Assessment &

Grading System of K to 12 Program

 Objectives
• At the end of the session, the participants will:
1. Define classroom assessment;
2. Distinguish formative from summative
assessment;
3. Identify different means of assessment
4. Relate one’s understanding about classroom
assessment with DepEd Order 8. s, 2015;
5. Realize the significance of classroom
assessment in teaching and learning

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Group Activity
• Use the listed terms as a • After learning • Competencies
starting point to develop a • During • Standards
representation (model, mind- learning • Remediation
map, concept map, semantic • Feedback • Enrichment
web, etc. ) of how you see • Of learning • Grades
classroom assessment , • For learning • Congruency
summative and formative
• Review / • Individual
assessment. You can add more reflect • Collaborative
words or ideas to enhance
• Written Work • Performance
your representation.
• Quarterly Test
• Present your output after 10 • Quizzes
minutes.
• Improve /
enhance

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 CLASSROOM ASSESSMENT

FORMATIVE SUMMATIVE

•Written work
•During learning •Quizzes
•After learning •Performance
•Feedback •Competencies •Of learning
•For learning •Standard •Quarterly
•Review/reflect •Individual •Grades
•Enrichment •Collaboratively
•Improve/enhance
•Congruency
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Analysis
• What helped you come up with your
representations about assessment?
• What do we assess in our class?
• In what ways do you assess pupil/student
learning in a class? Why do you assess?
• How would you relate your current assessment
practices with the new policy guidelines on
classroom assessment?

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 Assessment: What is it?
•Activities that allow the teacher to obtain more
specific information about each learner’s
knowledge and skills relative to the
instructional objectives of the class
•Assessment is a process of gathering
information to make decisions about the
learners (To gather information about the
learner; To makes decision about the learner).
Slide from Dr. F. Pado
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Assessment: What is it?
Assessment may refer to:
• Testing
• Other forms of measurement and
appraisal, including observations,
interviews, and reports from
knowledgeable sources
Slide from Dr. F. Pado

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Why do we assess?
To find out if the learners
 Are performing at par with the
expectation for the grade level
 Are equipped with the expected skills
 Need the necessary instructional
assistance
Slide from Dr. F. Pado

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Two Types of Assessment
Formative assessment is assessment for
learning. Its focus is on future achievement.
Summative assessment is assessment of
learning. It assesses what has been learnt in
the past.

DepEd Order No. 8, 2015

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Purposes of Formative Assessment
Parts of the Purpose Examples of Assessment
Lesson For the Learner For the Teacher Methods

Before Lesson 1. Know what 1. Get information 1. Agree/ disagree

s/he knows about what the activities
about the learner already 2. Games
topic/lesson knows and can do 3. Interviews
2. Understand the about the new 4. Inventories /
purpose of the lesson. checklist or skills
lesson and how 2. Share learning (relevant to the topic
to do well in intentions and in the learning area)
the lesson. success criteria to 5. KWL activities (what
3. Identify ideas the learners. I know, what I want
or concepts 3. Determine to know, what I
s/he misconceptions learned)
misunderstand. 4. Identify what 6. Open-ended
4. Identify hinders learning. questions
barriers to 7. Practice exercises
learning
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Purposes of Formative Assessment
Parts of the Purpose Examples of Assessment
Lesson For the Learner For the Teacher Methods

Lesson Proper 1. Identify one’s 1. Provide immediate 1. Multimedia

strengths and feedback to presentations
weaknesses learners 2. Observations
2. Identify 2. Identify what 3. Other formative
barriers to hinders learning performance tasks
learning 3. Identify what (simple activities
3. Identify factors facilitates learning that can be drawn
that help 4. Identify learning from a specific topic
him/her learn gaps of lesson)
4. Know what 5. Track learner 4. Quizzes (recorded
s/he knows progress in but not graded)
and does not comparison to 5. Recitation
know formative 6. Simulation activities
5. Monitor assessment results
his/her own prior to the lesson
progress proper.
6. To make decisions 25
Purposes of Formative Assessment
Parts of Purpose Examples of Assessment
the For the Learner For the Teacher Methods
Lesson
After 1. 1. Tell and 1. Assess whether learning 1. Checklists
Lesson recognize objectives have been met 2. Discussion
whether for a specified duration 3. Games
s/he met 2. Remediate and/ or enrich 4. Performance tasks
learning with appropriate strategies that emanate from
objectives as needed. the lesson objectives
2. Seek support 3. Evaluate whether learning 5. Practice exercises
through intentions and success 6. Short quizzes
remediation, criteria have been met. 7. Written work
enrichment,
or other
strategies.

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Summative Assessment
– Measures the different ways learners used and
apply all relevant knowledge, understanding and
skills.
– Spaced properly over a quarter
– Helps teachers determine how well learners can
demonstrate content knowledge and
competencies articulated in the learning
standards.
– Learners synthesize their knowledge,
understanding, and skills during summative
assessments.
– Results are
DEPARTMENT OF EDUCATION
used as bases for computing grades 27
Components of Summative Assessment
Components Purpose When Given
Written Work 1. Assess learners’ understanding of concepts At the end of the
(WW) and application of skills in written form topic or unit
(30%) 2. Prepare learners for quarterly assessments
Performance 1. Involve students in the learning process At the end of a
Tasks (PT) individually or in collaboration with lesson focusing on a
teammates over a period of time topic/ skill or lesson
(50%) 2. Give students opportunities to demonstrate
and integrate their knowledge,
understanding, and skills about topics or Several times
lessons learned in a specific real-life during the quarter
situation by performing and / or producing
evidence of their learning.
3. Give students the freedom to express their
learning in appropriate and diverse ways.
4. Encourage student inquiry, integration of
knowledge, understanding, and skills in
various context beyond the assessment
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Components of Summative Assessment

Components Purpose When Given

Quarterly Synthesize all the learning skills, concepts and Once, at end of the
Assessment values learned in an entire quarter quarter
(20%)

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List of Summative Assessment Tools (Languages)
COMPONENTS
Written Work Performance Tasks
A. Unit / Chapter Tests A. Products A. Performance –
B. Written Output 1. Campaigns based Tasks
1. Book/ Article Reviews 2. Case Studies 1. Debates
2. Essays 3. Collages 2. Interviews
3. Journals 4. Compositions 3. Multimedia
4. Letter Writing 5. Literary Analyses presentations
5. Reaction / Reflection 6. Multimedia 4. Panel discussion
Papers productions 5. Presentations
6. Reports 7. Portfolios 6. Project making
8. Research projects 7. Role plays
9. Story / poem writing 8. Speech delivery
9. Storytelling /
Reading

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 DOCUMENTING PERFORMANCE TASKS /
OBSERVATIONS
• Checklists
• Rating Scales
• Rubrics

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 Checklists

• A list of sequential behaviors arranged in a system of

categories. The observer / teacher checks the presence of
behaviors.
• Example: Observation during a cooperative group activity

Behavior Yes No
Cooperates with group mates
Shares his / her ideas
Waits for his /her turn to talk
Volunteers to do some tasks

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 Rating Scale

• Provides a means to determine the degree to which the child

exhibits a behavior or the quality of that behavior.
• Example:
Numerical Rating Scales during a cooperative group activity
1- unsatisfactory 4 – above average
2- below average 5 - outstanding
3 – average

Graphic Rating Scale Behavior Rating

never Cooperates with group mates
seldom
occasionally Shares his / her ideas
frequently Waits for his /her turn to talk
always
Volunteers to do some tasks

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 Rating Fluency

Read Aloud Rating Scale Seldom Sometimes Often

Tries to self-correct if word doesn’t make sense or

sound right.
Pays attention to punctuation at the end of a
sentence.
Reads smoothly without frequent pauses.

Reads with expression.

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 Rubrics

• A scoring guide that seeks to evaluate a

student’s performance based on the sum of a
full range of criteria rather than a single
numerical score.
• A working guide for students and teachers,
usually handed out before the assignment
begins in order to get students to think about
the criteria on which their work will be judged.
• Rubrics have criteria and a description of
performance for each criterion.

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 Steps in Writing Rubrics

1. Identify the separate standards that will serve as

performance standards.
2. Decide on how many levels of performance you want to
identify.
3. Choose a format, either table/matrix or the listing of
standards
4. Write the appropriate description of acceptable sbehavior
at the different level of performance.
5. Assign a weight to the whole assignment, then assign each
standard a weighted value and then within each standard,
assign weight for exceeds expectations, meets, does not
meet.
6. Put it all together…
7. Share the rubric with the students.

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 Story Retelling Rubric
Beginning / Setting Score ____
How and where/ when did the story begin?

Characters Score ____

Who are the main characters?
Problem Score ____
What is an important problem in the story?
Sequence of major events Score ____
What are the most important things that happen in the story?
Resolution Score ____
How is the problem resolved? How does the story end?

Rubric for Scoring Scoring Guide for Retellings

individual story elements: Level Total of Story Element Score
3 complete, detailed Capable 13-15
2 partial Developing 9-12
1 fragmentary
Beginning 5-8
0 inaccurate
Novice 0-4
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 What is the Grading System?
• The K to 12 Basic Education Program uses a
standards and competency-based grading
system.
• The minimum grade needed to pass a specific
learning are 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.

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How is learner progress recorded and
computed?
Portfolio
kindergarten Checklists
Anecdotal record

Used instead of
numerical grades
which are based on the
Kindergarten
curriculum guide
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How is learner progress recorded and
computed?

Grades 1 to 12

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How are grades computed at the end
of the school year?

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How is the learner’s progress
reported?

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List of Summative Assessment Tools

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