This document discusses guidelines for assessing student performance and grading. It outlines how test scores should be converted to percentages and guidelines for test design, including allocation of item difficulty. Transitional guidelines are also presented, including adjustments to test design and passing marks to ease implementation of a new performance-based grading system. The overall purpose is to generate meaningful scores and ratings from test and non-test assessments to evaluate student achievement based on learning competencies.

1. Reporters: Cristine Kallanta & Airah Torres

2. Is the process of analyzing scores in a
test or non-test.
This is a method of generating
meaningful quantity (through
transmutation) and attaching
qualitative value judgement on
transmutation results.

3.  Raw scores:
is a score that has not been transformed or
adjusted (number of items answered
correctly). Raw scores are meaningless
unless they are transformed into derived
score or rating.
 Scaled scores:
on the other hand, are the results of
transformation (usually transformed
through a consistent scale).

4.  Norm-referenced interpretation:
involves compating of student’s score with
the scores that other students obtained on
the same test.
 Criterion-referenced interpretation:
scores requires the comparison of a
particular student scores with subjective
and predetermined performance standards
(criteria).

5.  Academic achievement
can be assessed with the use of an
academic achievement test.
 Non-academic achievement
factors can be assessed by utilizing non-
tests or alternative assessment methods.

7. a. Stipulates that test scores and other
numeric or descriptive rating shall be
converted into percentage grades without
applying the base percentage, i.e., perfect
score shall equal 100% while zero score
shall equal 0%. The transmutation table that
use 70% as the base (zero score is rated
70%) should not be followed.

8. 1d. Any grades lower than 65% shall be
reflected as 65% on the individual
report card. However, the actual grade
shall be retained in the class record
and used for aggregating group
performance at all times and for all
purposes.

9. 1.2 Grades shall be based on assessment that covers
the range of learning conpetencies specified in the
Philippines Elementary Learning Competencies
(PELC) and Philippines Secondary Schools Learning
Competencies (PSSLC). The test shall be designed
as follows:
- 60% easy items focused on basic content and skills
expected of a student in each grade or years level;
- 30% medium-level items focused on higher-level
skills; and,
- 10% difficult items focused on desirable content or
skills that aim to distinguish the fast learners.
-

10. 3. After obtaining feedback on the third
grading period results from the fields, the
department has deemed it necessary to
introduce additional guidelines to ease the
transition into the new performance-based
grading system. This will enable student to
adjust to the new system. Rather than
immediately imposing higher norms, the
guidelines will allow the gradual raising of
academic standards to the desired level.

11. 4. The transitional guidelines are as a follows:
a. for the fourth grading period, the test will
be designed so that 70% of the items will be
easy, 20% moderately difficult, and 10% items
difficult.
b. the passing mark this year will be 70
instead of 75.
c. the lowest rating to be indicated in the
card remains 65.

12. 3. In assessing learning outcomes, the
construction of the test design should
consist of 60% basic items, 30% more
advanced items, and 10% for distinguishing
honor students. Questions in each category
should have different weights test and non-
test items should cover only materials
actually taken up in class.