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Classroom Assessment in the
K to 12 Basic Education Program
SAC 1 

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Theoretical Basis

Zone of Proximal Development (Vygotsky,  1978)

1. Appropriate assessment is committed to

a.  ensuring...
Assessment in the K to 12 Basic Education
Program

Assessment in the K to 12 Basic Education
Program recognizes: 

1. dive...
What is Classroom Assessment? 

 

1. Assessment is a joint process that involves

bothand~

 

2. It should be in unity w...
What is Classroom Assessment? 

3. It is used to track learner progress in 

  
 
  

relation to learning standards and
d...
What is Classroom Assessment? 

6. Classroom assessment is a process of
identifying,  gathering,  organizing and
interpret...
What is assessed in the classroom? 

Content Standards

1. These cover a
specified scope of
sequential topics
within each l...
What is assessed in the classroom? 

 

To align the assessment process with the K to 12 curriculum,  the adapted
Cognitiv...
What is the connection between and among Curriculum
Standards,  Cognitive Process Dimensions and KPUP? 

 

Curriculum Lev...
What is the connection between and among Curriculum

 

Standards,  Cognitive Process Dimensions and KPUP? 

 

Curriculum...
What is the connection between and among Curriculum

 

Standards,  Cognitive Process Dimensions and KPUP? 

Curriculum  a...
What is the connection between and among Curriculum

 

Standards,  Cognitive Process Dimensions and KPUP? 

Curriculum  <...
How are learners assessed in the
classroom? 

Formative Assessment

1. According to the UNESCO Program on Teaching and
Lea...
How are learners assessed in the
classroom? 

When Formative Assessment may be conducted: 

 
   

lesson

before the fl du...
How are learners assessed in the
classroom? 

Purposes of Formative Assessment

For the Learner For the Teacher
1. Know wh...
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How are learners assessed in the
classroom? 

Summative Assessment

1. Summative Assessment may be seen as
assessment of l...
How are learners assessed in the

classroom? 

 

Components of Summative Assessment

1. Allows learners to
show what they...
How are learners assessed in the
classroom? 

Individual Assessment Collaborative Assessment

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1

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DEPARTMEN...
What is the Grading System? 

Checklists,  anecdotal records and portfolios are
Kindergarten used instead of numerical gra...
How is learner progress recorded and
computed? 

Add the grades from all learner’s work.  This will result in the
total sc...
How are grades computed at the end of the
School Year? 

Checklists,  anecdotal records and portfolios
Kindergarten are pr...
How is the learner’s progress reported? 

The summary of learner progress is shown quarterly to
parents and guardians thro...
How are learners promoted and retained at
the end of the School Year? 

For Grades 1 to 3 Learners: 

Requirements Decisio...
How are learners promoted and retained at
the end of the School Year? 

For Grades 4 to 10 Learners: 

Requirements Decisi...
How are learners promoted and retained at
the end of the School Year? 

For Grades 11 to 12 Learners: 

Requirements

Fina...
I

   

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How are learners promoted and retained at

the end of the School Year? 

Sample Scenario 1 for Senior High School: 
Grade ...
How are learners promoted and retained at

 

the end of the School Year? 

Sample Scenario 2 for Senior High School: 
Gra...
How are learners promoted and retained at

the end of the School Year? 

After remedial classes,  Learner A gets the follo...
How are the Core Values of the Filipino
child reflected in the Report Card? 

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How are the Core Values of the Filipino

child reflected in the Report Card? 

1. Development of learners’ cognitive compet...
How are the Core Values of the Filipino
child reflected in the Report Card? 

3.Non—DepEd schools may modify or adapt these...
How are the Core Values of the Filipino
child reflected in the Report Card? 

6. A non—numerical rating scale will be used ...
How is attendance reported? 

1. Learners’ attendance shall be recorded by teachers
daily. 

2. The attendance is reflected...
How is attendance reported? 

3. Incurred absences of more than 20% of the
prescribed number of class or laboratory period...
Sample Report Card

Grades 1 to 10

REORT ON ATTENDANCE

 

PARENT /  GUARDIAN’S SIGNATURE
1=*Quarter

2nd Quarter

3rd Qu...
Sample Report Card

 

Grades 1 to 10

REPORT ON LFARNER’3 OERVED VALUES

Expresses one’s spiritual
beliefs while respecti...
Sample Report Card

 

Grades 11 to 12

REPORT ON A'l"l‘%DAIlCE

 

PARENT] GUARDIAN’S SIGNATURE

1=‘- Quarter

2:4 Quarte...
Sample Report Card

 

Grades 11 to 12

REPORT ON  G PRCK3-R'ESS AND AC  REPOEI‘ ON  3 OERVED VAL'U'§
First mnlmlet
Ball-v...
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Assessment in the_k_to_12_basic_education_program_

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Assessment in the_k_to_12_basic_education_program_

  1. 1. Classroom Assessment in the K to 12 Basic Education Program
  2. 2. SAC 1 __. ‘fii'§: $;i_i9I9); nuJ. ‘V~Ti~“lTv1~ 7ij_ufv! ;u_li1 .51-j_~A 32!-. _i_Iz_u+¢. .Itfr'1_)_'nv_I. ._ 3921+: -vcn_‘n; u_L teen‘)-L -‘J1 (§: ‘.l“M‘-Mi Etfldumtm 01 rflmtmon DepEdOP. DER No, B 5 2015 POIJC7 GUIDE‘lJ]l§ OK CLASSROOII ES§SKEI'I‘ FOR THE K TO 12 BASIC EDUCATION PRO-GRAII TD: Und €S Asslstaxxt Secreclzia. Bureau Directors Directors of Services‘. -Centers and Hands of Units Regional Dlxeclors Sch. oolsDiw-isa'n: n,-‘City Superintauzlents Heads, Public Elanentary and Secondary Schools All Others. Concerned 1 In Linc with 1111 impltniontjtinn of tho Erfllclncad Basic Education At! a_f£'O13 [Republic Act No, 10533], Lhe Department of Education 15 adopting the enclosed Policy Guidelines on Chmtoom Ammmenl for the K In 11 Basic Ednclliwn Pxugpam. 2. Gusrooxn. Ansunuent 15 an ISLIIBIJ pan of currinuuan implunenution. It Illuwi tho tnldxas to truck and mnlsun lllrndxs’ pwoycu and to adjust instruction n: cor*d.1z1g3,y. Gassruom t mfaxlns the lonznus, as wen as their parents and guammms, of may pmgzas, 3 Efievztive School Year ISYJ 2015-2016, the Pclliq‘ Guidelines on (llassruoxn Assessznant for the K to 12 Basic Educalzicln Fyoyam shall be impleinenled in public dame-n. a:: ,' and secondary schools nationwide. 4 Non-DepEd schools are urged to implqmmt these poliq‘ guidelines. as well, Non-DepEd schools are pertained. to media’ 1.12252 Doha‘ mndennes u: <:o: rd: .n§ to their school’: Fmuosophy, Vislon, and hvhssion with the approval of the appropriate DepEd. Regional Ofice. 5, Thae gifidalines w'l]. l tannin in force and in efiecl my ms duration of me pmgpam, unless sooner repealed, amended, or rescinded All existing Onlas and Memnranda mm are inconsistent u-am 1.1-us Order an resdndgd 6 Immediate diuen-Lirutinn of and strict complinnaa with Chi; Order an “"““‘ /14. BR. Alllllll A. LIJIETRO EEC ' Secretary
  3. 3. Theoretical Basis Zone of Proximal Development (Vygotsky, 1978) 1. Appropriate assessment is committed to a. ensuring learners’ success to move from guided to independent display of knowledge, understanding, and skills b. enabling learners to transfer knowledge, understanding and skills successfully in future situations 2. Assessment facilitates the development of learners’ higher order thinking and 2 lSt—century skills. DEPARTMENT OF EDUCATION
  4. 4. Assessment in the K to 12 Basic Education Program Assessment in the K to 12 Basic Education Program recognizes: 1. diversity of learners inside the classroom 2. the need for multiple ways of measuring their varying abilities and learning potentials ‘ r: ~". r'r +1.‘ ’ ~- m m A ‘ 1 1 m 1 3. the role of learners as co—participants in the assessment process DEPARTMENT OF EDUCATION
  5. 5. What is Classroom Assessment? 1. Assessment is a joint process that involves bothand~ 2. It should be in unity with instruction. Assessment DEPARTMENT OF EDUCATION
  6. 6. What is Classroom Assessment? 3. It is used to track learner progress in relation to learning standards and development of 2 lSt—century skills. 4. It provides bases for the profiling of student performance on the learning . . competencies and standards of the . L. Cu rricu lurn . Development of 2 1 st- " century skills 5. It promotes se1f—reflection and personal accountability among students about their own learning. DEPARTMENT OF EDUCATION
  7. 7. What is Classroom Assessment? 6. Classroom assessment is a process of identifying, gathering, organizing and interpreting quantitative and qualitativ information about what learners know and can do. 7. Classroom assessment methods should be consistent with curriculum standards. curriculum standards classroom assessment I I methods 8. It measures achievement of competencies by the learners. quantitative information qualitative information achieved ompetencies
  8. 8. What is assessed in the classroom? Content Standards 1. These cover a specified scope of sequential topics within each learning strand, domain, theme or component. 2. They answer the question “What should learners know? ” Learning Competencies Learning competencies refer to the knowledge, understanding, skills and attitudes that learners need to demonstrate in every lesson and] or learning activity. Performance Standards l. These describe the abilities and skills that learners are expected ‘ to demonstrate in relation to the content standards and integration‘; of 21“-century skills. 2.They answer the following questions: i. What can learners do with what they know? ii. How well must learners do their K ""“~—-“em” work? iii. How well do learners use their learning or understanding in different situations? iv. How do learners apply their learning or understanding in real-life contexts? V. What tools and measures should the learners use to demonstrate
  9. 9. What is assessed in the classroom? To align the assessment process with the K to 12 curriculum, the adapted Cognitive Process Dimensions may be used as a guide in the formulation of assessment tasks and activities. The learner can recall information and retrieve relevant knowledge from long-term memory: identify, retrieve, recognize, duplicate, list, memorize, repeat, reproduce The learner can construct meaning from oral, written and graphic messages: interpret, Remembering U d t di . . . . . . 11 ers an as exemplify, classify, summarize, infer, compare, explain, paraphrase, discuss The learner can use information to undertake a procedure in familiar situations or in a Applying 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: dififerentiate, distinguish, compare, contrast, organize, outline, attribute, deconstruct The learner can make judgments and justify decisions: coordinate, measure, detect, 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 Evaluating DEPARTMENT OF EDUCATION
  10. 10. What is the connection between and among Curriculum Standards, Cognitive Process Dimensions and KPUP? Curriculum Levels of Assessment Cognitive Process Dimensions Standards (DO 73, s. 2012) content Knowledge Remembering standards 1. «What Should Students The learner can identify, retrieve, recognize, “what shou1d know? » duplicate, list, memorize, repeat, reproduce the 1€a: ‘11CTS 2. “How are they to express Understanding KHOW? or provide evidence of what they know? ” Performance Applying Etandard The learner can execute, implement, What can _ demonstrate, dramatize, interpret, solve, use, learners do Wlth illustrate convert discover what they _ J I know? » Analyzing Evaluating Creating DE PARTMENT OF E DUCATION
  11. 11. What is the connection between and among Curriculum Standards, Cognitive Process Dimensions and KPUP? Curriculum C u. Cognitive Process Di. mensions Standards . if 7 vi-. ;l Content Process Remembering Standards 1. “What can students do “What should with the information or Understanding the learners facts they have in The learner can interpret, classify, summarize, know? » relation to familiar infer, compare, explain, paraphrase Performance situations? ” . ' Standard 2. “What are the evidence of Applying I 1' “HOW Well do what they can do wlth The learner can execute, implement, learners use the information and facts demonstrate, dramatize, interpret, solve, use, their learning or they have? ” illustrate, convert, discover understanding Analyzing Ir} dlmirent” The learner can differentiate, distinguish, Sltuanons? compare contrast organize outline 2. “How do ’ ’ ’ learners apply Evaluating their learning or understanding in real—life _ contexts? ” Creatlng DE PARTMENT OF E DUCATION
  12. 12. What is the connection between and among Curriculum Standards, Cognitive Process Dimensions and KPUP? Curriculum as » 5 gs: Standards f; ZC> ~_~ Understanding 1. Content Standards “What should the learners know? ” Performance Standard 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? ” “What breadth (connection to a wider context) and depth (insights and reflection) of understanding do the students have regarding the information and facts that they know? ” . -.: .~ %n.1r': ‘ Cognitive Process Dimensions Understanding The learner can interpret, exemplify, infer summarize, compare, explain, paraphrase Applying The learner can demonstrate, dramatize, interpret, illustrate, convert, discover “What are the evidence of the breadth and depth understanding that the students have reached? ” Analyzing The learner can differentiate, distinguish, compare, contrast, organize, outline, attribute Evaluating The learner can coordinate, measure, detect, judge, argue, debate, critique, evaluate DE PARTMENT OF E DUCATION
  13. 13. What is the connection between and among Curriculum Standards, Cognitive Process Dimensions and KPUP? Curriculum <-~: — » E in-’: ‘ Cognitive Process Dimensions Standards L C» ; ,gi« Content Performance or Product Standards 1. “What innovations in “What Sh0U1d U16 terms of products and learners know? ” performances are learners able to do? ” 2. “What are the evidence gigiodrrrlznce that the learners can use APP1Ying I 1‘ «How Well do or transfer their learning The learner can execute, implement, ieemeie use their in rea1_1'1fe and/ er demonstrate, dramatize, interpret, solve, use, learning or different Situations? » illustrate, convert, discover understanding in different situations? ” 2. “How do learners apply their learning or understanding in real—life contexts? ” 3. “What tools and measures should Creating learners use to - demonstrate What The ‘learner can generate, hypothesize, plan, they know? » design, develop, produce, construct, formulate, assemble, design, devise DEPARTMENT OF E DUCATION
  14. 14. How are learners assessed in the classroom? Formative Assessment 1. According to the UNESCO Program on Teaching and Learning for a Sustainable Future (UNESCO—TLSF): a. Formative assessment refers to ongoing forms of assessment closely linked to the learning process. b. It is informal. 2. It provides immediate feedback to both learner and teacher. 3. It helps prepare learners for summative assessments. 4. It is recorded but not included as basis for grading. A DEPARTMENT OF EDUCATION
  15. 15. How are learners assessed in the classroom? When Formative Assessment may be conducted: lesson before the fl during the ‘ after the 16388011 lesson lesson DEPARTMENT OF EDUCATION
  16. 16. How are learners assessed in the classroom? Purposes of Formative Assessment For the Learner For the Teacher 1. Know what s/ he 1. Get information about knows about the what the learner topic / lesson already knows and 2. Understand the can do about the new purpose of the lesson lesson and how to do well in 2. Share learning before the i the lesson intentions and lesson 3. Identify ideas or success criteria to the concepts s/ he learners rnisunderstands 3. Determine 4. Identify barriers to misconceptions learning 4. Identify what hinders learning DEPARTMENT OF EDUCATION
  17. 17. ~ A. ‘ t * i: K -at rt’: 1 L: ;#_: « emu fa El : ‘. }sr. .~t‘+:2:'w"; e I I r; i.; w + ‘ Purposes of Formative Assessment For the Learner Identify one’s strengths and weaknesses Identify barriers to learning Identify factors that help him / her learn Know what s/ he knows and does not know Monitor his / her own progress EE lesson during the lesson For the Teacher Provide irnmediate feedback to learners Identify what hinders learning Identify what facilitates learning Identify learning gaps Track learner progress in comparison to formative assessment results prior to the lesson proper To make decisions on whether to proceed with the next lesson, re—teach, or provide for corrective measures or reinforcements D . ./ EIEPIAVICINIEHII *7]? EU‘ l'I‘7AIF‘[‘Z"lN
  18. 18. El ~: H1-= ‘ 11.3’? -‘ if ~= .1.; r.'; '1:_-1-: »'; ;'r. '.~. ~~ ¢. 'F‘. .~7'*. €‘1 svma ea «fl J U 113 a ~: 1.}-. :;. ~.‘+—. ‘2;%'w"; e I I r; '1;1;= . ‘ Purposes of Formative Assessment For the Learner For the Teacher 1. Tell and recognize 1. Assess whether whether s/ he met learning objectives learning objectives have been met for a and success criteria specified duration 2. Seek support through 2. Remediate and / or bfi remediation, enrich with enrichment, or other appropriate strategies after the strategies as needed lesson 3. Evaluate Whether learning intentions and success criteria have been met EIEPIAVICINIEHII *7]? EU‘ l'I‘7AIF‘[‘Z"lN
  19. 19. How are learners assessed in the classroom? Summative Assessment 1. Summative Assessment may be seen as assessment of learning which occurs at the end of a particular unit. 2. It usually occurs towards the end of a period of learning in order to describe the standard reached by the learner. 3. Judgements derived from summative assessment are usually for the benefit of people other than the learner (UNESCO—TLSF). 4. Results of summative assessment are recorded and are included in the computation of the final grade. 19
  20. 20. How are learners assessed in the classroom? Components of Summative Assessment 1. Allows learners to show what they know and are able to do in diverse ways 2. Learners may create or innovate products or do performance—based tasks 3. Written output may also be considered as performance tasks 1 . Ensures that students are able to express learned skills and concepts in written form. 2.May include essays written report, lon quizzes and other written output 1. Measures student learning at the end of the quarter 2. This may be in the form of objective tests, performance- , , 20 based assessment or a combination thereof.
  21. 21. How are learners assessed in the classroom? Individual Assessment Collaborative Assessment % 1 ; -5;-8 A8. DEPARTMENT OF EDUCATION
  22. 22. What is the Grading System? Checklists, anecdotal records and portfolios are Kindergarten used instead of numerical grades which are based on the Kindergarten curriculum guide. 1. Learners are graded on three components every quarter: Written Work, Performance Tasks and Quarterly Assessment. 2. These components are given specific weights which Vary. 3. All grades will be based on weighted raw score of the learner’s summative assessments 4. The minimum grade needed to pass a specific learning area is 60 which is then transmuted to 75 in the report card. DEPARTMENT OF EDUCATION Grades 1 to 12
  23. 23. How is learner progress recorded and computed? Add the grades from all learner’s work. This will result in the total score for each component. Divide the total raw score by the highest possible score then multiply the quotient by 100%. This will result in a Percentage Score. Convert Percentage Scores to Weighted Score. Multiply the Percentage Score by the weight of the component indicated in Tables 4 and 5 of the Classroom Assessment Policy. Add the Weighted Scores of each component. The result will be the Initial Grade. Transmute the Initial Grade using the given Transmutation Table in Appendix B of DepEd Order No. 8 s. 2015.
  24. 24. How are grades computed at the end of the School Year? Checklists, anecdotal records and portfolios Kindergarten are presented to the parents at the end of each quarter for discussion. 1. The average of the Quarterly Grades produces the Final Grade. 2. The General Average is computed by dividing the sum of all final grades by the total number of learning areas. Each learning area has equal weight. Grades 1 to 10 1. The average of the Quarterly Grades produces the Semestral Final Grade. 2. The General Average is computed by dividing the sum of all Semestral Final Grades by the total number of learning areas. Grades 11 to 12
  25. 25. How is the learner’s progress reported? The summary of learner progress is shown quarterly to parents and guardians through a parent—teacher conference, in which the report card is discussed. Descriptor Grading Scale Outstanding 90‘ 100 Very Satisfactory 8589 Satisfactory 80‘84 Fairly Satisfactory 75‘79 Did Not Meet Expectations Below 75 DEPARTMENT OF EDUCATION
  26. 26. How are learners promoted and retained at the end of the School Year? For Grades 1 to 3 Learners: Requirements Decision Final Grade of at least 75 in . Promoted to the next grade level all learning areas 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. Did Not Meet Expectations in not more than two learning areas Did Not Meet Expectations in three or more learning Retained in the same grade level .81‘ 6818 I
  27. 27. How are learners promoted and retained at the end of the School Year? For Grades 4 to 10 Learners: Requirements Decision Final Grade of at least 75 in all , Promoted to the next grade level learnmg areas Must pass remedial classes for l ' 'th f 'lin k t Did Not Meet Expectations in not more earning areas W1 a1 g mar 0 , be promoted to the next grade than two learning areas level. Otherwise the learner is retained in the same grade level. Did Not Meet Expectations in three or _ Retained in the same grade level more learning areas Must pass all learning areas in the 1. Earn the Elementary Certificate Elementary 2. Promoted to Junior High School Earn the Junior High School Must pass all learning areas in the Certificate J ' H’ h S h 1 . umor 1g C 00 2. Promoted to Senior High School I
  28. 28. How are learners promoted and retained at the end of the School Year? For Grades 11 to 12 Learners: Requirements Final Grade of at least 75 in all learning areas in a semester Did not Meet Expectations in a prerequisite subject in a learning area Did Not Meet Expectations in any subject or learning area at the end of the semester Must pass all subjects or learning areas in Senior High School Decision 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
  29. 29. I I - ‘ _. .I I. . ~. .. *1. : . 5 . I . .I. . ,5 . .I EI1I; 'IH. *.v 11; I’; IgI,11.I_. pk‘. 1r1’I r1. I_ I, I. rI_. -I. *. ,I_ 1,. I, I. I’; r_*. ,I_. Ij I. .11.aI. {L r, 77 7 7 7 77 7 7 7 7 7777 7 7 '7 7 7 7 7 777 7 7 7 7 777 7 7'77 7 7 7 ,1 *~ ,1 . -1 - «I A . I. I I: II‘— ‘-I I. I. I I I 17 ‘I. ,I. ;I1‘— ~. ,IIi: _I; III. I I -7-v= ¢.I. f+ 1. Summative Assessments are also given during remedial classes. These are computed, weighted and transmuted in the same way as the Quarterly Grade. 2. The equivalent of the Final Grade for remedial classes is the Remedial Class Mark. 3. The Final Grade at the end of the School Year and the Remedial Class Mark are averaged. 4. If the Recomputed Final Grade is 75 or better: Grades 1 to 10 Student is promoted to next grade level Grades 11 to 12 (for subjects that are pre—requisites for other subjects) Student is able to enroll in the higher level learning area 5. If the Recomputed Final Grade is below 75: Grades 1 to 10 Student is retained in the grade level Grades 1 1 to 12 Student needs to retake the subject. Grades 11 to 12 (for subjects that are pre—requisites for other subjects) Student will not be allowed to enroll in the higher level learning area
  30. 30. How are learners promoted and retained at the end of the School Year? Sample Scenario 1 for Senior High School: Grade 1 1 1*" Semester of STEM Track Semestral Final Subjects Third Quarter Fourth Quarter Grade Core Subjects Oral Communication in Context 85 85 85 Komunikasyon at Pananaliksik sa 84 80 82 Wika at Kulturang Pilipino General Mathematics 8 1 8 1 8 1 Earth Science 79 73 76 Introduction to the Philosophy of 88 90 89 the Human Person PE and Health 90 88 89 Applied and Specialized Track Subjects Empowerment Technologies (for 80 83 82 the Strand) Pre—Calculus 74 7 3 The learner will have to: 1. Take remedial classes/ sessions for specific competencies failed. 2. Re-take Pre—Calculus as a back subject. Guidance teachers/ career advocates must provide support to the Senior High School student for his/ her 30 choices in Senior High School tracks.
  31. 31. How are learners promoted and retained at the end of the School Year? Sample Scenario 2 for Senior High School: Grade 11 2nd Semester of STEM Track Subjects Third Quarter Fourth Quarter Semestral Flnal Grade Core Subjects Reading and Writing Skills 80 83 82 Pagbasa at Pagsusuri ng Iba’t—ibang Teksto Tungo sa 86 85 86 Pananaliksik Disaster Readiness and Risk 82 8,7 85 Reduction Personal Development 71 73 PE and Health 90 88 Applied and Specialized Track Subjects Practical Research 1 80 83 82 Basic Calculus 87 88 : : General Chemistry 1 78 70 @ DEPARTMENT OF EDUCATION
  32. 32. How are learners promoted and retained at the end of the School Year? After remedial classes, Learner A gets the following grades: Remedial Class Recomputed Final Learning Area Final Grade Mark Grade Personal 0 Development 72 76 0 General Chemistry 1 74 74 Learner A has to retake both learning areas in the next semester. After remedial classes, Learner B gets the following grades: Remedial Class Recomputed Final Learning Area Final Grade Mark Grade Personal Development 72 76 mm Learner B has to retake Personal Development but can now enroll in Gengral Chemistry 2.
  33. 33. How are the Core Values of the Filipino child reflected in the Report Card? ‘—W. [v. *-*iLViLi; I+;3it‘*e I if has
  34. 34. How are the Core Values of the Filipino child reflected in the Report Card? 1. 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). 2. Core Values have been translated into behavior statements and indicators have been formulated for each behavior statement. Core Behavior Indicators Values Statements Is sensitive to 1. Shows respect for all individual, social 2. Waits for one’s turn and cultural 3. Takes good care of borrowed things differences 4. Views mistakes as learning opportunities 5. Upholds and respects the dignity and equality of all including those with special needs 6. Volunteers to assist others in times of need Makatao 7. Recognizes and respects people from different economic, social, and cultural backgrounds Demonstrates Cooperates during activities contributions Recognizes and accepts the contribution of others towards a goal Considers diverse views Communicates respectfully Accepts defeat and celebrates others’ success Enables others to succeed Speaks out against and prevents bullying towards solidarity . “S3‘5“: “.°°! °’. "
  35. 35. How are the Core Values of the Filipino child reflected in the Report Card? 3.Non—DepEd schools may modify or adapt these guidelines as appropriate to the Philosophy, Vision, Mission and Core Values of their schools. 4.Schools may craft additional indicators for the behavior statements. 5.Schools must ensure that these are child—centered, gender—fair, and age— and culture-appropriate. DEPARTMENT OF EDUCATION
  36. 36. How are the Core Values of the Filipino child reflected in the Report Card? 6. A non—numerical rating scale will be used to report on learners’ behavior demonstrating the Core Values. 7. The Class Adviser and other teachers shall agree on how to conduct these observations and discuss how each child will be rated. Marking Non-Numerical Rating AO Always Observed SO Sometimes Observed RO Rarely Observed NO Not Observed DEPARTMENT OF EDUCATION
  37. 37. How is attendance reported? 1. Learners’ attendance shall be recorded by teachers daily. 2. The attendance is reflected in the report card at the end of each quarter. Jun Jul Aug Sept Oct Nov Dec Jan Feb Mar Total No. of school 21 21 22 21 21 20 14 21 21 18 200 days No. of days 21 21 22 21 21 20 11 21 21 18 197 present No. of days 0 O O O O O 3 O O O 3 absent DEPARTMENT OF EDUCATION
  38. 38. How is attendance reported? 3. Incurred absences of more than 20% of the prescribed number of class or laboratory periods during the school year or semester will result in a failing grade. 3.Exemptions may be given by the school head should a learner have reasons considered valid by the school. 4.When absences cannot be avoided, the school must give the learner alternative methods and materials that correspond to the topics / competencies that were or will be missed. DEPARTMENT OF EDUCATION
  39. 39. Sample Report Card Grades 1 to 10 REORT ON ATTENDANCE PARENT / GUARDIAN’S SIGNATURE 1=*Quarter 2nd Quarter 3rd Quarter 4*h Quarter DepEd FORM 138 Republic of the Philippines Departrnent of Education Region Division Di strict School Name: Age: Sex: Grade: Section: School Year: Dear Parent: This report card shows the ability and progress your child has made in the difierent learning areas as well as his [her core values. The school welccnnes you should @ desire to krmaw more about your child's progress. Teacher Principal Certificate ofT1:nsfer Admitted to Grade: Section: for Admission to Grade: Approved: Principal Teacher Carlcellalzion of Eligibility to Transfer Admitted in: Date: Principal
  40. 40. Sample Report Card Grades 1 to 10 REPORT ON LFARNER’3 OERVED VALUES Expresses one’s spiritual beliefs while respecting the spiritual beliefs of others ' Shows adherence to ethical principles by upholding the uuth in all u. nclertakings REPORT ON LEARNING PROGRESS AND AC 1 Science Araling Panlipunan [AP] Edukasyon sa. Pagpapakatao [ESP] Edukasyong Pantahanan at Pangkabuhayan [EPP) Dtyo Is sensitive to individual, social, and cultural diilerences; 2 Makatao resists stem-otvpm_ ‘ g people Demonstrates contributions toward solidarity Cares for the environment and ufilizes resources wisely, judiciously, and eoonomicall ' Demonstrates pride in beings Filipino; exercises the rights and 4 responsibilities of a. ' Filipino citizen Demonstrates appropriate behavior in carr_ving out activitiesin the school, oommunitv, and countfv EEIEIIZIEI 85 as 37 39 34 35 90 as 57 81 80 77 82 86 87 35 84 E E1 SE11 Make '5 Maka kalika Malca bansa Descriptors Scale Remarks Outstanding 90» 100 Passed Very Satisfactory 8589 Passed Marking flon_nun| ¢]-iea] Rating Satisfactory 80-84 Passed A0 Always Observed Fairly Satisfactory 75- 79 Passed 50 Sometimes Observed Did Not Meet Expectations Below 75 Failed R0 Rarely Observed NO Not Observed
  41. 41. Sample Report Card Grades 11 to 12 REPORT ON A'l"l‘%DAIlCE PARENT] GUARDIAN’S SIGNATURE 1=‘- Quarter 2:4 Quarter &d Quarter 4th Quarter DepEd FORM 138 Republic of the Philippines Department of Education Region Division District School Name: Age: Sex: Grade: Section: School Year: Track] Strand: Dear Parent: This report card shows the ability and progress your child has made in the difierent learning areas as well as his / her core values. The school welcomes you should you desire to know more about your chi. ld’s progress. Teacher Principal Certificate of Transfer Admitted to Grade: Section: for Admission to Grade: Approved: Principal Teacher Cancellation of Eligibility to Transfer Admitted in: Date: Principal
  42. 42. Sample Report Card Grades 11 to 12 REPORT ON G PRCK3-R'ESS AND AC REPOEI‘ ON 3 OERVED VAL'U'§ First mnlmlet Ball-vioi Stntemznb 9.117 Expresses one’s spiritual beliefs while respecflna the spitihaal beliefs of others Shows uiherenoe to ethical principles by upholding the truth in all uuderlaldnas Is sensitive to incliridual, social, and cultural diffexenaz 5; resists s people Demonstrates cowihibutioms toward 50% Care; for the environment and utilizes resourc-5 wisely. judiciously, and eccmarnically Demmistrafies pride in being a mipino; exercises the rights and responsibilities of aFi. ipiuo citizen Demonstrates appropriate belutviurin carrying out Icfivitia: in lhe school, colnrnuxfilyl and ucun Second Semesbu f lion-numerical Rating A0 Always Ob sened SO Smnetimes Observed RU Rarely Observed ND N01 Obsen-ed Lcnrner Pmoyila and t Descriptor: m Scale Ruunha C}utsIanv: ling 90400 Passed 'ery Sati5l'a3’Izm'y B5-89 Passed Satisfactory B0 -84 Passed Fairly‘ Satisfactory 7 5 - 79 Passed Did Not Meet s Below 75 Failed
  43. 43. Maraming Salamat!

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