k to 12 assessment
DESCRIPTION
New Grading System of the K to 12 Basic Enhanced CurriculumTRANSCRIPT
The New K to 12
Assessment
The K to 12
Instructional
&Assessment
Paradigm
Essential
Facts and
Details
Classifications,
Principles, and
Generalizations
Methods of Inquiry,
finite skills,
methods/strategies
Conditional
Knowledge
Contextual
Knowledge
Factual Knowledge
Conceptual Knowledge
Procedural Knowledge
Metacognition
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
K-12 Philippine
Basic Education
Standards
Dimensions of
Thinking
The K to 12
Instructional
Planning
Higher Order Thinking Skills
Lower Order Thinking Skills
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
Content
Cognitive
Process
Performance
Developmental
Activity
Engagement
Activity
Enrichment Activity
(Values)
Enrichment Activity
(Transfer)
Motivation Activity
Activity 1: Relevance/Context
Activity 3:
Conceptual &
Procedural
Activity 4:
Performance QA
Activity 2: Knowledge QA
QA
QA
LET US TRY THIS
Activity 1: Climate and Weather
Activity 3: Illustrate and
Experiment the H2O Cycle
Activity 4:
Solve Crises or H2O
shortage QA
Activity 2: Discuss H2O Cycle QA
QA
QA
NOW, YOU TRY THESE
Activity 1: ___________
Activity 3: _____________
_______________________
Activity 4:
___________________
___________________ QA
Activity 2: _____________ QA
QA
QA
G1. Math: Discounts
G2. Filipino: Pangngalan
G3. English: Nouns
G4. Science: Parts of a Plant
G5. AP: Mga Bahagi ng Komunidad
G6. ESP: Pangangalaga sa Kapaligiran
The K to 12
Formative
Assessment
Paradigm
Formative assessment must also
provide students with immediate
feedback on how well they are
learning throughout the teaching-
learning process.
Recommendations on how they can
improve themselves should also be
given by the teachers.
Formative assessment enables students
to take responsibility for their own
learning, and identify areas where they
do well and where they need help. As a
result, students will appreciate and
make their own decisions about their
progress.
Results are used as FEEDBACK to
prepare learners for the summative
assessment. These SHOULD NOT BE
USED AS BASES FOR GRADING.
Enables the learner to
demonstrate independently
what has been learned or
mastered through a range of
activities such as check-up
quizzes, written exercises,
performances, models, and
even electronic
presentations.
(Peer Assessment) allows students to support each
other’s learning.
Discussions, role
playing, games,
experimentation, and
other group activities
may be used as
performance-based
formative assessment
Formative assessment may be integrated in all parts
of the lesson. Basically, every lesson has three parts:
before the lesson, the lesson proper, and
after the lesson. Formative assessment
conducted in each part serves a different purpose.
Read Department of Education Order Number 8,
series of 2015, released April 1, 2015 for further
understanding of formative assessment.
After the
Lesson
Understand the purpose of the lesson
Seek support, appropriate corrective
and/or enrichment measures.
Assess if I have met the learning
objective and success criteria
Identify barriers to learning
Identify strengths and weaknesses
Before the
Lesson
During
the Lesson
Identify misconceptions and barriers
Monitor progress
Know what I know about the lesson
Question-Answer
Relationship or QAR
Ask questions that
facilitate the
comprehension of both the
content and language of
the lesson/subject matter.
COMPREHENSION PRODUCTION
Maria, a young lady, went to the
market because she wanted to buy a
dozen eggs. She planned to bake a
cake for her mom. It was her 60th
birthday.
1. Who went to the market?
2. Why did Maria go to the market?
3. What will she do with the eggs?
4. What is the cake for?
5. How do you celebrate your birthday?
6. How do you celebrate your mother‟s birthday?
Answer Description
Right
There
Often, the answer will be in a
single sentence or place in the
text or utterance, and the words
used to create the question are
often also in that same place.
Think and
Search
The answer is broken up or
scattered or requires a grasp
of multiple ideas across
paragraphs, pages or
utterances.
Answer Description
Author/
Speaker
and I
The answer is combines
information that the author or
teacher has provided with what
the student already know.
On My
Own
The answer is not in the text or
the discussion, and in fact you
don't even have to have read
the text or listen to the lesson to
be able to answer it.
Think &
Search
Author/
Speaker & I
On My
Own
Right
There Factual
Knowledge
Conceptual
Knowledge
Procedural
Knowledge
Performance
Procedural
Knowledge
LET US TRY THIS
Activity 1: Climate and Weather
Activity 3: Illustrate and Experiment the
H2O Cycle
Activity 4:
Solve Crises or H2O shortage
Activity 2: Discuss H2O Cycle Day 1: Thought provoking questions (Contextual) QA
Day 2: Quiz (Factual) QA
Day 3: Experimentation (Conceptual and
Procedural) QA
Day 4: Short Quiz and/or Performance QA
NOW, YOU TRY THESE
G1. Math: Discounts
G2. Filipino: Pangngalan
G3. English: Nouns
G4. Science: Parts of a Plant
G5. AP: Mga Bahagi ng Komunidad
G6. ESP: Pangangalaga sa Kapaligiran
Activity 1: ______________________
Activity 3: __________________
Activity 4:
___________________________
Activity 2: ______________________
Day __: __________________________ QA
Day __: ___________________________ QA
Day __: __________________________ QA
Day __: ______________________ QA
• What has climate and/or weather
got to do with the physical change
of water?
• What will happen to water if heated
to a 100 0C?
• What will happen to water if it
keeps on raining?
Day 1: Thought provoking questions (Contextual) QA
Enumeration/Supply Answer Test
1. This is the process of changing water into water
vapor. EVAPORATION
2. The process of water sipping through the soil to
the ground water passages and back to different
bodies of water. ACCUMULATION
3. The 0C for water to boil and become water vapor.
100 0C
4. It is the change of gas into liquid. PRECIPITATION
5. The collection of water vapor to form clouds.
CONDENSATION
Day 2: Quiz (Factual) QA
6. The process of plants releasing water into the air.
TRANSPIRATION
7. The process of distilling and filtering used water
into fresh water. WATER CYCLE
8. The process of animals and human beings
releasing body water into the air. PERSPIRATION
9. It is the chemical composition of water. H2O
10. It is the science dealing with properties,
distribution, and circulation of water on and
below the earth’s surface and in the atmosphere.
HYDROLOGY
Create Your Own Water Cycle
A. Things you will need:
1. a large metal or plastic bowl
2. a pitcher or bucket
3. a sheet of clear plastic wrap
4. a dry ceramic mug (like a coffee mug)
5. a long piece of string or large rubber band
water
Day 3: Experimentation (Conceptual & Procedural) QA
B. Steps to creating your own water cycle.
1. Put the bowl in a sunny place outside.
2. Using the pitcher or bucket, pour water into
the bowl until it is about ¼ full.
3. Place the mug in the center of the bowl. Be
careful not to splash any water into it.
4. Cover the top of the bowl tightly with the
plastic wrap.
5. Tie the string around the bowl to hold the
plastic wrap in place.
6. Watch the bowl to see what happens.
Day 3: Experimentation (Conceptual & Procedural) QA
Solve Crises or H2O Shortage
A. Contexts:
• Group 1: Drought
• Group 2: No fresh water only salt water
• Group 3: Calamity-stricken place and no
source for fresh and clean water
B. Conditions:
• Solution/s must be scientific in approach.
• Must not destroy or disrupt the ecosystem.
• Must consider and psychological and
physical conditions of the environment.
Day 4: Short Quiz and Performance QA
The K to 12
Summative Assessment
Paradigm
This form of assessment measures the
different ways learners use and apply all
relevant knowledge, understanding, and
skills.
It must be spaced properly over the quarter.
It is usually conducted after a unit of work
and/or at the end of an entire quarter to
determine how well learners can demonstrate
content knowledge and competencies
articulated in the learning standards.
Learners synthesize their
knowledge, understanding, and
skills during summative
assessments.
The results of these assessment are
USED AS BASES FOR COMPUTING GRADES.
Assesses learners’
understanding of
concepts and application
of skills in written form.
Prepare learners for
quarterly assessments.
Given at the end of the
topic or unit.
Involve learners in the learning process individually
or in collaboration with teammates over a period
of time
Give students
opportunities to
demonstrate and integrate
their knowledge,
understanding, and skills
in a specific real-life
situation.
Give students the freedom to express their
learning in appropriate and diverse ways.
Encourage student inquiry, integration of
knowledge, understanding, and skills in various
contexts beyond the assessment period.
Given at the end of the lesson focusing on a
topic/skill/ lesson; hence, given several times
during the quarter.
Synthesizes all the
learning concepts, skills,
and values learned in
the entire quarter.
Given only once at the
end of the quarter.
LET US TRY THIS
Understand the conditions and factors that affect water cycle.
Replicate the processes involved in the water
cycle.
Solve Crises or H2O shortage
Enumerate the phases of the water cycle.
Day 1: Thought provoking questions (Contextual) QA
Day 2: Quiz (Factual) QA
Day 3: Experimentation (Conceptual and
Procedural) QA
Day 4: Short Quiz and/or Performance QA
Activity 1: Climate and Weather
Activity 3: Illustrate and Experiment the
H2O Cycle
Activity 4:
Solve Crises or H2O shortage
Activity 2: Discuss H2O Cycle Day 1: Thought provoking questions (Contextual) QA
Day 2: Quiz (Factual) QA
Day 3: Experimentation (Conceptual and
Procedural) QA
Day 4: Short Quiz and/or Performance QA
Learning
Objective
No.
Hours
Type
of
Test
Total
# of
tems
Placement of Items
R U Ap An E C
• Enumerate the
phases of the
water cycle.
• Understand
the conditions
and factors
that affect
water cycle. • Replicate the
processes
involved in the
water cycle.
• Solve Crises or
H2O shortage
TOS for the Summative Assessment
Cognitive
Process
Dimensions
Descriptors
Remembering
The learner can recall information and retrieve
relevant knowledge from long-term memory:
identify, retrieve, recognize, duplicate, list,
memorize, repeat, reproduce, etc.
Understanding
The learner can construct meaning from oral,
written, and graphic messages: interpret, exemplify,
classify, summarize, infer, explain, paraphrase,
discuss, etc.
Applying
The learner can use information to undertake a
procedure in familiar situations or in a new way:
execute, implement, demonstrate, dramatize,
interpret, solve, use, illustrate, convert, discover,
etc.
Cognitive
Process
Dimensions
Descriptors
Analyzing
The learner can distinguish between parts and
determine how they relate to one another, and to the
overall structure and purpose: differentiate, distinguish,
compare, contrast, organize, outline, attribute,
deconstruct, etc.
Evaluating
The learner can make judgments and justify decisions:
coordinate, measure, detect, defend, judge, argue,
debate, critique, appraise, evaluate, etc.
Creating
The learner can put elements together to form a
functional whole, create a new product or point of
view: generate, hypothesize, plan, design, develop,
produce, construct, formulate, assemble, design,
devise, etc.
NOW, YOU TRY THESE
G1. Math: Discounts
G2. Filipino: Pangngalan
G3. English: Nouns
G4. Science: Parts of a Plant
G5. AP: Mga Bahagi ng Komunidad
G6. ESP: Pangangalaga sa Kapaligiran
Activity 1: ______________________
Activity 3: __________________
Activity 4:
___________________________
Activity 2: ______________________
Day __: __________________________ QA
Day __: ___________________________ QA
Day __: __________________________ QA
Day __: ______________________ QA
Determine how well learners can
demonstrate content knowledge and
competencies articulated in the learning
standards.
Measures the different ways learners use
and apply all relevant knowledge,
understanding, and skills.
Determine if learners can synthesize
their knowledge, understanding, and skills.
Blueprint of the test („plan‟, „proposal‟).
Contains the set of competencies in a
lesson/unit/quarter with specified
number of minutes or hours devoted to
each; how it will be constructed; and
what will be dimensions of thinking
required to answer the test/s.
The specifications should be developed
before any item or task is designed.
Suggested TOS for the
Summative Assessment
Learning
Objective
No.
Hours
Type
of
Test
Total
# of
tems
Placement of Items
R U Ap An E C
Write and moderate test items.
Trial the items informally then reject or modify
problematic ones as necessary.
Analyse the results of the trial.
Calibrate scales: decisions on what is “excellent” or
“poor” performance
Validate: the more different types of validity is
established, the better
Write instructions for test takers, test users and
administrators
Train any necessary staff (examiners, markers etc.)
The K to 12 Grading
System
There is only one QA but there should be
instances for students to produce WW and
demonstrate what they know and can do
through PT.
There is no required number of WW and PT,
but these must be spread out over the quarter
and used to assess learners’ skills after each
unit has been taught.
Grades from all students work added up. This
results in the total scores for each
component: WW, PT, and QA.
Raw scores from each component have to be
converted to a Percentage Score. This is to
ensure that values are parallel to each other.
The sum for each component is converted to the
Percentage Score (PS). To compute the PS, divide
the raw score by the highest possible sore then
multiply the quotient by 100%.
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 PS is multiplied by the weight
of the component provided for in the DO
No. 8, series of 2015.
Weight Components for Grade 1-10
Weight Components for SHS
Add the Weighted Scores of each component. The
result will be the Initial Grade (IG)
Transmute the Grade using the Transmutation
Table in Appendix B in DO No. 8 series of
2015. This is what will appear in the Report
Card (Form 138).
Individual grades are given to each area. The
Quarterly Grade (QG) for MAPEH is the average
of the quarterly grades in the four areas.
The K to 12
Promotion of
Students
We dream of Filipino who passionately love
their country and whose values and
competencies enable them to realize their
full potential and contribute meaningfully to
building the nation.
As a learner-centered public institution, the
Department of Education continuously
improves itself to better serve its
stakeholders.
To protect and promote the right of every
Filipino to quality, equitable, culture-based,
and complete basic education.
Students learn in a child-friendly, gender-
sensitive, safe, and motivating
environment.
Teachers facilitate learning and constantly
nurture every learner.
Administrators and staff, as stewards of the
institution, ensure an enabling and
supportive environment for effective
learning to happen.
Family, community, and other stakeholders
are actively engaged and share
responsibility for developing life-long
learners.
Maka-Diyos
Makatao
Makakalikasan
Makabansa
School may craft additional indicators for the
behavior statements. Schools must ensure
that these are child-centered, gender-fair, 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 discussion in all learning areas.
A non-numerical rating scale will be used to
report on learners‟ behavior demonstrating the
Core Values.
The Class Adviser and other teachers shall
agree on how to conduct these observations.
They will also discuss how each child will be
rated.
It is important for learners to be in school
everyday. Learners‟ class attendance shall
be recorded by teachers daily. At the end of
each quarter, the attendance is reflected in
report card.
The number of school days in each month is
presented, which is based on the school
calendar for a given school year. The number
of days that each learner is present and
absent is indicated. Recording of attendance
is done from Kindergarten to Grade 12.
A learner who incurs absences of more
than 20% of the prescribed number of
class or laboratory periods during the
school year or semester should be
given a failing grade and not earn
credits for the learning area or subject.
Furthermore, the school head may, at
his/her discretion and in the individual
case, exempt a learner who exceeds
the 20% limit for reasons considered
valid and acceptable to the school.
The discretionary authority is vested in the
school head, and may not be availed of by a
student or granted by a faculty member
without the consent of the school head.
The discretionary authority is vested in
the school head, and may not be
availed of by a student or granted by a
faculty member without the consent of
the school head.
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 that corresponds
to the topics/competencies that were or
will be missed.
These include modules and materials
for the Alternative Delivery Mode,
and/or Alternative Learning System as
well as those that are found on the
Learning Resources Management and
Development System (LRMDS).
When students successfully accomplish
the learning activities through these
materials, they shall be exempted.
However, the report card should still
reflect the number of absences. Parents
of learners who are accumulating many
absences must be immediately
informed through a meeting to discuss
how to prevent further absences.
Habitual tardiness, especially during the
first periods in the morning and in the
afternoon, is discouraged. Teachers
shall inform the parents/guardians
through a meeting if a learner has
incurred 5 consecutive days of
tardiness.
Classroom assessment serves to help
teachers and parents understand the
learners‟ progress on curriculum
standards.
The results of assessment are reported
to the child, the child‟s remedial class
teacher, if any, and the teacher of the
nest grade level, as well as the child‟s
parents/guardians.
Read DepEd Order No.
8, series of 2015 for
further information.
Read DepEd Order No.
9, series of 2015 for
S.Y. 2015-2016
calendar.
THANK
YOU