

To compute the Percentage Score (PS), divide the raw score by the highest
possible score then multiply the quotient by 100%. This is shown below:
DepEd K to 12 Grading System
Step 3: Percentage Scores are then converted to Weighted Scores to show
the importance of each component in promoting learning in the different
subjects.

To do this, the Percentage Score is multiplied by the weight of the

component found in Table 4 for Grades 1 to 10 and Table 5 for Senior High
School. The product is known as the Weighted Score (WS).
DepEd K to 12 Grading System
DepEd K to 12 Grading System
DepEd K to 12 Grading System
Step 4: The sum of the Weighted Scores in each component is
the Initial Grade.
This Initial Grade will be transmuted using the given transmutation table to
get the Quarterly Grade (QG).

Step 5: The Quarterly Grade for each learning area is written

in the report card of the student.
DepEd K to 12 Grading System
Steps for
Computing
Grades
Steps for Computing Grades
Steps for Computing Grades
Steps for Computing Grades
Steps for Computing Grades
How are grades computed at the end
of the school year?

For Kindergarten

There are no numerical grades in Kindergarten. Descriptions of the

learners’ progress in the various learning areas are represented using
checklists and student portfolios. These are presented to the parents at
the end of each quarter for discussion. Additional guidelines on the
Kindergarten program will be issued.
How are grades computed at the end
of the school year?

For Grades 1-10

How are grades computed at the end
of the school year?
For
Grades 11-12
Learner’s Progress Report
Grades 1 to 3 Learners Promotion and Retention

Requirements Decision
Final Grade of at least 75 in all
Promoted to the next grade level
learning areas
Must pass remedial classes for
learning areas with failing mark to be
Did Not Meet Expectations in not
promoted to the next grade level.
more than two learning areas
Otherwise the learner is retained in
the same grade level.
Did Not Meet Expectations in three
Retained in the same grade level
or more learning areas
Grades 4 to 10 Learners Promotion and Retention
Requirements
Final Grade of at least 75 in all learning areas
Did Not Meet Expectations in not more than
two learning areas
Did Not Meet Expectations in three or more
learning areas
Must pass all learning areas in the Elementary
Must pass all learning areas in the Junior High
School
Decision
Promoted to the next grade level
Must pass remedial classes for learning areas
with failing mark to be promoted to the next
grade level. Otherwise the learner is retained in
the same grade level.
Retained in the same grade level
Earn the Elementary Certificate
Promoted to Junior High School
Earn the Junior High School Certificate
Promoted to Senior High School
Grades 11 to 12 Learners Promotion and Retention

Requirements Decision
Final Grade of at least 75 in all learning areas
Can proceed to the next semester
in a semester
Must pass remedial classes for failed
Did not Meet Expectations in a prerequisite
competencies in the subject before being
subject in a learning area
allowed to enroll in the higher-level subject
Must pass remedial classes for failed
competencies in the subjects or learning areas
Did Not Meet Expectations in any subject or
to be allowed to enroll in the next semester.
learning area at the end of the semester
Otherwise the learner must retake the subjects
failed.
Must pass all subjects or learning areas in
Earn the Senior High School Certificate
Senior High School
How are the Core Values of the Filipino child
reflected in the Report Card?

The goal of the K to 12 curriculum is to holistically develop Filipinos with 21st-century skills.
The development of learners’ cognitive competencies and skills must be complemented by
the formation of their values and attitudes anchored on the Vision, Mission, and Core Values
of the Department of Education (DepEd Order No. 36, s. 2013) as shown on the next page.
Non-DepEd schools may modify or adapt these guidelines as appropriate to the philosophy,
vision, mission, and core values of their schools.
VISION
We dream of Filipinos who passionately love their country and whose values and
competencies enable them to realize their full potential and contribute meaningfully to
building the nation.
As a learner-centered public institution, the Department of Education continuously improves
itself to better serve its stakeholders.
How are the Core Values of the Filipino child
reflected in the Report Card?

MISSION

To protect and promote the right of every Filipino to quality, equitable, culturebased, and
complete basic education where:

● Students learn in a child-friendly, gender-sensitive, safe, and motivating environment

● Teachers facilitate learning and constantly nurture every learner
● Administrators and staff, as stewards of the institution, ensure an enabling and supportive
environment for effective learning to happe
● Family, community, and other stakeholders are actively engaged and share responsibility
for developing life-long learners
How are the Core Values of the Filipino child
reflected in the Report Card?

CORE VALUES

Maka-Diyos
Makatao
Makakalikasan
Makabansa
 Descriptors and Indicators of Observed Values
Core Values Behavior Statements Indicators
Expresses one’s 1. Engages oneself in worthwhile spiritual activities
spiritual beliefs while 2. Respects sacred places
respecting the 3. Respects religious beliefs of others
spiritual beliefs of 4. Demonstrates curiosity and willingness to learn
others about other ways to express spiritual life
1. Tells the truth
Maka-Diyos 2. Returns borrowed things in good condition
3. Demonstrates intellectual honesty
Shows adherence to
4. Expects honesty from others
ethical principles by
5. Aspires to be fair and kind to all
upholding truth
6. Identifies personal biases
7. Recognizes and respects one’s feelings and those
of others
 Descriptors and Indicators of Observed Values
Core Values Behavior Statements Indicators
1. Shows respect for all
2. Waits for one’s turn
3. Takes good care of borrowed things
Is sensitive to 4. Views mistakes as learning opportunities
individual, social, and 5. Upholds and respects the dignity and equality of all 6.
cultural differences including those with special needs
6. Volunteers to assist others in times of need
7. Recognizes and respects people from different
Makatao economic, social, and cultural backgrounds
1. Cooperates during activities
2. Recognizes and accepts the contribution of others
toward a goal
Demonstrates
4. Considers diverse views
contributions toward
5. Communicates respectfully
solidarity
6. Accepts defeat and celebrates others’ success
7. Enables others to succeed
Speaks out against and prevents bullying
 Descriptors and Indicators of Observed Values

Core Values Behavior Statements Indicators

1. Shows a caring attitude toward the
environment
Cares for the 2. Practices waste management
environment and 3. Conserves energy and resources
Makakalikasan utilizes resources 4. Takes care of school materials, facilities,
wisely, judiciously, and equipment
and economically 5. Keeps work area in order during and after
work
6. Keeps one’s work neat and orderly
 Descriptors and Indicators of Observed Values
Core Values Behavior Statements Indicators
1. Identifies oneself as a Filipino
2. Respects the flag and national anthem
3. Takes pride in diverse Filipino cultural expressions,
Demonstrates pride in
practices, and traditions
being a Filipino;
4. Promotes the appreciation and enhancement of Filipino
exercises the rights and
languages
responsibilities of a
5. Abides by the rules of the school, community, and
Filipino citizen
Makabansa country
6. Enables others to develop interest and pride in being a
Filipino
Demonstrates 1. Manages time and personal resources efficiently and
appropriate behavior in 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
Marking for the Observed Values

Marking Non-Numerical Rating

AO Always Observed
SO Sometimes Observed
RO Rarely Observed
NO Not Observed
Attendance Report