1. Strand 3
Information, Media and Technology Skills Relevant to the K to 12 Curriculum
Title of Presentation
Computerization of the Class Record with Student Profile using Spreadsheets (MS Excel)
to Address Assessment for Learning, Assessment as Learning and Assessment of Learning
in the K to 12 Basic Education Curriculum
Samuel R. Soliven, PhD
Metrobank Foundation Outstanding Teacher (Batch 2003), Secondary Level
Department of Education
Secondary Education Division (SED)
Carig Sur, Tuguegarao City
sam4vel@yahoo.com
09175137776
Abstract
The K to 12 Basic Education Curriculum is anchored on 21st
Century Learning where ICT is one
of the arcs in the spectrum. K to 12 then calls for a 21st
Century Pedagogy where teachers
maximize the use of ICT in planning the lessons, teaching for understandings and assessing
student performance.
This paper is focused on helping teachers simplify the demands of student assessment through a
Computerized Class Record with Student Profile using Spreadsheets (MS Excel) as they slowly
embrace that assessment is not only about assessment of learning (summative, deriving scores
and grades). It must also aid the teachers greatly for differentiated instruction using assessment
for learning (formative assessment and diagnostic assessment). Assessment as learning where
students’ metacognition of their learning is enhanced with the guidance of the teachers is equally
important.
The Computerized Class Record with Student Profile using Spreadsheets (MS Excel) captures the
essentials of DepEd Order No. 73, s. 2012 (Standards-Based Assessment and Rating System in
the K to 12 Curriculum and DepEd Order No. 31, s. 2012 (Policy Guidelines on the
Implementation of Grades 1 to 10 of the K to 12 Basic Education Curriculum Effective SY 2012-
2013). It was presented to the participants and trainers in the Workshop to Develop the
Handbook on Assessment on August 13-17, 2012 at GSP in Tagaytay City where they gave
affirmation.
Teachers are encouraged to use this. They can enhance this with the purpose to guide not only
their learners but their teaching as well. #
Attachment:
Computerized Class Record with Student Profile using Spreadsheets (MS Excel)

2. Rationale
Every subject teacher is a keeper of student performance through the class record.
Traditionally, this class record only contains scores of students and the computation of grades.
These grades are reflected in the report cards of students from first grading to fourth grading.
Such record only addresses assessment of learning.
Assessment must be extensive and reflective. It should be done with passion and
compassion. The teacher must employ various assessment principles with the ultimate goal of
really helping the learners pass all the standards of the curriculum.
Hence, the teacher MUST employ assessment for learning, assessment as learning and
assessment of learning.These should be standards-based. Standards are non-negotiable and
they are content standards (what students should know and do)andperformance standards
(what students should produce and perform using their knowledge and skills).
Computerized Class Record with Student Profile using Spreadsheets
(MS Excel)
In doing so, the class record must have them all. After having written down/encoded the
names of the students in the class, create three majors divisions for these natures of
assessment. The MS Excel is an excellent computer application to do this.
Major Division#1: Assessment for Learning (Pre-assessment and Formative assessment)
(recorded but not graded)
Assessment for Learning includes pre-assessment and formative assessment. Pre-
assessment is a diagnostic strategy to determine prior knowledge or initial understandings.
The results will be used by the teacher to adjust his/her teaching to address the individual
needs and interests of students for purposes of differentiation. Formative assessmentis the
collection and analysis of student characteristics and outputs for purposes of tracking the
progress or development of students in the teaching-learning process. Results will also address
remediation and achievement gaps. Differentiated instruction must address the interests and
needs of the individual learners. Here, teachers are challenged not to advocate the “one size
fits all” approach.
In the class record with the names of all students in the subject, create the following columns:
Column for the “grades last SY”
Column for the “dominant learning style/s”
Column for the “dominant multiple intelligence/s”
Column for the “strengths in the subject”
Column for the “weaknesses in the subject”
Column for the “appropriate teaching strategy for each student”
Column for the “parent-teacher conference”

3. Columns for pre-assessment and formative assessment performances must be accommodated
in the class profile/record. The number of columns for these depends on the choices and
priorities of the teachers. It is highly emphasized that data analysis (quantitative and
qualitative) is encouraged to guide student learning and to guide teaching.
Thus, the class record also contains student profile.
Major Division #2: Assessment as Learning (recorded but not graded)
Assessment as Learning allows students to reflect and use their metacognition to
challenge themselves for the purpose of improving their learning. The teacher must guide the
learners on reflection.
In the class record with the names of all students in the subject and their profiles, create the
following columns:
Column for “reflection#1”
Column for “reflection#2”
Column for “reflection#3”
Column for “reflection#4”
Major Division #3: Assessment of Learning / Summative assessment (recorded and graded)
Assessment of Learningdetermines the student achievement and mastery of the learning
competencies based on the standards (content and performance). The following should serve
as criteria/factors and must be reflected in the class record.
Column for KNOWLEDGE – Relevance of Information acquired (8%)
Column for KNOWLEDGE – Adequacy of Information acquired (7%)
Column for PROCESS SKILLS – Understanding of Content (10%)
Column for PROCESS SKILLS – Critical Thinking (15%)
2 Columns for Understandings – 30%
BREADTHl
DEPTH
2 Columns for Transfer – 30%
Products
Performances
Wait! How about long exams and periodical exams? Products and performances?
Note that in a typical 5-day teaching of a major topic of a learning area at 1 hour per day, day 1
must consider 20 to 30 minutes of planned pre-assessment. Days 2, 3, and 4 teachings would
be on the development and progression of the lesson with planned formative assessment. On
Day 5, a summative test in the form a long exam could be given focused on (a) knowledge, (b)
processes/skills, (c) understandings – remember the 6 facets, (d) transfer on products and
performances or a combination of these. This same principle will be employed in constructing
periodical tests.

4. For products and performance, use appropriate rubrics to assess them.
Demonstration: The Class Record with Student Profile using MS
Excel
A. Getting familiar with the Class Record
 Open the file “Rating Sheets in the K to 12 BEC”
 Navigate the entire class record environment.
o Study the details
 Notice the 3 Major Divisions (Assessment for, as and of Learning)
 There are built-in formulas. Please see to it that you do not alter them.
Note that in the MS Excel File, there are two worksheets
1. RecordK8K7S10S15U30T30. This class record/profile considers Knowledge with its two
components – relevance and adequacy and Skills – Critical Thinking and Understandings.
2. RecordK15S25U30T30. This class record/profile just processes the four – knowledge,
skills, understanding, transfer.
3. Be careful in your choice.
4. Of course, RecordK8K7S10S15U30T30matches with DepEd Order 158, s 2011.
B. Deleting / Adding Appropriate Columns
 Do not attempt to delete a column or a row except if it is needed. You may add a
column as well if needed. JUST BE SURE THAT THE COLUMNS ARE ADDED/DELETED
WELL and that they do not distort the formulas. Computer teacher or expert must be
consulted.
C. Workshop
 You may want to encode data most especially onassessment of learning and see how
fast grades are computed and how letter grades are assigned.
 Practice it!
Comments and Suggestions
Comments and suggestions are welcome. Send them to
Samuel R. Soliven, Ph.D.
Education Program Supervisor II
DepEd Region 2
Carig Sur, Tuguegarao City
CP# 09175137776
Email: sam4vel@yahoo.com

5. Note
“Computerized Class Record with Student Profile using Spreadsheets (MS Excel)” is the writer’s
own interpretation of the DepEd Memo 158, s. 2011, DepeD Order 31, s. 2012, DepEd Order
No. 73, s. 2012 and his readings of literature about assessment.
References
DepEd Memorandum No. 158, s. 2011
Pilot Adoption of Standards-Based Assessment and Rating System at the Secondary Level for SY
2011-2012
DepEd Order No. 31, s. 2012
Policy Guidelines on the Implementation of Grades 1 to 10 of the K to 12 Basic Education
Curriculum (BEC) Effective SY 2012-2013
Assessment Topics: pages 12-16.
DepEd Order No. 73, s. 2012
Standards-Based Assessment and Rating System in the K to 12
Learning for All: A Guide to Effective Assessment and Instruction for all Students, Kindergarten
to Grade 12 in Canada
Churches, Andrew. A Guide to Formative and Summative Assessment and Rubric Development:
A 21st Century Fluency Project
Acknowledgement
The author is indebted to Lolita Andrada, PhD, BSE Director, Lourdes G. Angoluan, Ph.D., CESO
IV, OIC Deped Region 2 Director, Corazon T. Barrientos, Ed.D., CESO V, OIC Asst Regional
Director, Vilma A. Buraga, the Chief of the Secondary Education Division, Leoncio P. Lumaban,
PhD, the Asst Chief and to my peers in the SED, namely: Purificacion Macarubbo, Madelyn
Macalling, Miraflor Mariano, Eddie Galutan, Bervy Domingo, Paulino Taguibao, Lydia dela Cruz
and Katherine Bunagan