DepEd

Order No. 8
series 2015
Policy Guidelines on Classroom
Assessment for the K to 12 Basic
Education Program

Classroom Assessment is an ongoing

process of identifying, gathering,
organizing and interpreting quantitative
and qualitative information about what
learners know and can do.

WHAT IS CLASSROOM
ASSESSMENT?

Assessment in the classroom is aimed at

helping students perform well in relation to the
learning standards.
Learning standards comprise:

Types of Classroom Assessment

Learners are assessed in the
Formative
Summative
Content
standards
classroom through various
processes and
Assessment
Assessment
Performance standards
measured
Assessment
for
competencies
defined in the K to
Learning
competencies
learning
12
curriculum.
Assessment
The learning
standards
the curriculum
as may
in
Assessment
of
Learners
be
assessed
individually
reflect progressions of concept development. The
learning
learning
or Cognitive
collaboratively.
Process Dimensions may be a good way to
May
be given these
at any
Measures whether
operationalize
progressions.
time during the
learners have met the
teaching and learning
content and
process
performance
Also a way to check
standards
the effectiveness of
instruction

ARE
WHATHOW
IS ASSESSED
LEARNERS
IN THE

Assessment in the classroom is aimed at

helping students perform well in relation to the
learning standards.
Learning standards comprise:

Types of Classroom Assessment

Learners are assessed in the
Formative
Summative
Content
standards
classroom through various
processes and
Assessment
Assessment
Performance standards
measured
Assessment
for
competencies
defined in the K to
Learning
competencies
learning
12
curriculum.
Assessment
The learning
standards
the curriculum
as may
in
Assessment
of
Learners
be
assessed
individually
reflect progressions of concept development. The
learning
learning
or Cognitive
collaboratively.
Process Dimensions may be a good way to
May
be given these
at any
Measures whether
operationalize
progressions.
time during the
learners have met the
teaching and learning
content and
process
performance
Also a way to check
standards
the effectiveness of
instruction

ARE
WHATHOW
IS ASSESSED
LEARNERS
IN THE

Individual formative assessment enables the

learner to demonstrate independently what has been
learned Learners
or mastered
through
a range of activities
such as
may
be
assessed
individually
Summative
assessments
are classified
into
check-up
quizzes, written
exercises, performances,
models
through
unit tests
and
quarterly
assessment.
and
even
electronic
presentations.
three
components,
namely,
Written
Work (WW),
Collaboratively,
learners
may
participate
Collaborative
formative
assessment
(peer in the
Performance
Tasks
(PT), and
Quarterly
group activities
in These
whichtothree
they
cooperate
assessment)
allows
students
support
each
Assessment
(QA).
will
be others
thetobases
learning.
Discussions,
role
playing,
games and
group
produce
evidence
of their
learning.
Theother
process
for
grading.
The
nature
of
the
learning
areas
activities
may a
also
be used project
as performance-based
of
creating
learning
is given more
defined
the
way
these
three
components
are
formative
assessment
wherein
learners
support
and
weight or importance than the product itself.
assessed.
extend
each others learning.

INDIVIDUAL
AND
INDIVIDUAL
COMPONENTAND
OF
COLLABORATIVE
COLLABORATIVE
SUMMATIVE
FORMATIVE

Allows learners
to show
know,
Ensures
that students
arewhat
able they
to express
may and
create
or innovate
products
skills
concepts
in written
formor do
performance
based
tasks
May include
long
quizzes, unit or long tests
Performance
based
tasks may
include
which items
should be
distributed
across
the
skill demonstration,
group presentation,
oral
Cognitive
Process Dimensions
so that all are
work, multimedia
presentations
andreports
research
adequately
covered,
essays, written
and
projects
other
written output.

WRITTEN
WORK
Performance
Task
Quarterly
COMPONENT
(WW)
component
(PT)
Assessment (QA)

Measures student learning at the end

of the quarter. May be in the form of
object tests, performance based
assessment or a combination

List of
Summative
Assessment
Tools

Learning
Areas
Learning
Areas
Learning
Areas
Learning
Areas

Written
Work
Written
Work
(WW)
Written
Written
Work
(WW)
Written Work
Work (WW)
(WW)
(WW)

Performance
Tasks
Performance
Tasks
Performance
(PT)
(PT)

Edukasyon
Araling
Panlipunan
sa
Arts
Health
Physical
Education
Music
Science
Edukasyong
Math
(AP)
Pagpapakatao
(EsP)
Languages
(PE)
Pantahanan at
Pangkabuhayan/
Teachnology and
Livelihood Education

A. Unit/ Chapter Tests

A.
A. Unit/
Unit/ Chapter
Chapter Tests
Tests
B.
Written
Output
A.
Unit/Chapter
B.
Output
B. Written
Written
Output
1.
Concept
Essays
maps and
Essays
Tests
1.
1. Essays
Concept
Essays
maps and
Date recording
2. Journal
organizers
writing
Journal/
article
review
B.
Output
2. Written
Reaction/
Data
Diagrams,
recording
charts,
and
analyses
Reaction/
2. Journal/
3.
Essays Reflection
article
Reflection
papers
analyses
and
models
2.
Geometric
and
1.
Book/
Article
papers
3. reviews
Journals
3.
Research
paper
Laboratory
Work
designs
reports
and
statistical
analyses
Research
paper
4. reviews
News writing
Reaction/
Journal
writing
and
plans
3.
Graphs,
charts, or
2.
5. Essays
News/ Article
Reflection
papers
maps
3. documentations
Journals
Reviews
4. Reaction/
Problem sets
6. Letter
Reaction/
4.
writing
5. Reflection
Surveys papers
Reflection
5.
Reaction/ papers
5. Surveys

A. Products
Products
A.
Products
A.
Products
A.
Products
Products
A.
Products
Argument
analyses
1.
Collages and
diorama
A.
Products
1.
Investigatory
projects
1.
Art
criticism
and
Diagrams
Journal
responses
Creating
simple
1.
drawing
Article/
Journal
2. Technical
Expressing
their feelings
making
1.
Campaigns
2.
Models
and
diagrams
Mathematical
appreciation
Personal
fitness
and
and
ideas
through
art
musical
arrangement
output
review
2.
Leaflet,
poster,
and
2. Case
studies
construction
Investigatory
Projects
activities
compilations
health
logos
Musical
analysis/
2.
Prototype
buildingand
slogan
making
2.
Personal
fitness
3.
Collages
3.
Prototype
building
Models/
Making
models
3.
Journal
responses
2.
Art
exhibit
Portfolio
song
analysis
3.
Products/
projects
Map
construction
4.
Compositions
health
logos
4.
Research
papers
of
geometric
figures
4.
Letter
writing
B.
Performance-based
3.
Art
projects
3.
Musical
research
4.
Research
work tasks
5.
Literary
using
locally
analyses
B.
4.
Number
3.
Portfolio
5. Performance-based
Song andPresentations
poem writing
tasks
4.
Portfolio
6.
Multimedia
production
5.
Timelines
4.
Writing
available
materials
5.
Debates program
B.
tasks
B. Performance-based
Performance-based
tasks
B.
Performance-based
7.
Portfolios
Debates
B.
Performance-based
Performance-based
6.
Designing
and
5.
Constructing
notes
graphs
and
B.
Performance-based
6.
Issue-awareness
tasks
8.
Research
projects
Design
and
tasks
tasks
implementation
action
survey
conducted
B. Performance-based
tasks
campaigns
4.
Creating
9.
Story/
Poempresentation
writing
plans
Multimedia
implementation
6.
Community
5.
production
7. Art
Presentations
andof
tasks
4.
Skills
demonstration
B.
Performance-based
tasks
personalized
7.
Designing
various
Outdoor
math
involvement
fitness
and
health
6.
Multimedia
multimedia
Multimedia
5.
Skills
application
10.
Debates
8.
Probability
experiments
exercise
program
7. models
Debate
program
presentations
presentations
presentations
6.
Laboratory
exercises
11.
Interviews
8.
Doing
scientific
9.
Problem-posing
8.
Interviews
Role
plays
5.
Physical
activity
Issue-awareness
7.
Portfolio
6.
Musical
presentation
7.
Oral
tests
12.
Multimedia
investigations
10.
Reasoning
and
proof
Preparation
of action
9.
Issue-awareness
campaigns
participation
8.
Skills
demonstration
presentations
7.
Skills
demonstration
8.
creation,
and
9. Design,
Issue-awareness
through
recitation
plays
(Plano
ng
campaigns
Role
plays
13.
Panel
discussions
6.
activity/
(drawing,
coloring,to
campaigns
(singing,
layout
of playing
outputs/
11. Physical
Using
manipulatives
Pagsasabuhay)
10.
News
reporting
14.
Presentations
painting)
10.
Laboratory
activity
fitness
assessment
show
math
concepts/
diagnose
and
repair
musical
instruments
)
10.
Implementation
of
11.
Presentation
and
15.
Project
making
11.
Multimedia
solve
problem
9.
bulletin board
7. Stage/
Role
plays
action
plans
equipment
multimedia
16.
Role
plays
12. presentations
Using
measuring
production
(Pagsasagawa
ngtools/
Plano)
8.
Skills
demonstration
presentations
17.
Speech
delivery
12.
Simulation
devices
11. Situation analysis
12.
plays
18.
Storytelling/
reading
13. Role
Skills
demonstration
(Pagsusuri
ng sitwasyon
13.
14. Simulations
Verification experiments

Reflection
papers
6. Reports

Tasks (PT)

The K to 12 Basic Education Program uses a standards- and

competency-based grading system. These are found in the curriculum
guides. 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 than can appear on the report card is 60
for Quarterly Grades and Final Grades.
For those guidelines, the Department will use a floor grade
considered as the lowest possible grade that will appear in a learners
report card.
Learners from Grades 1 to 12 are graded on Written Work and
Performance Tasks, and Quarterly Assessment every quarter. These
three are given specific percentage weights that vary according to the
nature of the learning area.

What is the grading

system?

How is learner progress

recorded and computed?
For kindergarten
Checklists and
anecdotal records are
used instead of
numerical grades.
These are based on
learning standards
found in the
Kindergarten
Curriculum guide.

For grades 1 to 12
In a grading period, there is
one Quarterly Assessment
but there should be
instances for students to
produce Written Work and to
demonstrate what they
know and can do through
Performance Tasks, but
these must be spread out
over the quarter and used
to asses learners skills after
each unit has been taught.

Steps in
Computing for
the Final Grade

 Step 4: The sum of the Weighted

Scores in each component is the
Step 5:
2:
1: The
Grades
sumfrom
Quarterly
for each
all
grade
students
for
Initial
Step 3:Grade.
PS areThe
then
Initial
converted
Grade to
will
component
each
work learning
for each
is converted
area
component
is written
toare
the
in the
weighted
be
transmuted
scoresusing the
percentage
report
added card
up. of
score
the student
transmutation table to get the
quarterly grade.

Steps in Computing
for the Final Grade

Note: For
MAPEH,
individual
grades are given
to each area
then get the
average.

ACTIVIT
Y

How are grades

computed at the end of
the
school
year?
For Kindergarten
For Grade 1 to 10
There are no
numerical grades in
Kindergarten.
Descriptions of the
learner progress in the
various learning areas
are represented using
checklists and student
portfolios

The average of the

Quarterly Grades (QG)
produces the Final Grade.

The General Average is

computed by dividing the
sum of all final grades by
the total number of
learning areas.

The final grade in each

learning area and general
average are reported as
whole numbers.

Table 10
Descriptors,
Grading Scale, and
Remarks

The grading scale with its corresponding

descriptiors are in Table 10. Remarks are given at
the end of the grade level.
See Table 10

HOW IS LEARNERS
PROCESS REPORTED?

When a learners raw scores are consistently below expectations in

Written Work and Performance Tasks, the learners parents or guardians
must be informed not later than fifth 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.

How are learners

promoted or
retained at the end
of the school year?
Table 11. Learner Promotion
and Retention

Summative
are Did
alsoNot
given
For
Grades 1 Assessments
10, a learner who
Metduring
Expectations
classes.
These
are
recorded,
computed,
inremedial
at most two
learning
areas
must
take remedial
classes.
Remedial
classes
are conducted
the Final
weighted,
and transmuted
in after
the same
wayGrades
as thehave
been
computed.
TheThe
learner
must pass
the Final
remedial
classes
Quarterly
Grade.
equivalent
of the
Grade
for to
be
promoted
to the is
next
level. Class
However,
teachers
remedial
classes
thegrade
Remedial
Mark
(RCM). The
should
ensure at
that
learners
remediation
when
Final Grade
the
end of receive
the school
year and
the they
earn
raw scores
which
expectations
Remedial
Class
Markare
areconsistently
averaged. below
This results
in the in
Written Work and Performance Tasks by the fifth week of any
Recomputed Final Grade. If the Recomputed Final Grade
quarter. Thus will prevent a student from failing; in any
is 75 or higher, the student is promoted to the next
learning area at the end of the year.
grade level. However, students will be retained in the
grade level if their Recomputed Final Grade is below 75.
` The teacher of the remedial class issues the
certificate of recomputed Final Grade, which is noted by
the school principal. This is submitted to the Division
Office and must be attached to both Form 137 and
School Form Number 5.

For Grades 110

The goal of the K to 12 Curriculum is to

holistically develop Filipinos with 21 st century skills.
The 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 o Education (DepEd Order No. 36,
s.2013) as shown on the next page. Non-DepEd
schools may modify or adapt these guidelines as
appropriate to the philosophy, vision, mission, and
core values of their schools.

How are the Core values

of the Filipino Child
reflected in the Report

Table
12.
Descri
ptors
and
Indicat
ors of
Observ
ed
Values

It is important to be in school every day. Learners class attendance shall

be recorded by teachers daily. At the end of the quarter, the attendance is
reflected in the report card.
A learner who incurs absences of more than 20% of the prescribed
number of class period should be given a failing grade. Furthermore, the
school head may, at his/her discretion exempt a learner who exceeds the
20% limit for reasons considered valid and acceptable to the school.
Such discretion shall not excuse the learner from the responsibility of
keeping up with lessons and taking assessments. When absences cannot be
avoided, the school must give the learner alternative methods and
materials.
Parents of learners must be informed through a meeting to discuss how
to prevent further absences.

How is attendance
reported?

13.
Marki
ng
for
the
Obse
rved
Value
s

A non-numerical rating scale will be used to report on learners

behaviour 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. Table 13 presents the marks that
must be used.