Artifacts

Holistic Rubric: My Improve Version

Rating Scale
SA A MA D
Criteria
(4) (3) (2) (1) Numerical Descriptive Interpretation
1. Accuracy Rating
1-4 Needs Improvement
2. Legibility 5-8 Fair
9-12 Good
3. Neatness 3-16 Very Good

4. Speed

13.7

B interview

1.

According to Sir Sakandal, the New features of the grading system, have these initial grades and final
grades, whereas in this Initial grades have a corresponding transmutation which is the basis for the final
grading.

2.

Sir Sakaldal prefers the old one because he just doesn’t like the transmutation feature they add in the
new one.

C. Interview

1.

According to the students I have interviewed they like the new grading systems, especially because the
percentage of the performance is higher and because of this students are happy for the reason that not all
of them are confident in their exams or quizzes or their quarterly assessments. Having a performance of
50% makes the students relieved because this helps them to not fail a subject.

2.

Students said that there is not a problem with the new grading systems it is just they need to make sure to
perform well in their performance activities and pass requirements on time. They need to exert a lot of
effort in their performance so they can ensure that they don't fail the subject.
3.

Students said yes because half of the grade is more on performance even if they are not as intelligent as
the so-called genius they can still rely on their skills and ability to perform well and have good grades
besides the new grading system is not biased to the cognitive but also to the physical factors and values
that affect them as a learner.

4.

According to the students I interviewed they prefer the new grading system wherein not only focuses on
their knowledgeability but also their performing ability skills. They like the new grading system than the old
one because it is more focused on them and their performance, though they are not good academically
with their skills and talents they can also excel in the class and get high grades.

D. Review

1.

According to the DepEd Order No. 8, s. 2015 the grading is based on the written work, performance task,
and the quarterly assessment.

2.

Get all the scores of each component or its sum, divide the total raw score, multiply the quotient by 100
percent, convert the percentage score to weighed scores, and then multiply the percentage score by the
weight of the component. Add the weighted scores of each component and the result will be the initial
grade lastly, transmute the initial grade using the transmulation table then you get the grade.

3.

Kindergarten

There are no numerical grades in Kindergarten. 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.

Grade 1-10

The average of the quarterly grades produced the final grade. 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 are reported as whole numbers.

Grade 11-12

The two quarters determine the final grade in a semester.

4.

The learner's progress summary is presented to parents and guardians quarterly during a parent-teacher
meeting, where the report card is reviewed. If a learner's raw scores consistently fall below the expected
level in written work and performance tasks, the parent or guardian should be informed no later than a
week before the end of the quarter. This allows them to support their child in improving or preparing for
the quarterly assessment. If a learner receives a score below 75 in any subject for a quarter, the teacher
must provide an intervention through remediation and additional lessons for that subject.
5.

For grades 1 to 10, a final grade of 75 or higher in all learning areas allows the students to be promoted to
the next grade level. The students who get a descriptor that does not meet the expectation should be at
least two to take a remedial class for areas the students fail and once pass the remedial class students
will be promoted to the next level while those who get more than two do not meet the expectation needs
to retained to the same grade level. For grades 11 to 12 the grade should be 75 or higher to be promoted
to the next level if did not meet the expectation in a prerequisite subject in a learning area need to take
remedial classes and pass to be allowed to enroll in a higher level subject, if did not meet the expectation
in any subject or learning area at the end of the semester need to take remedial classes and pass the
class to be able to allowed to enroll to the next semester if failed must retake the subjects that students
failed. In senior high school students must pass all the subjects or learning areas to obtain the senior high
school certificate and can be promoted to the next level which is college level. The elementary students
must pass all the subjects or learn and earn the elementary certificate same goes for junior high school
students who must pass all the subject areas and earn a junior high school certificate to be promoted to
another level which is senior high school.

6.

The learner’s observed values are based on the DepEd Mission, Vision, and Core Values, School may
craft additional indicators for the behavior statements, and ensure that it is child-centered, gender-fair,
and age and culture-appropriate. To support the development of these core values, schools must make
sure that their homeroom guidance program promotes them. Additional opportunities may be integrated
into class discussions in all learning areas. A non-numerical rating scale will be used to report on the
learner’s behavior demonstrating the core values. The class adviser and the other teachers shall agree on
how to conduct these observations. They will discuss how each child will be rated.

Learners who demonstrate behaviors that are not consistent with or do not reflect core values may need
additional psychological support from the school. The class adviser should discuss these observations
with the parents/guardians to promote the child’s affective development. Further probing may be needed
to better understand the learner’s situation and context.

Ex.

Marking Non-Numerical Rating

AO Always Observed
SO Sometimes Observed
RO Rarely Observed
NO Not Observed
E. Grade Computation

How is learner progress recorded and computed?

For Kindergarten

Guidelines specific to the assessment of Kindergarten learners will be issued in a different memorandum
or order. However, for Kindergarten, checklists and anecdotal records are used instead of numerical
grades. These are based on learning standards found in the Kindergarten curriculum guide. It is important
for teachers to keep a portfolio, which is a record or compilation of the learner’s output, such as writing
samples, accomplished activity sheets, and artwork. The portfolio can provide concrete evidence of how
much or how well the learner is able to accomplish the skills and competencies. Through checklists, the
teacher will be able to indicate whether or not the child is able to demonstrate knowledge and/or perform
the tasks expected of Kindergarten learners. Through anecdotal records or narrative reports, teachers will
be able to describe learners’ behavior, attitude, and effort in school work.

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. There
is no required number of Written Work and Performance Tasks, but these must be spread out over the
quarter and used to assess learners’ skills after each unit has been taught.

How to Compute for Final Grades and General Average in DepEd K to 12 Grading System

The following are the steps in computing for the Final Grades.

Step 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.

Raw scores from each component have to be converted to a Percentage Score. This is to ensure that
values are parallel to each other.

Step 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%. This is shown below:

Step 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 found in Table 4 for Grades
1 to 10 and Table 5 for Senior High School. The product is known as the Weighted Score (WS).
Table 4. Weight of the Components for Grades 1-10

The grading system for Senior High School (SHS) follows a different set of weights for each component.
Table 5 presents the weights for the core and track subjects.

Table 5. Weight of the Components for SHS

Step 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).

Step 5: The Quarterly Grade for each learning area is written in the report card of the student.

For a better understanding of how to record the summative assessments, Table 6 presents a sample class
record showing three learners for the first quarter of Grade 4 English. On the basis of this class record,
Table 7 presents a step-by-step process on how to compute for the Quarterly Grade.

Table 6. Sample Class Record for English Grade 4 (First Quarter)

Percentage contribution of written works, performance tasks and quarterly assessment

Analyze

1.

Yes, because of its new features especially students are more confident because the new system is fairer,
and even though half of the grading is in performance neglecting the other components still might make a
student a low achiever if he/she did not maintain the other components so it well balance to everyone.

2.

They mentioned that the good points about the new grading system are the guarding in performance
tasks is higher, and students are really happy about it because the chances of passing are higher.

3.

The challenge for the teacher is that there should be more activities that take more time and different
approaches should be done to make teaching and learning effective.

4.

Yes, I agree with the distribution of the percentages of each component, although performance tasks
have a higher percentage of all components it doesn't mean relying only on the performance can make
the student pass. The distribution is just a balance that makes the learners not neglect the other
components.

5.

As of now, I have no experience because the quarter is not yet done so the data needed to compute the
grade is not complete to make a grade computation.
Reflect

Yes, it still matters no matter what era it is even if it is self-directed, and demonstration of
competencies is the emphasis of that era grades are a good base of criterion for a student's
learning. Although grades are just numbers and cannot tell what really a person is capable of with
this grade as a basis to judge the progress of learning and development people will be aware of
their improvement and will know where more to improve.

13.8

Resource Teacher

Sir Sakandal said that he gives feedback in many ways. He gave feedback right after they performed their
task, and also executed ongoing feedback to those students who performed poorly and needed proper
guidance.

2.

According to sir Sakandal they report the student's performance to the parents through a Parents
Teacher's Conference. Teacher reports regularly to the parents their child's progress because it is part of
the school policies to inform the parents about their child's well-being and progress in their school
performances.

3.

According to Sir Sakandal, students often get incomplete grades in the different subjects and parents are
not okay with it. He talks both to the subject teacher/concerned teacher and the parents to address these
concerns.

Students

1.

According to the students I interviewed, they saw the meaning of their grades in their school report cards
because they could visit and see it every time they didn't. It is available on the registrar and they can
check it anytime although it took time to wait to get the results.

2.

Yes, they are really motivated especially when they see that their grades are good and high. They are
motivated to study hard and do their very best to make it maintain or higher next time.

Parent

1.

According to them, yes because it will reflect on the performance of their children in the class they
attended.

2.

Others didn't give comments but some parents said that maybe comments or feedback from the teacher
will help the students and them to identify the student's needs and where to focus more for their child's
improvement.

3.

Yes according to the parents because they will know their child's performance and other reasons so they
will be aware of their child's progress if if there is a concern they can address immediately.

4.

No suggestion is given by the parents because as long they get updated on their child's performance and
learning progress it is enough so they can monitor their children.
Analyze

1.

Activities and games designed to engage students and motivate their participation in class.

2.

Based on the observation, one practice teachers should maintain is ensuring transparency between
themselves and parents, particularly regarding the grading system. This transparency is crucial for
teachers. In terms of areas for improvement, according to the observations, there are currently no issues
or aspects needing enhancement, as the grades and reporting are meaningful and well-planned.

Reflect

I agree that grades can lead to misunderstandings, so to prevent this, teachers should be transparent and
honest with parents. Parents need an accurate report from the teacher, even if it isn’t positive, as they will
understand if it reflects their child’s performance and efforts for the quarter. Teachers should provide all
grades and performance details, clearly explaining how the grades are calculated. If misunderstandings
or strong reactions persist, allow parents to verify the calculations themselves by giving them the
necessary data to show how the grades were determined.
 Philosophies of Education Which Philosophies are expressed Which philosophies are expressed
in the DepEd Vision, Mission in the K to 12 Curriculum
Statements, Core Values, Mandate? Framework and Guide and Sec 5 of
Give proof. RA 10533? Give proof.

1. Essentialism- teacher mastery of Essentialism- The core values of Essentialism- list of standards and
the basic; curriculum is prescribed; maka-Diyos, maka-tao, competencies that learners are
subject matter- centered there are makalikasan and maka bansa show expected to attain is the subject
universal, objective values; that DepEd is essentialist. DepED matter that students are expected to
inculcatevalues in subject matter believes in unchanging values that learn.
need to be inculcated. -Essentialist
2. Perennialism teach those that DepEd included Perennialism into According to the K-12 Curriculum
last, the classics; there are universal their mission because they feel that Framework, which is making the
values; inculcatethese universal, every student may contribute Curriculum Relevant to Learners,
objective values. positive ideals learnt in school. students needed to gain in-depth
DepEd believes that if students are knowledge, skills, values, and
exposed to this type of setting, they attitudes through continuity and
will be more likely to become consistency across all levels and
pleasant and helpful citizens in the subjects in order to bring good
future. values and characteristics to their
future from what they learned in
school (Contextualization and
Enhancement).
3. Progressivism- very child- Progressivism may be seen in the In RA No. 105, it is stated that Sec.
centered; teach those that interest DepEd vision, which shows how 5 of the 33rd Code of Federal
the child; learners learn by doing so the department is always evolving Regulations the Development of
teacher teacher’s teaching is to better serve its stakeholders as a Curriculum The curriculum must be
experiential; values are subjective; learner-centered organization. learner-centered, inclusive and
no inculcation of values since they Students learn through doing as growth- oriented suitable; it
are subjective; instead teachers help well as being taught about areas demonstrates that in this statute,
students clarify their values. that they are interested in, progressivism is used.
according to the Department of
Education.
4. Reconstructionism- school is The goal of DepEd, in which Making The Curriculum Relevant
agent of change;schooling is administrators and workers operate to Learners (Contextualization and
preparing students for the social as stewards of the institution, Enhancement) in the K- 12
changes; teaching is involving the maintaining a favorable and Curriculum Framework
students in discussions of moral supportive environment for optimal demonstrates that there is an
dilemmas. learning, exemplifies application of Reconstructionism in
reconstructionism. According to the which students discuss issues such
Department of Education, education as Disaster Risk Reduction (DRR),
entails immersing pupils in debates Climate Change Adaptation, and
of moral challenges so that they can Information & Communication
understand the repercussions of Technology (ICT) in the enhanced
their actions. curriculum.
5. Existentialism- teachersteach The mission of the Department of Gearing Up for The Future (Senior
learners to make a choice, to make Education,which is to foster High School), a K-12 Curriculum
decisionsand not merely to follow learningand continuously Framework, demonstrates that there
the crowd; one who does not make developeach student, illustrates is evidence of Existentialism that
a choice and so simply follow existentialism. The Department of allows kids to pick a vocation based
others do not leave meaningful life. Education thinks that society should on their abilities, interests, and
not place limitations on an school capability. The content of a
individual's life or conduct since student's studies in Grades 11 and
such restrictions limit free choice 12 will be dictated by his or her
and impair that person's potential chosen career route. SHS subjects
growth. are classified using the Core
Curriculum and specific Tracks.
6. Pragmatism- that whichis useful, DepEd utilized Pragmatism because Making The Curriculum Relevant
that which is practical and that they think that teaching students’ to Learners (Contextualization And
which isefficient and effective is real-life skills willhelp them grow Enhancement) in the K- 12
that which is good. e.g showing a into better people, as demonstrated Curriculum Framework also
video clip on mitosis is more by the DepEd Vision, which demonstrates the application of
efficient and effective and therefore enables individuals to reach their Pragmatism as students gain in-
more practical than teacher coming full potential and contribute depth knowledge, skills, values, and
up with a visual aid by drawing meaningfully to the nation's growth. attitudes through continuity and
mitosis on a cartolina or illustration consistency, allowing them to grow
board. into better people on all levels.
7. Rationalism- emphasizes the The Maka-Diyos, Maka-tao, The implementation of Rationalism
development of the learners’ Makakalikasan, and Makabansa may be seen in RA No. 10533 Sec.
reasoning powers; knowledge DepEd Core Values are proof that 5: Curriculum Development, which
comes through reason; teacher must DepEd practiced Rationalism, states that the curriculum must be
develop the reasoning power of the which means they only accept what relevant, responsive, and research-
learner. is established on reason and serves based since children are won by
as the fundamental basis for reason rather than the senses.
knowledge.
8. Utilitarianism- emphasizes the The DepEd Vision, which declares, There is a demonstration of
development of the learners’ "We dream of Filipinos who application of utilitarianism in RA
reasoning powers; knowledge passionately love their country," No. 10533 Sec. 5 which is
comes though reason; teacher must illustrates that the Department of Curriculum Development, in which
develop the reasoning power of the Education practices utilitarianism, the curriculum shall be culture
learner. which favors actions that increase sensitive and the teacher approach
happiness or pleasure while gives no notion of what ought to
opposing those that cause harm or comprise an education.
sorrow. It would be directed toward
the improvement of society as a
whole if it were utilized to make
social, economic, or political
decisions.
9. Empiricism- source of According to the DepEd Vision, In RA No. 10533 Sec. 5, it is stated
knowledge is through the senses; teachers facilitate learning and that It demonstrates curriculum
teacher must involve the senses in constantly nurture every learner, development. that there is some sort
teaching learning. demonstrating that DepEd employs of applicability The curriculum is
Empiricism, in which students' based on empiricism. shall employ
teaching learning is based on their instructional methods
senses, and it shares the belief that constructivist, construct inquiry-
there is no such thing as innate based, reflective, collaborative, and
knowledge, and that knowledge is integrative; as a teacher, you should
instead derived from experience. include the senses in your teaching
and learning so that your students
may
10. Behaviorism- behavior is The Department of Education's In RA No. 10533 Sec. 5, it is stated
shaped deliberately by forces in the Vision, which declares that students that it demonstrates curriculum
environment and that the type of learn in a child-friendly, gender- development. that there exists a
persons and actions desired can be sensitive, safe, and inspirational Behaviorism The curriculum should
the product of design; behavior is environment, is also proof that be learner-centered, inclusive, and
determined by others, rather than by DepEd employed Behaviorism, in developmentally appropriate; we
person’s own free will; teacher which instructors reward excellent instructors should encourage
must carefully shape desirable conduct with positive students to engage in desirable
behavior; drills are commonly used reinforcement, such as awards, at behavior by rewarding them for
to enhance learning rewards the end of the day. When good work.
reinforce learning. youngsters participate in a
pleasurable activity on their own,
they will learn to do so in the
future.
11. ConstructivismLearners are Teachers encourage learning and It is included in the K-12
capable of constructing knowledge consistently nurture every student, Curriculum Framework.
and meaning; teachinglearning as stated in the DepEd Mission, demonstrates the existence of
therefore is constructing knowledge demonstrates that DepEd is Constructivism in which students
and meaning; teacher does not just utilizing constructivism by assisting are encouraged to regard this as an
“tell” or dictate but asks learners for learners in building knowledge opportunity to contribute their
knowledge they construct and rather than passively taking in expertise. as a learner's knowledge
meaning of lesson. information. It helps pupils develop and experiences
their own representations and
incorporate new information into
their preexisting knowledge as they
encounter the world and reflect on
it.
12. Other Philosophies

He used methods to assist the learner He uses a written test to assess the
in learning and comprehending the learners' thinking abilities and
material. knowledge.

He believes that doing is the best way

to learn, thus he has his pupils solve He has a sense of humor that makes
the problem first so that they may students feel at ease around him.
learn how to find the solution.

He employs techniques that can help

He makes certain that the students are
students learn in a more meaningful
included in the class discussion.
way.

He creates classroom rules, gives

The instructor pays attention to his
verbal pauses to students, models good
students while being nonjudgmental
behavior and give reinforcement to
and careful not to push their views on
students’ behaviors
them.

The duty of a teacher is to aid in the

growth of knowledge in his or her
students. Knowledge isn't something
that can be easily put into the minds of
He uses visuals to help the students students by a teacher. Rather, learners
comprehend the subject better generate knowledge through an active,
mental growth process. Their minds
aren't empty; they're filled with ideas
just waiting for their instructor to
"midwife" them.
Analyze
1.
Based on what I have observed and my own experience the philosophies of education that are
dominant in the Philippines are Essentialism, perennialism, progressivism, existentialism, and
behaviorism because since then till now in the classroom the teacher focused on these
philosophies. Elementary teachers only taught what is essential like Mathematics, English,
science, and Filipino and the books in these subjects contain unchanging ideas and learning from
the great people and what is considered to be teach. Also, there is a subject for good morals and
values which are taught by the school teachers to ensure that students know right and wrong and
have good behavior. Teachers let students collaborate or sometimes let the students work
independently on their own and process their learning which is why there are a lot of activities
teachers use nowadays. There are times when teachers make students wonder and think about life
and involve lessons that connect to them, I remember one event in school that made us reflect on
ourselves and it is called recollection that time we became emotional, and after that, we get
enlightened how life is important and how people are important, especially our family.

2.
Empiricism because in this philosophy learning means through the senses which means it
involves the body in the learning which also we can say the experience, a learner can learn if
they feel what they learn they experience it same goes for the teachers, and also experience is the
best teacher.

My Philosophy of Teaching

My Philosophy of Teaching My philosophy in teaching is the same as Progressivism.

I believe that learners should gain knowledge through hands-on experiences and practical
applications. They should develop skills and mastery in a way that is experiential and
tailored to their individual needs and interests.
I believe that I should teach the learners the essential knowledge, skills, and values that
apply to real-life situations.
By creating a learner-centered environment that prioritizes the needs and interests of
students is essential. It also involves helping them develop the values they need to
become responsible and impactful individuals.
I believe that I can't do this alone; I need the help of others. I should work and
communicate with colleagues, parents, and other people involved in the learning process
to support and guide my students effectively and reach the goals for my students.