This document outlines the general guidelines for assessment and rating of learning outcomes under the K to 12 Basic Education Curriculum in the Philippines. It discusses the philosophy, nature, levels, tools, and frequency of assessment. Assessment will be standards-based, formative, and holistic to track student progress in attaining learning outcomes. It will have four levels - knowledge, skills, understanding, and products/performances. Assessment tools include traditional and authentic tools. Student performance will be rated on a proficiency scale and used to determine promotion or retention. Rubrics will provide clear criteria for each assessment level.

1. ASSESSMENT AND RATING OF
LEARNING OUTCOMES UNDER THE K
to 12
BASIC EDUCATION CURRICULUM
Presented by:
Jolieto Caparida

2. DepEd ORDER No. 73 S. 2012
General Guidelines for the Assessment and
Rating of Learning Outcomes
• Effective School Year (2012-2013), the
standards-based assessment and rating
system shall be implemented to support the
progressive roll-out starting with grades 1 and
7 of the K to 12 Basic Education Curriculum in
public and private elementary and secondary
schools nationwide.

3. OUTLINE OF
PRESENTATION
• Philosophy of Assessment
• Nature of Assessment and Its
Purpose
• Levels of Assessment
• Assessment Tools
• Levels of Proficiency and Equivalent
Numeric Value
• Rating System
• Assessment Rubric
• Frequency of Assessment

4. WHAT IS
“K TO 12
PROGRAM”?

5. K TO 12 PROGRAM
• The K to 12 Program covers:
• Kindergarten and 12 years of basic education
(six years of primary education, four years of
Junior High School, and two years of Senior
High School [SHS])

6. A. PHILOSOPHY
• Assessment shall be used
primarily as a quality
assurance tool to track
student progress in the
attainment of standards,
promote self-reflection and
personal accountability for
one’s learning, and provide
a basis for the profiling of

7. B. NATURE AND
PURPOSE
OF ASSESSMENT
• Assessment shall be holistic, with
emphasis on the formative or
developmental purpose of quality
assuring student learning.
• It also standards-based as it seeks
to ensure that teachers will teach
to the standards and students will
aim to meet or even exceed the
standards.
• The students’ attainment of
standards in terms of content and
performance is, therefore, a

9. LEVEL OF
PERFORMANCE AND
UNDERSTANDING

10. C. LEVELS OF
ASSESSMENT
• The attainment of learning
outcomes as defined in the
standards shall be the basis for
the quality assurance of
learning using formative
assessments.
• They shall also be the focus of
the summative assessments
and shall be the basis for
grading at the end of

11. LEVEL OF LEARNING
OUTCOMES
• Knowledge
• Process or Skill
• Understanding
• Products and Performances
– The levels of Assessment are
defined as follows:

12. KNOWLEDGE
• The
substantive
content of
the
curriculum,
the facts and
information
that the
student
acquires

13. PROCESS
• Skills or
cognitive
operations
that the
student
performs on
facts and
information
for the
purpose of

14. UNDERSTANDING(S)
• Enduring big
ideas,
principles and
generalization
s inherent to
the discipline,
which may be
assessed
using the
facets of
understandin
g which may
be specific to
the discipline

15. PRODUCTS /
PERFORMANCES
• Real-life
application
of
understandi
ng as
evidenced
by the
student’s
performanc
e of

16. LEVELS OF
ASSESSMENT
These levels shall be the outcomes
reflected in the class record and
shall be given corresponding
percentage weights as follows:
LEVEL OF
ASSESSMENT
PERCENTAGE
WEIGHT
Knowledge 15%
Process or Skills 25%
Understanding (s) 30%
Products /
Performances
30%
TOTAL = 100%

17. ASSESSMENT TOOLS
KNOWLEDGE PROCESS /
SKILLS
UNDERSTAN
DINGS
PRODUCTS &
PERFORMAN
CES
Traditional Tools: Transform a Textual
Presentation into a
Diagram
Facets of
Understandings
Authentic products
or performance tasks
that a student is
expected to do to
Paper and Pencil
Tests
~ Outline, Organize,
Analyze, Interpret,
Translate, Convert or
Express Information
~ Self Knowledge Demonstrate his or
her understanding.
~ Multiple Choice ~ Flow Chart ~ Empathy ~ Self
Understanding
~ True or False ~ Construct Graphs ~ Perspective ~ Self Monitoring
~ Matching Type ~ Graphic
Organizers
~ Explanation ~ Self Assessment
~ Constructed
Response
~ Draw Analogies ~ Interpretation ~ Permit choices of
combinations of oral,

18. LEVELS OF
PROFICIENCY
AND ITS
EQUIVALENT
NUMERICAL VALUE

19.  The performance of the students
shall be described in the report card,
based on the following levels of
proficiency
LEVEL OF
PROFICIENCY
Beginning
(B)
Developing
(D)
Approaching Proficiency
(AP)
Proficient (P)

20.  While, the level proficiency shall
be based on a numerical value which
arrived form summing up the results
of the student’s performance on the
various level of assessment.
EQUIVALENT
NUMERICAL VALUE
74% and Below
75 - 79%
80 - 84%
85 - 89%
90% and Above

21. LEVELS OF PROFICIENCY

22. LEVELS OF PROFICIENCY

23. FEED BACK
• Results of the
assessment
across levels
should be fed
back
immediately to
the students, so
that they know
what to improve
further, and then
they can plan
strategically
how they can

24. PROTOTYPE
RUBRICS
FOR THE DIFFERENT
LEVELS OF
ASSESSMENT

25. WHAT IS RUBRIC:
• A rubric is a guideline for rating
student performance.
• It must define the range of possible
performance levels.
• Within this range, there are different
levels of performance which are
organized from the lowest level to the
highest level of performance.
• Usually, a scale of possible points is
associated with the continuum in
which the highest level receives the
greatest number of points and the

26. BENEFITS OF RUBRIC
–The rubric provides
assessment with exactly the
characteristics for each level
of performance on which the
students and the teacher
should base their judgment.
–The rubric provides the
students with clear
information about how well
they performed and what
they need to accomplish in
the future to better their
performance.

27. RUBRICS CRITERIA &
PERCENTAGE
CRITERIA PERCENT
AGE
Knowledge 15%
Skills 25%
Understanding (s) 30%
Transfer of
Understanding
30%
TOTAL: 100%

28. LEARNING
OUTCOME #O1
KNOWLEDGE

29. PAPER AND PENCIL
INSTRUMENTS
• Paper-and-
pencil
instruments
refer to a
general group of
assessment
tools in which
candidates read
questions and
respond in
writing.
• This includes
tests, such as
knowledge and
ability tests, and

30. MOST COMMON
RESPONSE
FORMATS ARE:
1. MULTIPLE CHOICE
2. TRUE OR FALSE
3. MATCHING TYPE
4. IDENTIFICATION
5. CONSTRUCTED RESPONSE
/ ESSAY

31. A. KNOWLEDGE (15%)

32. LEARNING
OUTCOME #O2
SKILLS

33. TRANSFORM TEXTUAL
PRESENTATION INTO A
DIAGRAM
• Outline, Organize, Analyze,
Interpret, Translate, Convert or
Express Information by using:
1. Flow Chart
2. Graphs
3. Analogies
4. Graphic Organizers

34. PROTOTYPE PIE GRAPH
Result of Midterm Exam
PERCENTAGE LEVEL OF PROFICIENCY
B
D
AP
P
A
30%
10%
5%
15%
40%
LEGEN
D

35. B. SKILLS (25%)

36. CONTINUATION:

37. CONTINUATION:
#02

38. CONTINUATION:
#03

39. PROTOTYPE
ASSESSMENT
MATRIX FOR “TLE”
(Technology Livelihood Education)

44. BASIS FOR PROMOTION AND
RETENTION
LEVEL OF
PROFICIENCY
EQUIVALENT
NUMERICAL
VALUE
Beginning
(B)
74% and
Below
Developing
(D)
75 - 79%
Approaching
Proficiency (AP)
80 - 84%
Proficient
(P)
85 - 89%

45. PROMOTION AND
RETENTION
• Promotion and Retention of
students shall be by subject
• Students whose proficiency level is
Beginning (B) at the end of the
quarter or grading period shall be
required to undergo remediation
after class hours so that they can
immediately catch up as they move
to the next grading period
• If by the end of school year, the
students are still at the Beginning
level, then they shall be required to

46. RATING SYSTEM

47. LEARNING
OUTCOME #O3
UNDERSTANDING

48. UNDERSTANDING
• Understanding as expressed
using any three of the six
facets of understanding
• The facets are explained
(adapted from the paper,
“Understanding by Design
Framework in the
Philippines” by Mc Tighe and
Grant Wiggins, p.5)

49. FACETS OF
UNDERSTANDING
CONC
EPT
EXPLAIN
INTERPR
ET
APPLY
PERSPE
CTIVE
EMPATH
Y
SELF
KNOWLE
DGE

50. FACET # 01
“EXPLANATION”
• Concepts,
principles, and
processes by
putting them in
their own
words, teaching
them to others,
justifying their
answers and
showing their
reasoning.

51. • By making
sense of
data, text,
and
experience
through
images,
analogies,
stories and
models;
FACET # 02
“INTERPRETATION”

52. • Effectively
using and
adapting
what they
know in
new and
complex
texts
FACET # 03
“APPLICATION”

53. • Demonstrate
perspective
by seeing the
big picture
and
recognizing
different
points of
view.
FACET # 04
“PERSPECTIVE”

54. FACET # 05
“EMPATHY”
• Display
empathy by
perceiving
sensitively
and putting
one’s self in
someone
else’s shoes;

55. • Have self
knowledge by
showing met
cognitive
awareness,
using
productive
habits of mind
and reflecting
on the meaning
of the learning
and
FACET # 06 “SELF
KNOWLEDGE”

56. UNDERSTANDING MAYBE ASSESSED BASED ON
THE FOLLOWING CRITERIA

57. Continuation:

58. LEARNING
OUTCOME #O4
PRODUCT /
PERFORMANCES

59. TRANSFER OF
UNDERSTANDING
• Transfer of understanding to life
situations maybe assessed as
demonstrated through the
following:
1. PRODUCTS – Outputs which
are reflective of learner’s
creative application of
understanding;
2. PERFORMANCES – skillful
exhibition or creative execution of
a process, reflective of
masterful application of learning

60. STUDENT IS EXPECTED
TO DEMONSTRATE
HIS/HER
UNDERSTANDING BY
MEANS OF:
• Self Understanding
• Self Monitoring
• Self Assessment

61. SELF
UNDERSTANDING
• Also
known as
Self
knowledg
e
• Is the
ability to
understan
d one's

62. SELF MONITORING
• Used in
behavioral
management
where a person
will keep a
record of
behavior
patterns.
• A personality
trait for
the ability to

63. • It is the process
of gathering
information about
yourself in order
to make an
informed career
decision.
• A self
assessment
should include a
look at the
SELF ASSESSMENT

66. Continuation:

67. PROTOTYPE
FORMATIVE
AND SUMMATIVE
ASSESSMENT
TOOLS

68. PRE ASSESSMENT
TOOL
• Pre-assessment allows the teacher
and student to discover what is
already known in a specific topic or
subject.
• It is critical to recognize prior
knowledge so students can engage
in questioning, formulating, thinking
and theorizing in order to construct
new knowledge appropriate to their
level.

69. PROTOTYPE PRE-ASSESSMENT
TOOL

70. FORMATIVE
ASSESSMENT• The goal of formative assessment is to
gather feedback that can be used by the
instructor and the students to guide
improvements in the ongoing teaching and
learning context. These are low stakes
assessments for students and instructors.
Examples:
1. Asking students to submit one
or two sentences
identifying the main point of a
lecture
2. Have students submit an outline
for a paper.
3. Early course evaluations
4. Giving quizzes to check student
understanding

71. SUMMATIVE
ASSESSMENT
• The goal of summative assessment is
to measure the level of success or
proficiency that has been obtained at the
end of an instructional unit, by comparing
it against some standard or benchmark.
• The outcome of a summative
assessment can be used formatively,
however, when students or faculty take the
results and use them to guide their efforts
and activities in subsequent courses.
• Examples of summative assessments
include:
 a midterm exam
 a final project
 a paper

72. PROTOTYPE SUMMATIVE
ASSESSMENT TOOL THROUGH
AUTHENTIC PERFORMANCE
TASK

73. Presented to:
Ma’am Rothsel Cabatac
And the BPE-SPE 3 under Assessment Learning1
(Year 2016)