Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program

DepEd Order No. 8 s. 2015

Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program

1. Theoretical Basis

“Teachers provide appropriate assessment when they aim to holistically measure learners’ current and developing abilities while enabling them to take responsibility in the process”

A.  Recognizes the following:

a.     Diversity of the learners inside the classroom

b.     The need for the multiple ways of measuring their varying abilities and learning potentials

c.     The role of learners as co-participants in the assessment process

B.  Recognizes and considers the learners’ zone of proximal development (Vygotsky 1978)

C.  Committed to ensure:

a.     Learners’ success in moving from guided to independent display of knowledge, understanding, and skills

b.     Successful transfer of knowledge, understanding and skills in future situations

c.     The development of learners’ higher-order thinking and 21^st-century skills.

2. 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.”

A.  Assessment is used to:

a.     Keep track of learners’ progress in relation to learning standards and in the development of 21^st –century skills

b.     Promote self-reflection and personal accountability among students about their own learning

c.     Provide bases for the profiling of the student performance on the learning competencies and standards of the curriculum

B.  Two types of classroom assessment:

a.     Formative Assessment

1.     Assessment for learning

2.     Assessment as learning

3.     Characteristically informal and intended to help students identify strengths and weaknesses

4.     May be given any time during the teaching and learning process

5.     A way to check the effectiveness of instruction

6.     Important to record to track learning progress

7.     Not included in the computation of summative assessment

8.     The teacher must provide an immediate feedback

9.     Recommendations on how to improve themselves should also be given

b.     Summative Assessment

1.     Assessment of learning

2.     Occurs at the end of a particular unit

3.     Measures whether learners have met the content and performance standards

4.     Recorded and used to report on the learners’ achievements

3. What is assessed in the classroom?

a.     Content Standards identify and set the essential knowledge and understanding that should be learned.

b.     Performance Standards describe the abilities and skills that learners are expected to demonstrate in relation to the content standards.

c.     Learning Competencies refer to the knowledge, understanding, skills and attitudes that the students need to demonstrate in every lesson and/or learning activity.

4. How are learners assessed in the classroom?

A.    Individual and Collaborative Formative Assessment

a.     Individual formative assessment enables the learners to demonstrate independently what has been learned or mastered through a range of activities

b.     Collaborative formative assessment allows students to support each other’s learning

c.     Formative Assessment in Different Parts of the Lesson.

B.    Individual and Collaborative Summative Assessment

a.     Learners may be assessed individually through unit test and quarterly assessment

b.     Collaboratively, learners may participate in the group activities in which they cooperate to produce evidence of their learning

c.     Components of Summative Assessment

1. Written Work Component ensures that learners are able to express skills and concept in written form

2. Performance Task Component allows learners to show what they know and are able to do in diverse ways

3. Quarterly Assessment measures student learning at the end of the quarter

5. The Grading System

The K to 12 basic Education Program uses a standard- and competency-based grading system. All grades will be based on the weighted raw score of the learners’ summative assessments. The 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.

A.    Recording and Computing Learners’ Progress

1.     For Kindergarten

      Checklist and anecdotal records are used instead of numerical grades. These are based on learning standards found in the kindergarten curriculum guide. It is important to keep a portfolio, which is a record or compilation of the learners’ output. This can provide concrete evidence on how much the learner is able to accomplish the skills and competencies.

2.     For Grades 1-12

a.     There is one Quarterly Assessment but there should be instances for students to produce Written Woks and to demonstrate what they know and can do through Performance Tasks.

b.     Steps in computing the Final Grades

                                                            i.        Grades from all student work are added up. This results in the total score for each component (WW, PT, QA)

                                                           ii.        The sum of each component is converted to the Percentage Score (PS). Divide the raw score the highest possible score the multiply the quotient by 100%

                                                          iii.        PS are then converted to Weighted Scores (WS). Multiply the PS to the weight of each component:

                                             Table 4: Weight of components for Grades 1-10

Grades 1-10	Components	Language	AP	EsP	Science	Math	MAPEH	EPP/TLE
	WW	30%			40%		20%
	PT	50%			40%		60%
	QA	20%			20%		20%

 

                                                          iv.        The sum of the Weighted Scores in each component is the Initial Grade (IG). This IG will be transmuted using the given transmutation table to get the Quarterly Grade (QG)

                                                           v.        The QG for each learning area is written in the report card of the students

                        3. Computation of grades at the end of school year

a.      For Kindergarten

·   Descriptions of the learners’ progress in the various learning areas are represented using checklists and students portfolio’s these are presented to the parents at the end of each quarter for discussions

b.     For Grades 1-10

·   The average of the Quarterly Grades produces the Final Grade

c.     For Grades 11-12

·   The two quarters determine the Final Grade in a Semester.

                        4. The Reporting of Learner’s Progress

·   The summary of learner progress is shown quarterly to parents and guardians through a parent-teacher conference, in which the report card is discussed. The grading scale, with the corresponding descriptors, is in the table below. Remarks are given at the end of the grade level.

                        5. The Promotion and Retention of learners at the end of the School year

6. Core values of the Filipino Child reflected in the Report card

·         A non-numerical rating scale will be used to report on learners’ behavior demonstrating the core values. The class adviser and other teachers shall agree on how to conduct these observations. They will also discuss how each child will be rated.

VII. Attendance

·         The number of school days in each month is presented, which is based on the school calendar for a given school year. The number of days that each learner is present and absent is indicated.

·         A learner who incurs absences of more than 20% of the prescribed number of class or laboratory periods during the school year or semester should be given a failing grade and not earn credits for the learning area or subject.

8. To whom is Classroom Assessment reported?

·         Classroom assessment serves to help teachers and parents understand the learners’ progress on curriculum standards. The results of assessment are reported to the child, the child’s remedial teacher, if any, and the teacher of the next grade level, as well as the child’s parents/guardians.

REFERENCES:

Republic  Act no. 10533, “An Act Enhancing the Philippine Basic Education System by Strengthening its Curriculum and Increasing the number of years for Basic Education, Approaching Funds Therefor and for Other Purposes”.

DepEd Order No. 43, s. 2013: “Implementing Rules and Regulations (IRR) of the Republic Act No. 10533 Otherwise known as the Enhanced Basic Education act of 2013”.

DepEd Order No. 8 s. 2015: “Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program”.

Anderson, Lorin W., and Krathwol, David R. A Taxonomy for Learning, Teaching, and Assessing: Revision of Bloom’s Taxonomy of Educational Objectives. New York:Longman, 2001

UNESCO. “Teaching and Learning for a Sustainable Future.” Accessed March 31, 2015. http://www.unesco.org/education/tlsf/mods/theme_d/mod24.html?panel=5#top.

Vygotsky, Lev S., Mind in Society: The Development of the Higher Psychological Processes., eds. M. Cole, V.  John-Steiner, S. Scribner, & E. souberman. (Cambridge: Harvard University Press, 1978)

Grant and Jay McTighe. “Understanding by Design:  Professional Development Workbook”. Alexandria, VA: Association for Supervision and Curriculum Development. 2004

Private Educational Assistance Committee (PEAC). Summer 2015 In-Service Training for Private Schools: “Classroom Assessment for the K to 12 Basic Education Program”. NCR, Trinity University of Asia. July 3-5, 2015