POLICY GUIDELINES ON

CLASSROOM ASSESSMENT
FOR THE K TO 12 BASIC
EDUCATION PROGRAM
(BEP)
(DepEd Order No. 8, s. 2015)
THEORETICAL BASIS
 Classroom assessment is a joint process that involves
both teachers and learners.
 It is an integral part of teaching and learning.

 Teachers provide appropriate assessment when they

aim to holistically measure learners’ current and
developing abilities while enabling them to take
responsibility in the process.
 Recognizes the diversity of learners inside the
classroom, the need for multiple ways of measuring
their varying abilities and learning potentials, and the
role of learners as co-participants in the assessment
process.
THEORETICAL BASIS (CONT.)
 The heart of this assessment framework in the
recognition and deliberate consideration of the
learners’ zone of proximal development (Vigotsky
1978).
 To ensure learners’ success in moving from guided to
independent display of knowledge, understanding,
and skills.
 To enable them to transfer this successfully in future
situation.
 Facilitates the development of learners’ higher order
thinking and 21st century skills.
WHAT IS CLASSROOM ASSESSMENT?

 Classroom Assessment is an ongoing process

of identifying, gathering, organizing, and
interpreting quantitative and qualitative
information about what learners know and can
do.
 Classroom Assessment also measures the
achievement of competencies by the learners.
WHAT ARE THE TWO TYPES OF CLASSROOM
ASSESSMENT?

1. Formative Assessment may be seen as assessment for

learning so teachers can make adjustment in their instruction.
 It is also assessment as learning wherein students reflect

on their own progress.

 Refers to the ongoing forms of assessment that are

closely linked to the learning process.

 It is characteristically informal and is intended to help

students identify strengths and weaknesses in order to

learn from the assessment experience.
 It maybe given at any time during the teaching and
learning process.
 It is also a way to check the effectiveness of instruction.
WHAT ARE THE TWO TYPES OF CLASSROOM
ASSESSMENT? (CONT.)

2. Summative Assessment may be seen as

assessment of learning, which occurs at the end
of the particular unit.
 It measures whether learners have met the
content and performance standards.
 It is recorded and used to report on the
learners’ achievement.
 Results of summative assessment are used
as bases for computing grades.
WHAT IS ASSESSED IN THE CLASSROOM?
1. Content Standards
 identify and set the essential knowledge and understanding that
should be learned.
 cover a specified scope of sequential topics within each learning
strand, domain, theme, or component.
 answer the question , “What should the learners know?”
2. 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.
 • Performance Standards answer the following
questions:
 “What can learners do with what they know?”
 “How well must learners do their work?”

 “How well do learners use their understanding in different

situation?”
 “How do learners apply their learning or understanding in real-life

contexts?”
 “What tools and measures should learners use to demonstrate
what they know?”

3. Learning Competencies – refers to the knowledge,

understanding, skills, and attitudes that students need to
demonstrate in every lesson and/or learning activity.
CONCEPTUAL DEVELOPMENT
Table 1. Adapted Cognition Process Dimensions
COGNITIVE PROCESS DESCRIPTORS
DIMENSION

Remembering The learner can recall information and retrieve relevant knowledge from long-
term memory: identify, retrieve, recognize, duplicate, list, memorize, repeat,
reproduce
Understanding The learner can construct meaning from oral, written, and graphic messages:
interpret, exemplify, classify, summarize, infer, compare, explain, paraphrase, discuss
Applying The learner can use information to undertake a procedure in familiar situations
or in a new way: execute, implement, demonstrate, dramatize, interpret, solve use,
illustrate, convert, discover
Analyzing The learner can distinguish between parts and determine how they relate to one
another, and to the overall structure and purpose: differentiate, distinguish,
compare, contrast, organize, outline, attribute, deconstruct
Evaluating The learner can make judgments and justify decisions: coordinate, measure,
detect, defend, judge, argue, debate, critique, appraise, evaluate
Creating The learner can put elements together to form a functional whole, create a new
product or point of view: generate, hypothesize, plan, design, develop, produce,
construct, formulate, assemble, design, devise
Adapted from Table 5.1 “The Cognitive Process” (Anderson and Krathwohl 2001, pp. 67-68)
HOW ARE LEARNERS ASSESSED IN THE
CLASSROOM?
 learners may be assessed individually or collaboratively.
1. Individual Formative Assessment
 enables the learners 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.
2. Collaborative Formative Assessment (peer
assessment)
 allows a 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 others’ learning.
FORMATIVE ASSESSMENT IN DIFFERENT
PARTS OF THE LESSON

1. Before the lesson

 informs the teachers about the students’ understanding
of a lesson/topic before direct instruction.
2. During the lesson
 informs teachers of the progress of the students to the
development of the learning competencies.
3. After the lesson
 assesses whether learning objectives were achieved.
 Table 2. Purposes of Formative Assessment
PARTS OF PURPOSE EXAMPLES OF
THE LESSON FOR THE LEARNER FOR THE TEACHER ASSESSMENT METHODS

Before 1. Know what he/she 1. Get information about 1. Agree/disagree

Lesson knows about the what the learner activities
topic/lesson already knows and can 2. Games
2. Understand the do about the new 3. Interviews
purpose of the lesson lesson 4. Inventories/checklists
and how to do well in 2. Share learning of skills (relevant to the
the lesson intentions and success topic in a learning
3. Identify ideas or criteria to the learners. area)
concepts he/she 3. Determine 5. KWL activities (want I
misunderstands misconceptions know, what I want to
4. Identify barriers to 4. Identify what hinders know, what I learned)
learning learning 6. Open-ended questions
7. Practice exercises
 Purposes of Formative Assessment (cont.)
PARTS OF PURPOSE EXAMPLES OF
THE LESSON FOR THE LEARNER FOR THE TEACHER ASSESSMENT METHODS

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

Proper strengths and feedback to learners
weaknesses 2. Identify what hinders
2. Identify barriers to learning
learning 3. Identify what facilitates
3. Identify factors that learning
help him/her learn 4. Identify learning gaps
4. Know that he/she 5. Track learner progress in
knows and does not comparison to formative
know assessment results prior
5. Monitor his/her own to the lesson proper
progress 6. To make decisions on
whether to proceed with
the next lesson, re-
teach, or provide for
corrective measures or
reinforcements
presentations
2. Observations
3. Other formative
performance tasks
(simple activities that
can be drawn for a
specific topic or lesson)
4. Quizzes (recorded but
not graded)
5. Recitations
6. Simulation activities
 Purposes of Formative Assessment (cont.)
PARTS OF PURPOSE EXAMPLES OF
THE LESSON FOR THE LEARNER FOR THE TEACHER ASSESSMENT METHODS

After Lesson 1. Tell and recognize 1. Assess whether 1. Checklists

whether he/she met learning objectives 2. Discussion
learning objectives and have been met for a 3. Games
success criteria specified duration 4. Performance tasks that
2. Seek support through 2. Remediate and/or emanate from the lesson
remediation, enrich with objectives
enrichment, or other appropriate 5. Practice exercises
strategies strategies as needed 6. Short quizzes
3. Evaluate whether 7. Written work
learning intentions
and success criteria
have been met.
INDIVIDUAL AND COLLABORATIVE
SUMMATIVE ASSESSMENT

 Individual Summative Assessment –

through unit tests and quarterly assessment

 Collaborative Summative Assessment –

through participation in group activities
COMPONENTS OF SUMMATIVE ASSESSMENT
1. Written Work – ensures that students are able to express skills
and concepts in written form.
 long quizzes, and unit or long tests
 may include essays, written reports, and other written output
2. Performance Tasks – allows learners to show what they know
and are able to do in diverse ways. They may create or
innovate products or do performance-level tasks.
 skills demonstration, group presentations, oral work,
multimedia presentations, and research projects
 written output may also be considered as performance tasks
3. Quarterly Assessment – measures student learning at the
end of the quarter.
 objective test, performance-level assessment
 Table 3. Components of Summative Assessment
Components Purpose When Given
Written Work 1. Assess learners’ understanding of concepts and At end of the
(WW) application of skills in written form topic or unit
2. Prepare learners for quarterly assessment
Performance 1. Involve students in the learning process individually or At the end of a
Tasks (PT) in collaboration with teammates over a period of time. lesson focusing
2. Give students opportunities to demonstrate and on a topic/skill
integrate their knowledge, understanding, and skills lesson
about topics or lessons learned in a specific real-life
situation by performing and/or producing evidence of Several times
their learning during the
3. Give students the freedom to express their learning in quarter
appropriate and diverse ways
4. 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 Once, at end of
Assessment (QA) learned in an entire quarter the quarter
WHAT IS THE GRADING SYSTEM?

 The K to 12 Basic Education Program (BEP) uses a

standards - and competency-based grading system.
 All grades will be based on the weighted raw score of
the learners’ summative assessments.
 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.
HOW IS LEARNER PROGRESS RECORDED
AND COMPUTED?

The following are the steps in computing for the Final Grades:
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.
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:

Learner’s total raw score

PERCENTAGE SCORE (PS) = x 100%
Highest possible score
HOW IS LEARNER PROGRESS RECORDED
AND COMPUTED? (CONT.)

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 Grade 1 to 10 and
Table 5 for Senior High School. The product is known as the
Weighted Score (WS).

Weighted Score (WS) = Percentage Score x Weight of Component

 Table 4. Weight of the Components
Components Language AP EsP Science Math MAPEH EPP/TLE

Written Work 30% 40% 20%

1 to 10 Performance Task 50% 40% 60%

Quarterly Assessment 20% 20% 20%

The grading system for Senior High School (SHS) follows a different set of weights
for each component. Table 5 presents the weights for the core and track subjects.

Technical—Vocational and
Academic Track Livelihood (TVL)/
Sports/Arts and Design Track
Core
Subjects All other Work Immersion/ All other Work Immersion/
subjects Research Business subjects Research/ Exhibit/
Enterprise Simulation/ Performance
Exhibit/ Performance
11 Written Work 25% 25% 35% 20%
to
12 Performance Task 50% 45% 40% 60%

Quarterly 25% 30% 25% 20%

Assessment
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 (see Appendix B) to get the Quarterly
Grade (QG).

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

the report card of the student.

For a better understanding of how to record the

summative assessments, Table 6 presents a sample class record
showing three learners for the first quarter of Grade 4 English.
On the basis of this class record, Table 7 presents a step-by-step
process on how to compute for the Quarterly Grade.
 Table 6. Sample Class Record for Physical (First Quarter)
Written Work 30% Performance Tasks (50%) Quarterly
Initial Quarterl
Assessment
1 2 3 4 5 6 7 Total PS WS 1 2 3 4 5 6 Total PS WS Grade y Grade
(20%)

Highest
Possible 20 25 20 20 25 30 20 160 100 30% 15 15 25 20 20 25 120 100 50% 50 100 20% 100 100
Score

Learner
18 22 20 17 23 26 19 145 90.63 27.19 12 13 19 15 16 25 100 83.33 41.67 40 80 16 84.86 90
A

Learner
19 15 15 9 13 14 19 94 58.75 17.63 15 15 23 15 18 23 109 90.83 45.42 48 96 19.2 82.25 88
B

Learner
9 11 5 8 8 9 4 54 33.75 10.13 10 6 7 12 10 18 63 52.5 26.25 29 58 11.6 47.98 71
C

PERCENTAGE SCORE (PS) = x 100%

Weighted Score (WS) = Percentage Score x Weight of Component

 Table 7. Steps for Computing Grades
STEPS EXAMPLE
Learner's Raw Score Highest Possible Score
1. Get the total score Written Work 1 18 20
for each component. Written Work 2 22 25
Written Work 3 20 20
Written Work 4 17 20
Written Work 5 23 25
Written Work 6 26 30
Written Work 7 19 20
Total 145 160

Learner's Raw Score Highest Possible Score

Performance Task 1 12 15
Performance Task 2 13 15
Performance Task 3 19 25
Performance Task 4 15 20
Performance Task 5 16 20
Performance Task 6 25 25
Total 100 120

Learner's Raw Score Highest Possible Score

Quarterly Assessment 40 50
 Steps for Computing Grades (cont.)
STEPS EXAMPLE
2. Divide the total raw
Percentage Score (PS) = (145/160) x 100%
score by the highest
PS of Written Work is 90.63
possible score then
multiply the quotient Percentage Score (PS) = (100/120) x 100%
by 100% PS of Performance Task is 83.33
Percentage Score (PS) = (40/50) x 100%
PS of Quarterly Assessment is 80.00
3. Convert Percentage Written Work for English Grade 4 is 30%
Scores to Weighted Weighted Score (WS) = 90.63 x 0.30
Scores. Multiply the The Weighted Score of Written Work is 27.10
Percentage Score by
the weight of the Performance Tasks for English Grade 4 is 50%
component indicated in Weighted Score (WS) = 83.33 x 0.50
Table 4 and Table 5 The Weighted Score of Performance Task is 41.67

Quarterly Assessment for English Grade 4 is 20%

Weighted Score (WS) = 80.00 x 0.20
The Weighted Score of Quarterly Assessment is 16
(The scores can be found in the sample class record on Table 6.)
 Steps for Computing Grades (cont.)
STEPS
4. Add the Weighted
Scores of each component.
The result will be the initial
grade.
3. Transmute the Initial
Grade using Transmutation
Table in Appendix B.
EXAMPLE
Component of Weighted Score
Written Work = 27.19
Performance Tasks = 41.67
Quarterly Assessment = 16.00
Total 84.86
The Initial Grade is 84.86.
The Initial Grade is 84.86.
The Transmuted Grade is 90.
The Quarterly Grade is 90.
This is reflected in the Report Card.

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.

Quarterly Grade (QG) = QG for Music + QG for Arts + QG for PE + QG for Health
for MAPEH 4
 HOW ARE GRADES COMPUTED AT THE
END OF THE SCHOOL YEAR?
For Grades 1-10

Table 8. Final Grades and General Average

Quarter
Learning Area Final Grade
1 2 3 4
Filipino 80 89 86 84 85
English 89 90 92 87 90
Mathematics 82 85 83 83 83
Science 86 87 85 84 86
Araling Panlipunan 90 92 91 89 91
Edukasyon sa Pagpapakatao 89 93 90 88 90
Edukasyong Pantahanan at
Pangkabuhayan 80 81 84 79 81
MAPEH 85 86 85 84 85
General Average 86
For Grades 11 and 12

Table 9. Grade 11, 2nd Semester of ABM Strand

Quarter Second
Subjects Semester Final
3 4 Grade
Reading and Writing Skills 80 83 82
Pagbasa at Pagsusuri ng Iba't Ibang Teksto
86 85 86
tungo sa Pananaliksik
Statistics and Probability 82 87 85
Physical Science 88 87 88
Physical Education and Health 90 88 89
Applied and Specialized Subjects
Empowerment Technologies: ICT for
80 83 82
Professional Tracks
Business Math 87 86 87
Organization and Management 85 81 83
Fundamentals of Accounting, Business and
84 81 83
Management I
General Average for the Semester 85
HOW IS THE LEARNER’S PROGRESS
REPORTED?

Table 10. Descriptors, Grading Scale, and Remarks

GRADING
DESCRIPTOR REMARKS
SCALE
Outstanding 90-100 Passed
Very Satisfactory 85-89 Passed
Satisfactory 80-84 Passed
Fairly Satisfactory 75-79 Passed
Did Not Meet Expectations Below 75 Failed
HOW ARE LEARNERS PROMOTED OR RETAINED AT
THE END OF THE SCHOOL YEAR?
Table 11. Learner Promotion and Retention
Requirements Decision
1. Final Grade of at least 75 in all Promoted to the next grade level
learning areas
2. Did Not Meet Expectations in Must pass remedial classes for learning areas with
For not more than two learning failing mark to be promoted to the next grade level.
Grades 1 areas Otherwise the learner is retained in the same grade
to 3 level.
Learners
3. Did Not Meet Expectations in Retained in the same grade level
three or more learning areas

1. Final Grade of at least 75 in all Promoted to the next grade level

learning areas
2. Did Not Meet Expectations in Must pass remedial classes for learning areas with
not more than two learning failing mark to be promoted to the next grade level.
For areas Otherwise the learner is retained in the same grade
Grades 4 level.
to 10
Learners 3. Did Not Meet Expectations in Retained in the same grade level
three or more learning areas
 Requirements
4. Must pass all learning
areas in the Elementary
5. Must pass all learning
areas in the Junior High
School
1. Final Grade of at least 75
in all learning areas in a
semester
For 2. Did Not Meet Expectations
Grades in a prerequisite subject in
11 to 12 a learning area
Learners
3. Did Not Meet Expectations
in any subject or learning
area at the end of the
semester
3. Must pass all subjects or
learning areas in Senior
High School
Decision
1. Earn the Elementary Certificate
2. Promoted to Junior High School
1. Earn the Junior High School Certificate
2. Promoted to Senior High School
Can proceed to the next semester
Must pass remedial classes for failed
competencies in the subject before being
allowed to enroll in the higher-level subject
Must pass remedial classes for failed
competencies in the subjects or learning
areas to be allowed to enroll in the next
semester.
Otherwise the learner must retake the
subjects failed.
Earn the Senior High School Certificate
FIGURE 1. SAMPLE CERTIFICATE OF RECOMPUTED FINAL GRADE
How are Core Values of the Filipino child reflected in the Report Card?

VISION
We dream of Filipinos who passionately love
their country and whose competencies and
values 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.

MISSION
To protect and promote the right of every Filipino to quality, equitable,
culture-based, and complete basic education where:
• students learn in a child-friendly, gender-sensitive, safe and
CORE VALUES
motivating environment • Maka-Diyos
• teachers facilitate learning and constantly nurture • Makatao
every learner
• administrators and staff, as stewards of the institution, ensure an • Makabayan
enabling and supportive environment for effective learning to • Makalikasan
happen
• family, community, and other stakeholders are actively engaged
and shared responsibility for developing life-long learners.
 Table 12. Descriptors and Indicators of Observed Values
Core Behavior Indicators
Values Statements
1. Engages oneself worthwhile spiritual
Expresses one’s activities
spiritual beliefs while 2. Respects sacred places
respecting the spiritual 3. Respects religious beliefs of others
beliefs of others 4. Demonstrates curiosity and willingness to
learn about other ways to express spiritual
life
Maka-Diyos
1. Tells the truth
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
 Core Behavior
Values Statements Indicators
1. Shows respect for all
2. Waits for one’s turn
3. Takes good care of borrowed things
4. Views mistakes as learning opportunities
Is sensitive to 5. Upholds and respects the dignity and equality of all
Makatao individual, social, including those with special needs
and cultural 6. Volunteers to assist others in times of need
differences 7. Recognizes and respects people from different
economic, social, and cultural backgrounds
1. Cooperates during activities
2. Recognizes and accepts the contribution of others
toward a goal
Demonstrates 3. Considers diverse views
contributions 4. Communicates respectfully
toward solidarity 5. Accepts defeat and celebrates others’ success
6. Enables others to succeed
7. Speaks out against and prevents bullying
 Core Behavior
Values Statements Indicators
1. Shows a caring attitude toward the environment
Cares for the 2. Practices waste management
environment and utilizes 3. Conserves energy and resources
Makakalikasan resources wiseLy, 4. Takes care of school materials, facilities, and equipment
judiciously, and 5. Keeps work area in order during and after work
economically 6. Keep one’s work neat and orderly

1. Identifies oneself as a Filipino

2. Respects the flag and national anthem
Demonstrates pride in 3. Takes pride in diverse Filipino cultural expressions,
being a Filipino; practices, and traditions
exercises the rights and 4. Promotes the appreciation and enhancement of Filipino
responsibilities of a languages
Filipino citizen 5. Abides by the rules of the school, community, and country
6. Enables others to develop interest and pride in being a
Filipino
Makabansa Demonstrates 1. Manages time and personal resources efficiently and
appropriate behavior in effectively
carrying out activities in 2. Perseveres to achieve goals despite difficult circumstances
the school, community, 3. Conducts oneself appropriately in various situations
and country
 Table 13. Marking For The Observed Values
Marking Non-Numerical Rating
AO Always Observed
SO Sometimes Observed
RO Rarely Observed
NO Not Observed

How is Attendance Reported?

Table 14. Attendance Record at the End of the School Year
Jun Jul Aug Sep Oct Nov Dec Jan Feb Mar Total

No. of 21 21 22 21 21 20 14 21 21 18 200
school days
No. of days 21 21 22 21 21 20 11 21 21 18 197
present
No. of days 0 0 0 0 0 0 3 0 0 0 3
absent
APPENDIX A
LIST OF SUMMATIVE ASSESSMENT TOOLS
Components
Learning Areas Written Work (WW) Performance Tasks (PT)
A. Unit/Chapter Tests A. Products
B. Written output 1. Campaigns
1. Book/article reviews 2. Case studies
2. Essays 3. Collages
3. Journals 4. Compositions
4. Letter writing 5. Literary analyses
5. Reaction/ reflection 6. Multimedia productions
papers 7. Portfolios
6. Reports 8. Research projects
9. Story/poem writing
Languages
B. Performance-based tasks
1. Debates
2. Interviews
3. Multimedia presentations
4. Panel discussions
5. Presentations
6. Project making
7. Role plays
8. Speech delivery
9. Storytelling/reading
 Components
Learning Written Work (WW) Performance Tasks (PT)
Areas
A. Unit/Chapter Tests A. Products
B. Written output 1. Diagrams
1. Data recording and 2. Mathematical Investigatory projects
analyses 3. Models/making models of geometric
2. Geometric and statistical figures
analyses 4. Number representations
3. Graphs, charts, or maps
4. Problem sets B. Performance-based tasks
5. Surveys 1. Constructing graphs from survey
Math conducted
2. Multimedia presentation
3. Outdoor math
4. Probability experiments
5. Problem-posing
6. Reasoning and proof through recitation
7. Using manipulatives to show math
concepts/solve problem
8. Using measuring tools/devices
 Components
Learning Written Work (WW) Performance Tasks (PT)
Areas
A. Unit/Chapter Tests A. Products
B. Written output 1. Investigatory projects
1. Concept maps 2. Models and diagrams construction
2. Data recording and 3. Prototype building
analyses 4. Research papers
3. Laboratory reports
and documentations B. Performance-based tasks
4. Reaction/ reflection 1. Debates
papers 2. Designing and implementation of action
Science 5. Surveys plans
3. Designing various models
4. Doing scientific investigations
5. Issue-awareness campaigns
6. Laboratory activity
7. Multimedia presentations
8. Simulation
9. Skills demonstration
10.Verification experiments
 Components
Learning Written Work (WW) Performance Tasks (PT)
Areas
A. Unit/Chapter Tests A. Products
B. Written output 1. Collages and diorama making
1. Concept maps and 2. Leaflet, poster, and slogan
organizers making
2. Essays 3. Map construction
3. Journals 4. Research work
4. News writing 5. Timelines
Araling 5. News/article reviews
Panlipunan 6. Reaction/reflection B. Performance-based tasks
(AP) papers 1. Community involvement
2. Debate
3. Interviews
4. Issue-awareness campaigns
5. News reporting
6. Presentations and multimedia
presentations
7. Role plays
8. Simulations
 Components
Learning Written Work Performance Tasks (PT)
Areas (WW)
A. Unit/Chapter A. Products
Tests 1. Argument analyses
B. Written 2. Expressing their feelings and ideas through
output art activities
1. Essays 3. Journal responses
2. Journal 4. Letter writing
writing 5. Song and poem writing
3. Journal/ B. Performance-based tasks
article 1. Issue awareness campaigns
Edukasyon
reviews 2. Presentations and multimedia
sa
4. Reaction/ presentations
Pagpapakatao
reflection 3. Role plays
(EsP) papers 4. Preparation of action plans (Plano ng
pagsasabuhay)
5. Implementation of action plans
(Pagsasagawa ng plano)
6. Situation analysis (Pagsusuri ng sitwasyon)
 Components
Learning Written Work Performance Tasks (PT)
Areas (WW)
A. Unit/Chapter Tests A. Products
B. Written output 1. Creating simple musical arrangement
1. Essays 2. Musical analysis/song analysis
2. Reaction/ 3. Musical research
Music reflection 4. Writing program notes
papers B. Performance-based tasks
3. Research 1. Multimedia presentations
paper 2. Musical presentation
3. Skills demonstration (singing, playing musical
instruments)
A. Unit/Chapter Tests A. Products
B. Written output 1. Art criticism and appreciation compilations
1. Essays 2. Art exhibit
2. Reaction/ 3. Art projects
reflection 4. Portfolio
Arts papers B. Performance-based tasks
3. Research 1. Art production
paper 2. Multimedia presentations
3. Portfolio
4. Skills demonstration (drawing, coloring, painting)
tage/bulletin board production
 Components
Learning Written Work Performance Tasks (PT)
Areas (WW)
A. Unit/Chapter A. Products
Tests 1. Article/journal review
B. Written output 2. Personal fitness and health logs
1. Essays 3. Portfolio
Physical 2. Reaction/
Education reflection B. Performance-based tasks
(PE) papers 1. Creating personalized exercise program
3. Research 2. Physical activity participation
paper 3. Physical activity/fitness assessment
4. Role plays
5. Skills demonstration
A. Unit/Chapter A. Products
Tests 1. Journal responses
B. Written output 2. Personal fitness and health logs
1. Essays 3. Portfolio
2. Reaction/
Health reflection B. Performance-based tasks
papers 1. Debates
3. Research 2. Design and implementation of fitness and health
paper program
4. Journal 3. Issue-awareness campaigns
writing 4. Role plays
 Components
Learning Written Work Performance Tasks (PT)
Areas (WW)
A. Unit/Chapter Tests A. Products
B. Written output 1. Technical drawing output
1. Essays 2. Prototype building
2. Diagrams, charts, 3. Products/projects using
Edukasyong and models locally available materials
Pantahanan at 3. Work designs and
Pangkabuhaya plans B. Performance-based tasks
n/Technology 1. Skills demonstration
and Livelihood 2. Skills application
Education 3. Laboratory exercises
4. Oral tets
5. Design, creation, and
layout of outputs/diagnose
and repair equipment
APPENDIX B.
TRANSMUTATION TABLE
Initial Grade Transmuted Initial Grade Transmuted Initial Grade Transmuted
Grade Grade Grade

100 100 77.60 – 79.19 86 48.00 – 51.99 72

98.40 – 99.99 99 76.00 – 77.59 85 44.00 – 47.99 71

96.80 – 98.39 98 74.40 – 75.99 84 40.00 – 43.99 70

95.20 – 96.79 97 72.80 – 74.39 83 36.00 – 39.99 69

93.60 – 95.19 96 71.20 – 72.79 82 32.00 – 35.99 68

92.00 – 93.59 95 69.60 – 71.19 81 28.00 – 31.99 67

90.40 – 91.99 94 68.00 – 69.59 80 24.00 – 27.99 66

88.80 – 90.39 93 66.40 – 67.99 79 20.00 – 23.99 65

87.20 – 88.79 92 64.80 – 66.39 78 16.00 – 19.99 64

85.60 – 87.19 91 63.20 – 64.79 77 12.00 – 15.99 63

84.00 – 85.59 90 61.60 – 63.19 76 8.00 – 11.99 62

82.40 – 83.99 89 60.00 – 61.59 75 4.00 – 7.99 61

80.80 – 82.39 88 56.00 – 59.99 74 0.00 – 3.99 60

79.20 – 80.79 87 52.00 – 55.99 73

APPENDIX C.
APPENDIX C.
APPENDIX D.
APPENDIX D.