K-12 Assessment Framework

CLASSROOM
ASSESSMENT
IN THE K TO 12
BASIC EDUCATION
PROGRAM
DepEd Order No. 8, s.
2015
LEONCIO P. LUMABAN, Ph.D.
Chief, QAD
Objective
Be updated on the policy guidelines on

classroom assessment for the K to 12
Basic Education Program particularly on
the features of the K to 12 Assessment
Framework and the grading system per
DepEd Order No. 8, s. 2015
Use the principles of effective classroom
assessment as they apply to Vygotskys
Views on the Zone of Proximal
Development of the learners
What do you think?
Statement 1:
Assessment is
standard-based.
Statement 2:
The formative assessment needs
to scaffold students in the
summative assessment.
Statement 3:
Assessment should become
more like instruction.
Statement 4:
Assessment results need to be
used by teachers to mark
students performance.
Statement 5:
Assessment is a technical
competency.
Statement 6:
DepEd Order No. 8, s. 2015 says
goodbye to KPUP.
Statement 7:
Summative assessment is
composed of Written Work,
Performance Task and Quarterly
Assessment.
Statement 8:
The highest form of the cognitive
process as guide in formulating
assessment task is understanding.
Statement 9:
No one is retained in the K
to 12 Basic Education
Program.
Statement 10:
The raw score of the learner in a
given test under the K to 12
Curriculum is transmuted.
Statement 11:
Learning is greatly facilitated by
guidance and assistance that is
pitched in the learners zone of
proximal development (zpd).
Statement 12:
Classify materials based on the
ability to absorb water , float, sink
and undergo decay is a skill under
applying.
Statement 13:
Synthesis in the old domain of
cognitive processes is the same
with creating in the new domain.
Statement 14:
The lowest mark of the learner in
the report card based on DepEd
Order # 8, s. 2015 is 70.
Statement 15:
A learner who receives a grade
below 75 in any subject in a
quarter must be given intervention
through remediation and extra
lessons from the teacher/s of that
subject.
Thought Sharing.
1. What are the main points that were raised

in the activity?
2. Which of the ideas shared is essential for
you as a classroom assessor?
3. What have you realized from the activity?
Cognitive
Processes
Examples
RememberingProduce the right information

from memory
Identify frogs in a diagram of
Recognizing
different kinds of amphibians.
Find an isosceles triangle in
your neighborhood.
Answer any true-false or
multiple-choice questions.
Recalling
Name three 19th-century
women English authors.
Write the multiplication facts.
Reproduce the chemical
formula for carbon tetrachloride.
Cognitive
Processes
Examples
UnderstandingMake meaning from educational

materials or experiences
Interpreting
Exemplifying
Translate a story problem into

an algebraic equation.
Draw a diagram of the
digestive system.
Paraphrase Jawaharlal Nehru's
tryst with destiny speech.
Draw a parallelogram.
Find an example of stream-ofconsciousness style of writing.
Name a mammal that lives in
our area.
Cognitive
Processes
Examples

Classifying
Label numbers odd or even.

List the events of the Sepoy Mutiny of
1857.
Group native animals into their proper
species.
Summarizing
Make up a title for a short passage.

List the key points related to capital
punishment that the Web site promotes
Inferring
Read a passage of dialogue between two

characters and make conclusions about
their past relationship.
Figure out the meaning of an unfamiliar
term from the context.
Look at a series of numbers and predict
what the next number will be.
Comparing
Explain how the heart is like a pump.
Cognitive
Processes
Examples

Explaining
Draw a diagram explaining how air

pressure affects the weather.
Provide details that justify why the French
Revolution happened when and how it did.
Describe how interest rates affect the
economy.
ApplyingUse a procedure
Executing
Add a column of two-digit numbers.

Orally read a passage in a foreign
language.
Have a student open house discussion.
Implementing
Design an experiment to see how plants

grow in different kinds
of soil.
Proofread a piece of writing.
Create a budget.
Cognitive
Processes
Examples
AnalyzingBreak a concept down into its parts and describe how the
parts relate to the whole
Differentiating
List the important information in a

mathematical word problem and cross out
the unimportant information.
Draw a diagram showing the major and
minor characters in a novel.
Organizing
Place the books in the classroom library into

categories.
Make a chart of often-used figurative devices
and explain their
effect.
Make a diagram showing the ways plants and
animals in your
neighborhood interact with each other.
Cognitive
Processes
Examples
AnalyzingBreak a concept down into its parts and describe how

the parts relate to the whole
Attributing
Read letters to the editor to determine the

authors points of view about a local issue.
Determine a characters motivation in a
novel or short story.
Look at brochures of political candidates and
hypothesize about their perspectives on
issues.
EvaluatingMake judgments based on criteria and syllabus

guidelines
Checking
Participate in a writing group, giving peers

feedback on organization and logic of
arguments.
Listen to a political speech and make a list of
any contradictions within the speech.
Review a project plan to see if all the
necessary steps are included.
Cognitive
Processes
Examples
AnalyzingBreak a concept down into its parts and describe how

the parts relate to the whole
Critiquing
Judge how well a project meets the criteria

of a rubric.
Choose the best method for solving a
complex mathematical problem.
Judge the validity of arguments for and
against astrology.
CreatingPut pieces together to form something new or recognize

components of a new structure.
Generating
Given a list of criteria, list some options for

improving race
relations in the school.
Generate several scientific hypotheses to
explain why plants
need sunshine.
Propose a set of alternatives for reducing
dependence on fossil
fuels that address both economic and
environmental concerns.
Come up with alternative hypotheses based on
Cognitive
Processes
Examples
CreatingPut pieces together to form something new or recognize

components of a new structure.
Planning
Make a storyboard for a multimedia

presentation on insects.
Outline a research paper on Mark Twains views
on religion.
Design a scientific study to test the effect of
different kinds of music on hens egg production.
Producing
Write a journal from the point of view of

mountaineer.
Build a habitat for pigeons.
Put on a play based on a chapter from a novel
youre reading.
How is learner progress recorded and

computed?
For Grades 1 to 12
Steps for computing for the Final Grades
1. Grades from all student work are added
up. This results in the total score for each
component, namely Written Work,
Performance Tasks, and Quarterly
Assessment

computed?
For Grades 1 to 12
2. The sum for each component is
converted to the Percentage Score. To
compute the Percentage Score (PS),
divide the raw score by the highest
possible score then multiply the quotient
by 100%.
PS x 100%

computed?
For Grades 1 to 12
3. Percentage scores are then converted to
Weighted Scores to show the importance
of each component in promoting learning
in the different subjects. To do this, the
Percentage Score is multiplied by the
weight of the component as stipulated in
the following tables. The product is known
as the Weighted Score (WS).
WS Percentage Score x Weight of

computed?
For Grades 1 to 12
Weight of the Component for Grades 1-10
Component
Languag
es
AP
EsP
Scienc
e
Math
MAPEH
EPP/TLE
Written Work
30%
40%
20%
Performance
Task
Quarterly
Assessment
50%
40%
60%
20%
20%
20%
For Grades 1 to 12
Weight of the Component for SHS
Academic Track
Core
Subjects
All Other
Subjects
Written Work
25%
25%
Performance
Task
50%
45%
Quarterly
Assessment
25%
30%
Work
Immersion/
Research
/Business
Enterprise
Simulation/
Exhibit/
Performance
35%
Technical-Vocational
and Livelihood
(TVL)/Sports/Arts
and Design Track
All Other
Subjects
Work
Immersion/
Research/
Exhibit/
Performance
25%
20%
40%
45%
60%
25%
30%
20%

computed?
For Grades 1 to 12
4. The sum of the Weighted Scores in each
component is the Initial Grade. This initial
Grade will be transmuted using the given
transmutation table to get the Quarterly
Grade (QG).
5. The Quarterly Grade for each learning area
is written in the report card of the
student.
Sample Class Record for English 4 (FQ)

Written Work (30%)
1
Total
PS
WS
20
25
20
20
25
30
20
160
100
30%
18
22
20
17
23
26
19
145
90.63
27.19
Learner
B
19
15
15
13
14
94
58.75
17.63
Learner
C
11
54
33.75
10.13
Highest
Possible
Score
Learner
A

Performance Task (50%)
1
Total
PS
WS
15
15
25
20
20
25
120
100
50%
12
13
19
15
16
25
100
83.33
41.67
Learner
B
15
15
23
15
18
23
109
90.83
45.42
Learner
C
10
12
10
18
63
52.50
26.25
Highest
Possible
Score
Learner
A

Quarterly Assessment (20%)
1
PS
WS
50
100
20%
40
80
16
48
96
19.20
29
58
11.60
Highest Possible
Score
Learner
A
Learner
Learner

Writt Perform Quarter Initial
en
ance
ly
Grade
Work
Task
Assess
(30%
(50%)
ment
)
(20%)
Highest
Possible
Score
Learner
A
Learner
B
Learner
C
Quarter
ly
Grade
30%
50%
20%
100
100
27.19
41.67
16
84.86
90
17.63
45.42
19.20
82.25
88
10.13
26.25
11.60
47.98
71
Transmutation Table
Initial Grade
Transmuted
Grade
100
82.40- 83.99
Transmuted
Grade
89
98.40 99.99
99
80.80- 82.39
88
96.80- 98.39
98
79.20- 80.79
87
95.20- 96.79
97
77.60- 79.19
86
93.69- 95.19
96
76.00- 77.59
85
92.00- 93.59
95
74.40- 75.99
84
90.40- 91.99
94
72.80- 74.39
83
88.80- 90.39
93
71.20- 72.79
82
87.20- 88.79
92
69.60- 71.19
81
85.60- 87.19
91
68.00- 69.59
80
84.00- 85.59
90
66.40- 67.99
79
100
Initial Grade
Transmutation Table
Initial Grade
64.80 66.39
Transmuted
Grade
78
Initial Grade
28.00 31.99
Transmuted
Grade
67
63.20 - 64.79
77
24.00 27.99
66
61.60 63.19
76
20.00 23.99
65
60.00 61.59
75
16.00 19.99
64
56.00 59.99
74
12.00 - 15.99
63
52.00 55.99
73
8.00 - 11.99
62
48.00 51.99
72
4.00 - 7.99
61
44.00 47.99
71
40.00 43.99
70
36.00 39.99
69
32.00 35.99
68
0-
3.99
60
Quarterly Grade for MAPEH is the average

of the quarterly grades in the four areas.
Quarterly Grade
(QG) for MAPEH
Computation of Grades at the end of

the School Year
For Kindergarten
No numerical grades. Descriptions of the

learners progress in the various learning
areas are represented using checklists and
student portfolios. These are presented to
the parents at the end of each quarter for
discussion. Additional guidelines on the
Kindergarten program will be issued.

the School Year
For Grades 1-10
The average of the Quarterly Grades (QG)

produces the final grade.
Final Grade
by Learning
Area
The general average is computed by

dividing the sum of all final grades by the
total number of learning areas. Each
learning areas has equal weight.

the School Year
For Grades 1-10
The general average is computed by

dividing the sum of all final grades by the
total number of learning areas. Each
learning areas has equal weight.
Gen.
Ave.
The Final Grade in each learning area and

the General Average are reported as whole
numbers.
Example of Final Grades and General

Average (Grades 1-10)
Quarter
1
Final Grade
Filipino
80
89
86
84
85
English
89
90
92
87
90
Mathematics
82
85
83
83
83
Science
86
87
85
84
86
Araling Panlipunan
90
92
91
89
91
Edukasyon sa Pagpapakatao
89
93
90
88
90
Edukasyon Pantahanan at
Pangkabuhayan
80
81
84
79
81
MAPEH
85
86
85
84
85
Learning Area
General Average
86
Example of Final Grades and General Average

( Grades 11 and 12), 2nd Semester of ABM Strand
Quarter
Subjects
Second
Semester
Final
Grade
Reading and Writing Skills
80
83
82
Pagbasa at Pagsusuri ny Ibat Ibang Teksto tungo sa

Pananaliksik
86
85
86
Statistics and Probability
82
87
85
Physical Science
88
87
88
Physical Education and Health
90
88
89
Empowerment Technologies: ICT for Professional Tracks
80
83
82
Business Math
87
86
87
Organization and Management
85
81
83
Fundamentals of Accounting, Business and Management I
84
81
83
Core Subjects
Applied and Specialized Subjects
How is the learners progress reported?

When a learners raw score are consistently
below expectations in WW and PT, the
learners parents or guardians must be
informed not later than the 5th week of that
quarter. This will enable them to help and
guide their child to improve and prepare for
the Quarterly Assessment. A learner who
receives a grade below 75 in any subject in
a quarter must be given intervention
through remediation and extra lessons from
the teacher/s of that subject.
Learner Promotion and Retention

Requirements
For Grades
1 to 3
Learners
Decision
1. Final Grade of at least 75 in

all learning areas
Promoted to the next

grade level
2. Did not meet expectations in

not more than two 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.
Retained in the same
grade level
3. Did not meet expectations in

three or more learning areas

Requirements
Decision
1. Final Grade of at least 75 in Promoted to the next

all learning areas
grade level
2. Did not meet expectations
in not more than two
learning areas
For Grades
4 to 10
Learners
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.
Retained
in the same

in three or more learning
grade level
areas
4. Must pass all learning areas 1. Earn the Elementary
in the Elementary
Certificate
2. Promoted to Junior
High School

Requirements
For Grades
4 to 10
Learners
For Grades
11 to 12
Learners
Decision
5. Must pass all learning areas 1. Earn the Junior High

in the Junior High School
School Certificate
2. Promoted to Senior
High School
1. Final Grade of at least 75 in Can proceed to the
all learning areas in a
next semester
semester
2. Did not meet Expectations
in a prerequisite subject in
a learning area
Must pass remedial

classes for failed
competencies in the
subject before being
allowed to enroll in the
higher-level subject

Requirements
in any subject or learning
area at the end of the
semester
For Grades
11 to 12
Learners
4. Must pass all subjects or

learning areas in Senior
High School
Decision
Must pass remedial
classes for failed
competencies in the
subject or learning
areas to be allowed to
enroll in the next
semester. Otherwise
the learner must retake
Earn
the Senior
High
the subject
failed.
School Certificate
Sample Certificate of Recomputed Final

Grade
Certificate of Recomputed Final Grade
Name of student:
Grade level:
School Year
Learning Area
Prepared by:
Final Grade
Remedial Class
Mark
________________________
Recomputed
Final Grade
Date: ______________
Remedial Class Teacher

Noted by: _______________________
Date : ___________
School Principal
Received by ___________________
Date : ___________
Division Office
List of Summative Assessment Tools

Components
Learning Areas
Languages
Written Work (WW)
Performance Tasks (PT)
A. Unit/Chapter Tests
B. Written Output
1. Book/article
reviews
2. Essays
3. Journals
4. Letter writing
5. Reaction/
reflection papers
6. Reports
A.
Products
1. Campaigns
2. Case Studies
3. Collages
4. Compositions
5. Literary Analyses
6. Multimedia productions
7. Portfolios
8. Research projects
9. Story/Poem Writing
B. Performance-based tasks
1. Debates
2. Interviews
3. Multimedia presentations
4. Panel discussions
5. Presentations
6. Project making

Components
Learning
Areas
Math
Written Work (WW)
A. Unit/chapter Tests
B. Written Output
1. Data recording
and analyses
2. Geometric and
statistical
analyses
3. Graphs, charts,
or maps
4. Problem sets
5. Surveys
A. Products
1. Diagrams
2. Mathematical Investigatory
projects
3. Models/making models of
geometric figures
4. Number representations
1. Constructing graphs from
survey conducted
2. Multimedia presentation
3. Outdoor math
4. Probability experiments
5. Problem-posing
6. Reasoning and proof through

Components
Learning
Areas
Science
Written Work (WW)
B. Written Output
1. Concept maps
2. Data recording
and analyses
3. Laboratory reports and
documentations
4. Reaction/
reflection papers
5. Surveys
A. Products
1. Investigatory projects
2. Models and diagrams
construction
3. Prototype building
4. Research Papers
1. Debates
2. Designing and
implementation of action
plans
3. Designing various models
4. Doing scientific investigations
5. Issue-awareness campaigns
6. Laboratory activity

Components
Learning
Areas
Written Work (WW)
A. Products
B. Written Output
1. Collages and diorama making
1. Concept maps and
2. Leaflet, poster, and slogan
organizers
making
2. Essays
3. Map construction
3. Journals
4. Research Work
4. News writing
5. Timelines
Araling
5. News/article
Panlipunan
reviews
(AP)
6. Reaction/
1. Community Involvement
reflection papers
2. Debate
3. Interviews
4. Issue-awareness
campaigns
5. News reporting
6. Presentations and

Components
Learning
Areas
Written Work (WW)
B. Written Output
1. Essays
2. Journal Writing
3. Journal /article
reviews
4. Reaction/
Edukasyon sa
reflection papers
Pagpapakata
o (EsP)
A. Products
1. Argument analyses
2. Expressing their feelings and
ideas through art activities
3. Journal responses
4. Letter Writing
5. Song and poem writing
1. Issue-awareness
campaigns
2. Presentations and
Multimedia presentations
3. Role plays
4. Preparation of action plans
(Plano ng Pagsasabuhay)

Components
Learning
Areas
Music
Written Work (WW)
B. Written Output
1. Essays
2. Reaction/
reflection papers
3. Research paper
A. Products
1. Creating simple musical
arrangement
2. Musical analysis/song analysis
3. Musical research
4. Writing Program notes
2. Musical presentations
3. Skills demonstration (singing.
playing musical instruments

Components
Learning
Areas
Arts
Written Work (WW)
B. Written Output
1. Essays
2. Reaction/
reflection papers
3. Research paper
A. Products
1. Art criticism and appreciation
compilations
2. Art exhibit
3. Art projects
4. Portfolio
1. Art production
3. Portfolio
4. Skills demonstration (drawing,
coloring, painting
5. Stage/bulleting board
production

Components
Learning
Areas
Physical
Education
(PE)
Written Work (WW)
B. Written Output
1. Essays
2. Reaction/
reflection papers
3. Research paper
A. Products
1. Article/journal review
2. Personal fitness and health logs
3. Portfolio
1. Creating personalized exercise
program
2. Physical activity participation
3. Physical activity/fitness
assessment
4. Role plays
5. Skills demonstration

Components
Learning
Areas
Health
Written Work (WW)
B. Written Output
1. Essays
2. Journal/article
review
3. Reaction/
reflection papers
4. Research paper
5. Journal Writing
A. Products
1. Journal responses
2. Personal fitness and health logs
3. Portfolio
1. Debates
2. Design and implementation of
fitness and health program
3. Issue-awareness campaigns
4. Role plays

Components
Learning
Areas
Edukasyong
Pantahanan at
Pangkabuhayan/
Technology and
Livelihood
Education
Written Work (WW)
B. Written Output
1. Essays
2. Diagrams, charts,
and models
3. Work designs and
plans
A. Products
1. Technical drawing output
2. Prototype building
3. Products/projects using
locally available materials
1. Skills demonstration
2. Skills application
3. Laboratory exercises
4. Oral tests
5. Design, creation, and
layout of outputs/
diagnose and repair
equipment
Major features: DepEd K to 12

Classroom Assessment
Workshop
Create an instructional plan
integrating assessment and
instruction for one learning
competency.

K-12 Assessment Framework

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CLASSROOM

Be updated on the policy guidelines on

What do you think?

1. What are the main points that were raised

RememberingProduce the right information

UnderstandingMake meaning from educational

Translate a story problem into

UnderstandingMake meaning from educational

Label numbers odd or even.

Make up a title for a short passage.

Read a passage of dialogue between two

Explain how the heart is like a pump.

UnderstandingMake meaning from educational

Draw a diagram explaining how air

Add a column of two-digit numbers.

Design an experiment to see how plants

List the important information in a

Place the books in the classroom library into

AnalyzingBreak a concept down into its parts and describe how

Read letters to the editor to determine the

EvaluatingMake judgments based on criteria and syllabus

Participate in a writing group, giving peers

AnalyzingBreak a concept down into its parts and describe how

Judge how well a project meets the criteria

CreatingPut pieces together to form something new or recognize

Given a list of criteria, list some options for

CreatingPut pieces together to form something new or recognize

Make a storyboard for a multimedia

Write a journal from the point of view of

How is learner progress recorded and

How is learner progress recorded and

How is learner progress recorded and

WS Percentage Score x Weight of

How is learner progress recorded and

How is learner progress recorded and

Sample Class Record for English 4 (FQ)

Sample Class Record for English 4 (FQ)

Sample Class Record for English 4 (FQ)

Sample Class Record for English 4 (FQ)

Quarterly Grade for MAPEH is the average

(QG) for MAPEH

Computation of Grades at the end of

No numerical grades. Descriptions of the

Computation of Grades at the end of

The average of the Quarterly Grades (QG)

The general average is computed by

Computation of Grades at the end of

The general average is computed by

The Final Grade in each learning area and

Example of Final Grades and General

Example of Final Grades and General Average

Reading and Writing Skills

Pagbasa at Pagsusuri ny Ibat Ibang Teksto tungo sa

Statistics and Probability

Physical Education and Health

Empowerment Technologies: ICT for Professional Tracks

Organization and Management

Fundamentals of Accounting, Business and Management I

Applied and Specialized Subjects

How is the learners progress reported?

Learner Promotion and Retention

1. Final Grade of at least 75 in