TARGET Your Intended Learning Outcomes

At the end of this Episode, I must be able to demonstrate understanding of the design,
selection, organization and use of summative assessment strategies consistent with curriculum
requirements by being able to:

 determine the alignment of assessment tools and tasks with intended learning
outcomes;
 critique traditional and authentic assessment tools and tasks for learning in the context
of established guidelines on test construction;
 evaluate non-traditional assessment tools including scoring rubrics;
 examine different types of rubrics used and relate them to assessment of student
learning;
 construct assessment questions for HOTS following Bloom’s Taxonomy as revised by
Anderson and Krathwohl and Kendall’s and Marzano’s taxonomy;
 explain the function of a Table of Specifications;
 distinguish among types of learners’ portfolios and their functions;
 compute students’ grade based on DepEd’s grading policy;
 state the reason(s) why grades must be reported to parents; and
 describe what must be done to make grade reporting meaningful
.

OBSERVE, ANALYZE, REFLECT

ACTIVITY 13.1 Aligning Assessment Task with the Learning Outcome

Resource Teacher: Wendy B. Cipriano Teacher Signature_____________

School: Gaudencio L. Vega National High School Grade Level: Grade 8, 9, and 10
Subject Area: Filipino Date: November 15, 2022
OBSERVE

Field Study 1
 TARGET Your Intended Learning Outcomes
 Determine alignment of assessment task with learning outcome;
 Formulate assessment task aligned with the learning outcome.

 Observe at least 3 classes- 1 Physical or Biological Science or Math, English, Filipino; 1

Social Science or Literature/Panitikan, EsP and 1 P.E/ Computer/EPP/TLE.

SUBJECTS LEARNING ASSESSMENT Is the If not aligned,

OUTCOME/S TASK (How did assessmen improve on it.
teacher assess the t tool/ task
learning assigned to
outcome/s? the learning
Specify outcome/s?
P.E and MUSIC To learn how to Written quiz. Yes
make music. Enumerate the
different type of
music.

Social Science Identify society and Written quiz, Yes

contributions of present the
Babylonian contributions of
civilization. Babylonian
civilization, and
create a reflective
paragraph.
Science Determine the Written Quiz. Yes
organs and Enumerate the
functions of organs and their
Respiratory system respective
functions.
ANALYZE

1. Are the entire assessment task aligned to the learning outcomes?

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 Yes, since the resource teacher employs SMART goals to construct learning outcomes, she
ensures that all of the assessment activities they will complete are connected with the students'
interests and requirements.

2. What are the possible consequences if teacher’s assessments are not aligned to learning
outcome/s? Does this affect assessment results? How?

If the assessment activity is not connected with the learning outcomes, the teacher is less
likely to satisfy and provide for the students' unique needs and abilities that must be completed
after the class. It will also have an impact on assessment findings since the desired learning
outcomes will no longer be met and the teaching-learning process will become ineffective and
inconsistent.

3. Why should assessment tasks be aligned to the learning outcomes?

When creating the assessment task, it should be aligned to the learning outcomes to ensure
that learners master the knowledge and skills required. A lesson plan will assist students in
knowing what to focus on and how their achievements will be judged in relation to knowledge,
interests, behaviors, and values.

REFLECT

 Reflect on past assessment you have been through. Were they all aligned with what
your teacher taught (with learning outcomes?)

No, some of the teachers' assessment assignments are not aligned with their
established learning outcomes, based on previous assessments. Most notably, when the teacher
observed class learning behavior during the instructional learning process and realized that his or
her instructional approach was ineffective, the teacher immediately devised a plan to modify his
or her assessment task in order to make the teaching-learning process more interesting and
productive in order to meet the needs of students.

 How did this affect your performance? As a future teacher, what lesson do you learn
from this past experience and from this observation?

It has an impact on my ability to remain focused and productive in my learning and

development. My experience and observations have taught me a lot as a future teacher. As a
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 teacher, I must be resilient and flexible in my career, willing to adjust or make changes regardless
of the conditions that may arise during the process of teaching and learning with an open heart
and mind. As a result, I want to instill information in the students, share my talents with a
purpose, and inspire them to achieve their life goals and become better individuals.

Activity 13.2 Observing the Use of Traditional Assessment Tools

Resource Teacher: Wendy B. Cipriano Teacher Signature_____________

School: Gaudencio L. Vega National High School Grade Level: Grade 8, 9, and 10
Subject Area: Filipino Date: November 15, 2022

TARGET Your Intended Learning Outcome

 Critique traditional assessment tools and tasks for learning in the context of
established guidelines on test construction

OBSERVE

 Observe classes and pay particular attention to the assessment tool used by the teacher.
 With teacher’s permission, secure a copy of the assessment tool.

Direction: Put a check (✔) on the test which teacher used. From your teacher’s test items, give an
example.

Type of Put a Learning Outcomes Sample Test Comments (Is the

Traditional check Assessed Items of assessment tool
assessment tool/ (✔) Resource constructed in
Paper and pencil Here Teacher accordance with
test established
guidelines?)
Explain your
answer.
Selected
Response type

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1.Alternate N/O N/O N/O N/O
response

2.Matching type  Understanding Yes, it is constructed

according to the
established
guidelines because
the students just pick
and choose the best
answer t o the given
question or word.
3.Multiple Choice  Remembering Yes, it is established
according to the
guidelines because
the students will just
recall what they
discussed and learn
to answer the existing
questions.

Type of Put a check Learning Sample Test Comments (Is

Traditional (✔) if resource Outcomes Items of the assessment
assessment tool/ teacher used it Assessed Resource tool constructed
Paper and pencil Teacher in accordance
test with established
guidelines?)
Explain your
answer.

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Constructed-
Response type
1.Completion N/O N/O N/O N/O
2.Short answer  Analyzing Yes, it was
type constructed in
accordance with
the guidelines
because it is an
open-ended
question wherein
the students will
analyze the given
situation and give
their best answer
that is most
important and
needed.
3.Problem N/O N/O N/O N/O
solving
4.Essay-  Creating/ Yes, it is
restricted Evaluating constructed in
accordance with
the guidelines
because the
students will
have the chance
to use their
learning and
express their
opinions about
the situation.
4. Identification  Remembering/ Siya ay kinilala Yes, it is
Understanding bilang Ama ng constructed in
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 Sarsuwelang accordance with
tagalong ______. the guidelines
because the
Ang ______ ay students need to
walang sukat at understand the
tugma. situation first and
then remember
Ito ay binubuo ng what they
sukat, tugma, discussed that is
taludtod at related to the
saknong _____. topic.

ANALYZE

1. Which assessment tools/tasks were most commonly used by teacher which one were
rarely used? Why were they rarely used?

The most common types of assessments used by teachers are short-answer questions
and multiple-choice tests because they are more reliable in testing knowledge than the usual
essay type of test. Problem solving is rarely used by the teacher.

2. Based on your answers found in the Tables above in which type of assessment tools
and tasks were Resource Teachers most skilled in test construction? Least skilled?

The teacher is skilled at constructing short-answer questions and doing multiple choices.
Problem solving is the least important because it is no longer relevant to the topic.

3. Can an essay or other written requirements, even if it is a written paper-and-pencil test,

be considered an authentic form of assessment? Explain your answer.
Yes, because it evaluates a student's strengths, limitations, knowledge, and skills. It's also
genuine because conventional evaluation systems quantify intellectual achievements that are
relevant and significant.

REFLECT

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How good are you at constructing traditional assessment tools? Which do you find most
difficult to construct? Any lesson/s learned?

The element of creating the lesson plan that I enjoy the most is creating the evaluation
tools, which allows me to use both critical and creative thinking. Where I can imagine how much
pleasure and excitement the students will have in the activity, I'll provide it, and I'll make sure they
don't just study and master the lesson but also enjoy and use what they've learned and
experienced in their everyday lives. Building traditional assessment tools, on the other hand, will
never be simple. There are some things you'd like to employ, but they're tough to implement and
align with the kids' interests.

Observing the Use of Non-traditional Assessment Tools and

Scoring Rubrics

Resource Teacher: Wendy B. Cipriano Teacher Signature_____________

School: Gaudencio L. Vega National High School Grade Level: Grade 8, 9, and 10
Subject Area: Filipino Date: November 17, 2022

TARGET Your Intended Learning Outcomes

 Evaluate non-traditional assessment tools including scoring rubrics

OBSERVE

ACTIVITY 13.3 in at least 3 different subjects and pay particular attention to the
Observe classes
assessment tool used by the teacher.
 With teacher’s permission, secure a copy of the assessment tool.
 Study the assessment tool then accomplish Observation Sheet.
 Did your Resource Teacher explain rubric to the students?
 Which type of rubric did that Resource Teacher use- analytic or holistic?

Authentic Learning Outcome Sample of Product/ How product/ Comment/s (is

assessmen Performance performance was the scoring
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t/ Non- Assessed Assessed assessed rubric
traditional / constructed
Alternative One example of a according to
product assessed. Describe how the standards.
(Put a photo of the product/
product/ performance were
documented assessed. Which
performance in My was used analytic
Teaching rubric or holistic
Artifacts. rubric?
INCLUDE THE INCLUDE THE
RUBRIC IN MY RUBRIC IN MY
TEACHING TEACHING
ARTIFACTS ARTIFACTS

1.Product Nakabubuo ng The product was The rubric was

malayang kaisipan sa evaluated using organized and
pamamagitan ng rubrics, and the orderly, and
pagdedebate ng mga teacher used the students
mag-aaral. holistic rubrics, met its criteria
which are single- for how the
criterion rubrics. teacher will
grade her
students'
performances.

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 2.Perform Nakagagawa ng tula Just like in The rubric was
ance na may sukat at assessing the organized and
tugma. product, the teacher orderly, and
also used rubrics in the students
grading and met its criteria
assessing the for how the
Nakagagawa ng performance of the teacher will
dula-dulaan na students. She also grade her
angkop sa akdang used a holistic type students'
binasa. of rubrics which is a performances.
single-criterion
rubric.

ANALYZE

1. Between analytic and holistic rubrics which one was more used? Why do you think that
type of rubric was used more?

Teachers prefer holistic rubrics over analytic rubrics in today's environment because they
are more specific and easier to utilize. It is exceedingly difficult or risky for kids, especially in
our current environment, if the teacher assigns them a performance task.

2. Based on your answer in #1, what can you say about the scoring rubrics made and used
by the Resource Teachers?

Holistic, single-criteria rubrics (one-dimensional) are used to assess participants' overall

achievement on an activity or item based on predefined achievement levels; performance
descriptions are written in paragraphs and usually in full sentences.

Holistic scoring provides students with a single, overall assessment score for the entire
paper, making it real and trustworthy. We're now doing blended learning, so HR is quite useful
because the students don't need to be given group work; instead, individual exercises are
more important.

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3. Will it make difference in assessment of students work if teacher would rate the product
or performance without scoring rubrics? Explain.

Yes, because it will induce students to compare their results to those of their peers. And
we can't help but think of them as favouritism, which makes kids lose interest in learning. As a
result, it is critical for a teacher to use rubrics as the foundation for assigning appropriate
grades to students' work.

4. If you were to improve on one scoring rubric used, which one and how?

It would be a group performance rubric in which the teacher is not the only one who grades
or evaluates the students' outputs or performances in order to recognize individuals who
genuinely care about and put effort into their work. I'll give students individual and group
grades based on their contributions and engagement. In my experience, when there is a group
assignment, the other members are completely reliant on the leader's ideas and opinions. And,
as a tenacious educator, I want them to collaborate and share everyone's ideas in order to
produce greater results.

5. Can an essay or other written requirements, even if it is written paper-and-pencil test, be

considered and authentic form of assessment? Explain your answer.

Yes, they can still be considered an authentic form of assessment. The forced-choice
measures of multiple-choice examinations, fill-in-the-blanks, true-false, matching, and the like
that have been and remain so ubiquitous in education are referred to as "traditional
assessment" (TA). To complete the evaluation, students usually choose an answer or recall
material. These tests could be standardized or devised by the teacher.

6. Can rubrics help make students to become self-directed or independent learners? Do rubrics
contribute to assessment AS learning (self-assessment?) What if there were no rubrics in
assessment?

Yes, because the rubrics will direct students on what to accomplish and how to apply their
creativity to the assignment in order to achieve high-quality and efficient results. Without the
rubrics, students may manufacture whatever comes to mind, and they will not know what skills
they need to master in a certain activity. Also, the teacher will not have a basis for grading the
learners.

7. Does the Scoring Rubric is this FS BOOK 1 help you come up with better output?
Field Study 1
 ACTIVITY 13.4
Yes, the scoring rubric in this FS Book 1 helps me come up with better output in order
for me to have good grades.

REFLECT

Are authentic assessment tools and tasks new? Reflect on your experiences of tests for all
the years as student.

Yes, because authentic assessment is the concept of putting students' abilities and
knowledge to the test in real-life circumstances utilizing creative learning experiences. Students'
achievement is measured through evaluation in a way that is related to the skills they will need to
finish the course or degree program. This sort of evaluation is highly important in online courses
since it allows students to combine or relate previous knowledge.

Scrutinizing the Types and Parts of a Portfolio

Resource Teacher: Wendy B. Cipriano Teacher Signature_____________

School: Gaudencio L. Vega National High School Grade Level: Grade 8, 9, and 10
Subject Area: Filipino Date: November 17, 2022

TARGET Your Learning Outcomes

 Evaluate a sample portfolio

 Distinguish among the 3 types of portfolio

OBSERVE
1. Ask your Resource Teacher for samples of portfolio, if any. If there are, select one best
portfolio from what you examined.

Field Study 1
 2. If none, research for a sample portfolio and include them My Learning Artifacts.
3. Based on the sample portfolio given by your Resource Teacher/ researched by you,
accomplish a Observation Sheet #
4. Put a check in right column.

What a Portfolio Includes

Elements of a Portfolio Present? Missing?

1. Clear objectives- The objectives of
the lesson/unit course are clear which
serve as bases for selection.
2. Explicit guidelines for selection-
What, when where, how are
products/documented performances
selected.
3. Comprehensible criteria- the criteria
against which the portfolio is graded
must be understood by the learners.
4. Selective significant pieces- The
portfolio includes only selected
significant materials.
5. Students reflection- There is
evidence that students reflected on
their learning.
6. Evidence of student’s participation
in selection of content of portfolio-
There is proof that students took part
in the selection of the content of the
portfolio.

ANALYZE

1. Which OBE in mind, which should be the basis for the selection of pieces of evidence to
show that what the students was supposed to learn was learned?
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 The basis for the selection of pieces of evidence to show that what the student was supposed
to learn was learned are activities or works that suit the objectives, and the objectives should be
met on those activities or works that are included in the portfolio to assess if the students learned
what they were supposed to learn.

2. Scrutinize the elements of this portfolio. Based on the parts, under which type of
portfolio odes this fall?

From the elements that are stated above, I think this falls under the "development and growth"
portfolio because there are pieces of evidence that students reflect on the learning they acquired
during and after the lesson or discussion.

Elements of a ________________ Portfolio (Which type of portfolio?)

1. Cover Letter- “About the Author” and “What My Portfolio about My Progress as a
learner.
2. Tables of Contents with numbered pages.
3. Entries- both core (required items) and optional items (chosen by students).
4. Dates on all entries to facilitate proof of growth over time.
5. Drafts of aural/ oral and written products and revised revisions i.e (first drafts and
corrected/revised versions.)
6. Student’s Reflections

3. Where and when does the teacher make use of each of the 3 types of portfolio?

They were used for a variety of purposes, including development or growth portfolios,
showcase or display portfolios, and assessment or evaluation portfolios. According to my
observations and experiences, we only utilized development or growth when we had a project
related to the courses and needed to expand our ideas further. When a special occasion occurs,
such as Nutrition Month, Buwan ng Wika, or World Earth Day, a showcase or exhibition portfolio is
employed. Furthermore, the assessment or evaluation portfolio was only used at the end of the
semester or grading period.

REFLECT

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Have portfolios made the learning assessment process more inconvenient? Is the effort
exerted on portfolio assessment commensurate to the improvement of learning and
development of learner’s metacognitive process that result from the use of portfolio?

Yes, students' efforts in portfolio evaluations are compatible with improved student learning
and metacognitive process development as a result of the portfolio. Portfolio evaluation is
important for broadening students' brains and talents and developing things in a clear and
progressive manner. This is the best example of how to build an excellent plan in particular. The
aims are followed by the results, or outcomes. As a result, teachers should allow their students to
create a portfolio not just to relieve stress but also to assist them in developing their knowledge and
skills while employing creative critical thinking to produce a desirable result, which they will apply in
their daily lives and in the future.

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 ACTIVITY 13.5 Determining the Level of Teacher’s Questions

Resource Teacher: Wendy B. Cipriano Teacher Signature_____________

School: Gaudencio L. Vega National High School Grade Level: Grade 8, 9, and 10
Subject Area: Filipino Date: November 17, 2022

TARGET Your Learning Outcome

 Construct assessment questions to measure HOTS following Bloom’s and
Anderson’s revised taxonomy and Kendall’s and Marzano’s Taxonomy.

OBSERVE
1. Observe s teacher in the classroom.
2. Note his/her questions both oral and written.
3. Score him/her according to the level of questions that he/she asks from remembering to
creating and metacognition and self-system thinking. You may also refer to written tests for
samples of questions in the various levels.
4. Make tally, then get the total. Use Table 1 and Table 2 separately.

Table 1 Number of Questions per Level

Cognitive Rank Cognitive Rank Tally of Total

processes processes (and Assessment
(Bloom as revised Kendall and Tasks/
by Anderson and Marzano) Questions
Krathworl
Self- system 6 IIIII-I 6
Thinking

Metacognition 5 N/O

Creating 6-
Highest
Evaluating 5 4 IIIII 5

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 Analyzing/An 4 Analysis 3 IIII 4

Applying 3 Knowledge 2 IIIIII-III 8

Utilization
Understanding/ 2 Comprehension 1 III 3

Remembering / 1-Lowest Retrieval ////- Example 4

Table 2. Examples of Assessment Questions/ Assessment Tasks

Tally and Total Rank Tally and Rank Examples of Rank

Score of Total Score Assessment Tasks/ Based
Cognitive of Cognitive Questions Given by on Use
Processes processes Resource Teacher
(Bloom as (and Kendall
revised by and
Anderson and Marzano)
Kwathwohl)
Self- system 6- Highest e.g., Teacher asked
Thinking student:
Why is the lesson
important to you?
Example: Metacognitio N/O N/O
Creating= I n

Evaluating=I 5-Highest Naniniwala ka ba na 5

sa pamamgitan ng
pag-alam at
pagtuklas ng mga
salitang ginagamit,
kultura, at
paniniwala ng ibang
tribo ay
magkaroroon ng
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 kapayapaan at
sama-samang
uunlad ang bawat
Pilipino na walang
maiwan sa laylayan
ng kahirapan?
Ipaliwang.

Analyzing / 5 Ano ang marapat na 4

An= II gawin mo bilang
isang kabataang
mag-aaral na
maging tulay sa
pagbubukas ng
komunikasyon sa
pagitan ng mga
karaniwan at
katutubong pangkat?
Isa-isahin.

Applying-III 4 3 Maisasabuhay ba 3
natin sa loob at
labas ng bansa ang
ganitong uri ng
kamalayan? Oo o
Hindi? Paano?

Understandin 3 4 Bilang isang mag- 2

g-II aaral, paano
makatutulong ang
pagkaroroon ng
kamalayan sa
wikang ginamit ng
mga kasamahan
nating katutubong
pangkat na makilala
pa sila nang husto at
magkaunawaan?

Remembering 1- Lowest Retrieval = III Lowest Ano-ano ang 1

= IIII I I kahalagahan ng

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 paggamit ng antas
ng wika sa pang-
araw-araw nating
pakikipagtalastasan?

Rank Rank

ANALYZE

1. Which cognitive skill had the highest number of assessment questions? Lowest
number?

Evaluating skills had the highest number of assessment questions, while

understanding and remembering had the lowest number of assessment questions.

2. What do these (lowest and highest number of assessment questions) reveal about
Resource Teacher’s level of questions?

It reveals that the number of questions created by the resource speaker is based on
the level of difficulty at which these questions fall.
The teacher wants her students to fully comprehend by associating or connecting
with current problems and experiences that they can use in the real world. She used to think of
remembering as the lowest and creating as the greatest.
3. Based on Kendall’s and Marzano’s taxonomy, which are the highest cognitive
skills? Give an example of an assessment question for each two highest cognitive
skills- metacognitive skills and self- system thinking.
Based on Kendall’s and Marzano’s taxonomy, creating and evaluating are the highest
cognitive skills.
o How does Divergent Plate Boundaries create Mountain Ranges?
o How would you explain the occurrence of volcanic eruption underneath the ocean?

The highest level is self-system thinking, which may help students think creatively and choose
topics based on their experiences that they can relate to the lesson for its betterment. The
second highest are metacognitive abilities. Metacognitive activities include, for example,
planning how to approach a learning task, using appropriate skills and strategies to solve a
problem.

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 ACTIVITY 13.6

REFLECT

If you were to rate yourself on HOTS- where will you be a from a scale of 1 to 5(5 as highest
where will you be?

If I had to rate myself a grade based on my higher-order thinking abilities, I'd give myself a
3. I'm proud of who I've become. I am grateful, blessed, and pleased, but I cannot claim that what I
have currently is enough for me. As a result, I assign myself a midrange rating. I still have dreams I
want to realize and uncontrollable thoughts I need to overcome, and also I’m not fully trained and
I’m still working to make it 5.

As a future teacher, reflect on how will you contribute to the development of learner’s
HOTS?

Creating a HOTS question will enable students to vent out all their rich ideas, the readings
they made on the topic presented, and all the things they acquired as teaching and learning took
place.
As a future teacher, I may broaden activities by using multi-sensory learning to help
students build HOTS. Using our senses allows us to quickly gather knowledge and information that
considers cognitive processes such as comprehending, applying, analyzing, and creating, as well
as acquiring knowledge through memory, and I would design assessments to assess the skills
required for that specific topic.
Analyzing a Table of Specifications

Resource Teacher: Wendy B. Cipriano Teacher Signature_____________

School: Gaudencio L. Vega National High School Grade Level: Grade 8, 9, and 10
Subject Area: Filipino Date: November 21, 2022

ANALYZE

1. What parts must a TOS contain to ensure test content validity?

Topic: When it comes to content validity, the topic or content comes first. The topics included in
the test must be content valid for a test question to have content validity, and should have been

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discussed or was discussed during the covered construction period of time frame that was
identified beforehand.

Number of items: The number of items to be included in each discussed topic or piece of content
should be considered to ensure the validity of the test's content. The number of items per topic is
very important since it tells how many items or questions each topic should have based on the
number of hours spent discussing the particular topic. Say, for example, a 2-hour Class discussion
about whether adjectives must have more items in the test compared to the 1-hour discussion
about nouns.

Number of Hours: Last but not least, the number of hours is also important for a test's content
validity. The number of hours spent in discussion of a particular topic or content simply determined
the weight, in terms of items or questions, to be included under each topic or content.

2. Why is there a need for number of items per cognitive level?

The importance of items per cognitive level is critical. It ensures that the items and the
cognitive level being assessed are in good alignment.

3. With OBE in mind, it is correct to put learning outcome not topic in the first column?
Why or why not?

In my opinion, learning outcomes should be listed in the first column. As a result, the first
column should include the learning outcomes. It will serve as a checkpoint to see if the desired
learning outcomes have been met.

4. Can a teacher have a test with content validity even without making a TOS?

No, in creating a test question, you should first prepare the TOS. Content and Item validity is
ensured during the development of the TOS. It also instructs teachers on where and how to
assess, as well as assisting them in becoming more effective.

5. Complete the given TOS.

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 REFLECT

Read these conversations and reflect on teacher’s assessment practices. Write your reflection
here.

Student A: Saan naman pala pinulot ni Teacher ang kaniyang tanong? Ni – isang tanong sa
tinuro, wala! (Where did Teacher get her test? Not one of what she taught came out!)

Student B: Oo nga! Nakakainis! (You are right! How annoying!’)

Did you have a similar experience? Reflect on it. Will the required use of Table of
Specifications as guide in test construction solve the problem of misaligned tests?

Yes, I do have similar experiences to those presented above. Honestly, you cannot give
what you don’t have. Similarly, I cannot answer what I do not know. Yes, requiring the TOS as a
guide in test construction will resolve the problem of misaligned tests.

Field Study 1
 Computing Student’s Grades based on DepEd Grading System

Resource Teacher: Wendy B. Cipriano Teacher Signature_____________

School: Gaudencio L. Vega National High School Grade Level: Grade 8, 9, and 10
Subject Area: Filipino Date: November 21, 2022

OBSERVE

A. SAMPLE STUDENTS REPORT CARD

1. Secure a sample of a Student’s Report Card from your Resource Teacher.
2. Study a sample of an unused Student’s Record Card. Observe in contents.
3. Ask permission from your Resource Teacher for an interview with him/her and with a
group student regarding the new grading system.

B. INTERVIEW OF RESOURCE TEACHER

1. What are the new features of the latest grading system? What things are you required to
do with this grading system which you were not asked before?
ACTIVITY 13.7
The Department of Education, or DepEd, will use a new competency-based grading
system for the K–12 Basic Education Program beginning in the 2015–2016 school year per D.O.
No. 8, s. 2015. The new grading system will use fewer grading system components and a new
transmutation table than the previous Knowledge, Process, Understanding, and Performance
(KPUP) grading system.
Students' summative assessment results will be based on all of their Written Works,
Performance Tasks, and Quarterly Assessment (WW-PT-QA) scores from Grades 1 to 12. These
three have different percentage weights depending on the type of learning area.
From kindergarten to senior high school, all public schools must comply. Although private
schools are not obligated to follow the same rules, the Department of Education strongly
encourages them to do so. Non-DepEd schools, on the other hand, can change their policies to fit
their mission and vision, but only with DepEd Regional Office approval.

2. Which do you prefer- the old or the new grading system? Why?
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 The new grading system is easier since you don’t have to manually compute the grades
of the learners. Just encode all the necessary information on the student's e-class record, and it
will automatically compute the learner’s grade. There are fewer things to consider with the new
grading system, and at the same it lessens the work load of the teacher in computing grades.

C. INTERVIEW OF 5 STUDENTS
1. What do you like in the new grading system?

There are three categories which we can get our grade. If I get lower in one aspect, I can make
good in another aspect.

2. Do you have problems with the new grading system? If there is, what?

No, the learners have no problems with the new grading system.

3. Does the new grading system give you a better picture of your performance? Why or
why not?

Yes, we can see where we did not perform well and where we performed well. From that, we can
assess our own whole performance during the quarter.

4. Which do you prefer- the old or the new grading system? Why?

We prefer the new grading system. On the new grading system, there are fewer things to consider,
and we will know where and what to focus on.

D. REVIEW OF DEPED ORDER #8, s. 2015

Read DepED Order #8 s. 2015. You may refer to Appendix A.

Based on DepED Order 8, s. 2015, answer the following:

1. What are the bases for grading?

Written Work (WW) – makes sure students can express skills and contents in written form.
Performance tasks (PT) let learners show what they know and can do in diverse ways.
Quarterly Assessment (QA) – measures student learning at the end of the quarter.
2. How do you compute grades per quarter for grades 1 to 10 and grades 11 to 12. Give
an example.

To calculate your final grades, follow the instructions below.

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 Add up all of the component's total scores.
Convert each component's total to a percentage score. Multiply the quotient by 100 percent
after dividing the entire raw score by the greatest possible score.
Calculate the weighted average of the percentage scores. Multiply the PS by the
component's weight as given in Table 1.
Sum up the weighted scores of each component to get the initial grade.
Transmute the initial grade to get the quarterly grade using the new transmutation table.

3. How do you compute grades at the end of the school year?

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 area has equal weight.

The Final Grade in each learning area and the General Average are reported as whole numbers.

4. What descriptions and grading scale are used in reporting progress of learners?

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5. What are the bases for learners’ promotion and retention at the end of the school
year?
For Grades 1 to 3 Learners Promotion and Retention

Requirements Decision
Final Grade of at least 75 in all learning areas Promoted to the next grade level
Did Not Meet Expectations in not more than Must pass remedial classes for learning
two learning areas areas with failing mark to be promoted to
the next grade level. Otherwise, the learner
is retained in the same grade level.
Did Not Meet Expectations in three or more Retained in the same grade level
learning areas

For Grades 4 to 10 Learners Promotion and Retention

Requirements Decision
Final Grade of at least 75 in all learning areas Promoted to the next grade level
Did Not Meet Expectations in not more than Must pass remedial classes for learning areas
two learning areas with failing mark to be promoted to the next
grade level. Otherwise, the learner is retained
in the same grade level.
Did Not Meet Expectations in three or more Retained in the same grade level
learning areas
Must pass all learning areas in the Earn the Elementary Certificate
Elementary
Earn the Junior High School Certificate
Must pass all learning areas in the Junior Promoted to Senior High School
High School

For Grades 11 to 12 Learners Promotion and Retention

Requirements Decision
Final Grade of at least 75 in all learning areas Can proceed to the next semester

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in a semester
Did not Meet Expectations in a prerequisite Must pass remedial classes for failed
subject in a learning area competencies in the subject before being
allowed to enroll in the higher-level subject
Did Not Meet Expectations in any subject or Must pass remedial classes for failed
learning area at the end of the semester competencies in the subjects or learning areas
to be allowed to enroll in the next semester.
Otherwise, the learner must retake the subjects
failed.
Must pass all subjects or learning areas in Earn the Senior High School Certificate
Senior High School
6. What is the report on learners’ observed values?

Marking Non-Numerical Rating

AO Always Observed
SO Sometimes Observed
RO Rarely Observed
NO Not Observed

E. GRADE COMPUTATION
Show sample computations of a grade:

 In a subject of your choice from grade 1 to 6 (if you are a future elementary teacher)

 In your specialization if you are a high school teacher)

 Show the percentage contributions of written work, performance tasks and quarterly
assessment. Then give the descriptor. Refer to DepEd Order # 8, s. 2015.

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 ANALYZE

Analyze data and information gathered from the interview and from your review of an unused
Student’s Report Card and the DepEd grading system.

1. Do teachers and students like the new grading system? Why or why not?

Yes, both like the new grading system. For teachers, it is easy to use, and it has fewer
components. For students the grading system is not bias and fair.

2. What are the good points of the new grading system according to teachers?
According to students?

The teachers don’t need to manually compute the grades of their learners. They just have to input
everything, and by using the e-class record, the grades of learners are automatically computed and
transmuted. According to learners, the new grading system is good since their grade will be
transmuted and they will not worry if they do not meet the 75 grade for average learners.

3. What are teachers challenged to do by this new grading system?

The teacher's challenge in this new grading method is that they can't get the outcomes of the
students' production right away due to technological issues and others. They can't tell if they're the
ones who answered their module, and the only way to be sure is to look at the students'
handwriting. Also, the challenged is how will those old teachers utilized the e-class record. They
are not technologically literate. They do not know how to use excel.

4. Do you favor the distribution of percentages of written work, performance tasks and
quarterly assessment?

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Yes, they were evenly split depending on the student’s difficulty in assessing their needs. Because
it has a higher proportion than quarterly assessments and written work, the performance job is
quite significant. The students' performance task results cannot be deceived because the teacher
will detect or monitor their performance based on the feedback.

5. Did you like the experience of computing grades? Why or why not?

Yes, I like it very much. It is an edge for me in my future endeavors. It will not be new anymore for
me to compute the grades of learners since I am already in the teaching profession.

REFLECT

In an era where the emphasis is self-directed learning and demonstration of competencies-

knowledge, skills and values learned (outcomes-based education)-do grades really matter?

In my own perception, in this era, grades do not really matter. Grades will just show your
performance in school. In this harsh world, even if you have the highest grade, if you are not skilled
enough, you will never have the life you dream of. In today’s world, what counts are your skills.
Pride cannot pay your bills. Even if you have a good grade and the only job available is that of a
waiter, take it. It shows, therefore, that grades do not really matter. What matters are the life skills
you learn in the four corners of the room. What matters in the real world are the values, skills, and
attitudes that you develop.

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