ASSESSMENT

IN THE K TO 12 BASIC EDUCATION

CURRICULUM
abelardo b. medes
SDD-BEE, DepEd
Per DepEd Order No. 73, s. 2012
Guidelines on the Assessment and
Rating System of Learning Outcomes
Under the K to 12 Basic Education
Curriculum
Activity
Who are responsible for learning? Why?
Why is it necessary to assess students
before, during and after the lesson?
How do we assess learning?
What do we assess as evidence of
learning?
What makes a holistic assessment?

Philosophy
Assessment shall be used primarily as a quality
assurance tool to track student progress in the
attainment of standards, promote self-reflection
and personal accountability for ones learning,
and provide a basis for the profiling of student
performance.
Nature and Purpose of Assessment
Assessment shall be holistic, with emphasis on the
formative or developmental purpose of quality assuring
student learning.

Assessment is also standards-based as it seeks to ensure
that teachers will teach to the standards and students will
aim to meet or even exceed the standards

The students attainment of standards in terms of content
and performance is a critical evidence of learning

Principles of Assessment
Assessment as Learning
Assessment for Learning
Assessment of Learning
Assessment as learning
develops in the learner personal responsibility for
learning.
begins as the learner becomes aware of the goals
of instruction and the criteria for performance.
He/ she generates his/her personal learning goals
based on standards set, monitors his/her
progress by regularly undertaking informal and
formal self-assessment and by actively reflecting
on his/her progress (meta-cognition) in relation
to his/her personal goals.

Assessment for learning
This refers to formative assessment.
The teacher and learner use assessment primarily
to improve learning and teaching.
It is about assessing progress, analyzing and
feeding back the outcomes of assessment
positively and constructively.
It is given at the beginning of teaching (diagnostic)
or in the process of teaching (formative) to guide
instruction and decision making

Assessment of learning
referred to as summative assessment.
designed to measure the learners achievement
at the end of a unit or module or quarter to
determine what he/she has learned in
comparison with content and performance
standards.
assessment results are the bases of grades or
marks which are communicated to learners and
parents.

Under the K to 12 curriculum, students will be assessed at
four levels and shall be weighted as follows: (DepEd Order
Nos. 31 and 73, s. 2012)
Level of Assessment Percentage Weight
Knowledge 15%
Process or Skills 25%
Understanding(s) 30%
Products/Performances 30%
100%
Level of Assessment Definition What it should answer
Knowledge refers to the substantive content of the
curriculum, the facts and information that
the student acquires
What do we want our students to know?
How do we want them to express or
provide evidence of what they know?
Process or Skills refers to cognitive operations that the
student performs on facts and information
for the purpose of constructing meanings
and understandings
What do we want our students to do with
what they know?
How do we want them to provide evidence
of what they can do with what they know?
Understanding(s) refers to enduring big ideas, principles
and generalizations inherent to the
discipline, which may be assessed
using the facets of understanding
a. Explanation give examples, make
insightful connections
b. Interpretation make it personal
through images, anecdotes,
analogies
c. Application can adapt/transfer
understanding into real contexts
d. Giving Perspective
e. Showing Empathy
f. Self-Knowledge


What do we want students to
understand?
How do we want them to provide
evidence of their understanding?
Products/
Performances
refer to real-life applications of
understandings as evidenced by the
students performance of authentic tasks.
It considers childrens MI.
What product/s or performance/s do we
want students to produce as evidence of
their learning or understanding? Or
How do we want them to provide evidence
that they can use or transfer their learning
to real life situations?
Use of feedback
Results of the assessment across levels should be fed
back immediately to students, cosistent with the principle
of assessment as learning.

Students need to learn from the results of the
assessment so they know what to improve further.
Assessment
Formats Approaches

Written, oral, practical
Can be closed or open-ended
Real-life or abstract
Completed individually or as a
group
Observing
Questioning
Reporting
Testing
Classroom Assessment Strategies


Multiple Choice
True or False
Matching Type
Fill-in the blanks
Essay
Short Answer
(Sentences,
Paragraphs)
Flowchart
Diagram
Graph
Concept Map
Drawing/Illustration
Table
Matrix

Selected
Response
Constructed
Response

Presentation (Group,
Individual)
Movement
Science
lab/experiment
Math investigation
Dramatization or
Role Play
Simulation/Enactment
Project
Debate
Making models
Recital
Athletic skill
Exhibition
Telling/Retelling
stories


Oral Discourse
Oral Questioning
Interview
Observation
Checklist
Rating scale
Journal writing
Process
Description
Peer Review
Portfolio
Performance
Assessment
Informal
Assessment
traditional assessments
alternative assessments



Assessment can be through
Instruments and Techniques of Assessment

a. Traditional assessments
- are tests given to the students to measure how
much the students have learned
- contain different types of questions such as
multiple-choice, true-false, fill-ins, essays,
sentence completions, matching response, etc.


Instruments and Techniques of Assessment

b. Alternative Assessment

Observation

Student journals

Performance assessment

Project and investigation



Instruments and Techniques of Assessment

b. Alternative Assessment

Open-ended questions

Student portfolio

Interview

Role Play

Checklist



Assessment of Level of Knowledge (15%)

Suggested assessment tools
1.Selected-response Item provide several
response options to the students, and the
student selects from among the options.
a. Multiple Choice Test
b. True or False
c. Matching Type
(Testing to Learn- Learning to Test by Joanne Capper page 45)





Assessment of Level of Knowledge (15%)

Suggested assessment tools
2. Constructed response type of test ask the
student to create or construct a response. It can be
used to determine if the pupils knowledge of facts is of
sufficient, breadth and depth. A rubric or scoring guide
is necessary
a.Essay tests
b.Fill-in-the-blanks
c.Performance tasks e.g. giving a speech or designing
an experiment)


(Testing to Learn- Learning to Test by Joanne Capper page 45)





Assessment of Process or Skills (25%)

The focus is on how students construct meanings or makes
sense of the facts and information.

Outlining, organizing, analyzing, interpreting, translating,
converting, or expressing the information in another
format;
Drawing analogies
Constructing graphs, flowcharts, and maps or graphic
organizers



Assessment of Process or Skills (25%)



Transforming a textual presentation into a
diagram
Drawing or painting pictures
Doing role plays

Assessment of Understanding (s) (30%)

a. Oral Discourse/Recitation
Explain/justify something based on
facts/data, phenomena or evidence
Tell/retell stories
Make connections of what was learned
within and across learning areas
Apply what has been learned in real life
situation


Assessment of Understanding (s) (30%)

b. Portfolio

Collection of evidence like images,
anecdotes etc. to demonstrate mastery
and interpretation of a given set of
concepts.

c. Open-ended tests


Assessment of Products/Performances
(30%)

Participation (e.g in group
activities/projects)
Projects
Homework
Experiments
Portfolio


Performance Task

Provides learners with the opportunity
to demonstrate what they know and
are able to do concerning a given
concept
Learners are asked to show that they
can use the knowledge and skills they
learned in real life situation


Performance Task: GRASPS (Wiggins)



G Real world GOAL Provide a statement of the task
Establish the goal, problem,
challenge, or obstacle in the task
R Real-world ROLE Define the role of the student in the
task
State the job of the student in the task
A Real-world AUDIENCE Identify the target audience within the
context of the scenario
Example of audiences might include a
client or a committee
S Real-World SITUATION Set the content of the scenario
Explain the situation
P Real-world PRODUCTS/
PERFORMANCE
Clarify what the students will create and
why they will create it
S Standards Provide students with a clear picture of
success
Identify specific standards for success
Issue rubrics to students or develop
them with the students
Sample Grade 3 Math Task


GOAL Your task is to conduct a survey in your grade 3
class as to their favourite pets and present these
data in a table and in a bar graph
ROLE You are a survey taker and you need to gather
data as to the favourite pets of your classmates
AUDIENCE You want to let your classmates know which pet
turned out to be the favourite
SITUATION The challenge is to gather data, present that in a
tabular form and in a bar graph
PRODUCTS/PERFORMANCE You will construct a bar graph using the data you
obtained and report that to your class
STANDARDS FOR SUCCESS Your product must meet the following standards:
The vertical and horizontal lines should have
appropriate label; the interval used is reasonable;
the bars are properly drawn according to data;
appropriate title for the graph
Constructing a Bar Graph
Sample Product

Favourite Pets
Puppy 18
Cat 6
Love Birds 10
Rabbit 8
Gold Fish 6
Doves 4
Total 52
N
o
.

o
f

P
u
p
i
l
s

Name of Pets
Favourite pets of Grade 3 Pupils
A Performance Task includes:
Instruction for students
Dimensions of Task
(Knowledge,understanding, skills being
assessed)
Scoring System
Rubric used to judge levels of performance
Checklist used to judge whether or not the
skill or behavior has been demonstrated
Report Card (DepED Order No. 73, s. 2012)
At the end of the quarter, the performance of
students shall be described based on the
following levels of proficiency:
Beginning (B)
Developing (D)
Approaching Proficiency (AP)
Proficient (P)
Advanced (A)

Definition of Levels of Proficiency
Beginning The student at this level
struggles with his/her understanding;
prerequisite and fundamental knowledge
and/or skills have not been acquired or
developed adequately to aid understanding.

Developing The student at this level
possesses the minimum knowledge and skills
and core understandings, but needs help
throughout the performance of authentic tasks
Definition of Levels of Proficiency
Approaching Proficiency The student at this
level has developed the fundamental
knowledge and skills and core understandings
and, with little guidance from the teacher
and/or with some assistance from peers, can
transfer these understandings through authentic
performance tasks.
Definition of Levels of Proficiency
Proficient The student at this level has
developed the fundamental knowledge and
skills and core understandings and, and
can transfer them independently through
authentic performance tasks.
Definition of Levels of Proficiency
Advanced The student at this level exceeds
the core requirements in terms of knowledge,
skills and understandings and, and can
transfer them automatically and flexibly
through authentic performance tasks.
The level of proficiency shall be based on numerical
value
Level of Proficiency Equivalent Numerical
Value
Beginning (B) 74% and below
Developing (D) 75 79%
Approaching Proficiency
(AP)
80 84%
Proficient (P) 85 89%
Advanced (A) 90% and above
Marking for MAPEH
There shall be one rating for MAPEH
which is the average of the four
components
Example:
Music 84 AP
Art 88 P
P.E. 90 A
Health 89 P
351/4 = 87.75
Round to 88.00 P
Assessing the Mother Tongue Subject
Since MT is a language subject, its
assessment follows the four levels of
assessment with its corresponding weight
and the level of proficiency as indicated in
DO No. 73 s. 2012. MT should not be
treated as a different or distinct subject from
the rest of the subjects.




Marking for the Character Traits

Existing Guidelines stipulated in DepEd Order
No. 33, s. 2004 for Marking Character Traits
shall be applied.

Scoring Quizes and Periodic Test
(Refer to DepEd Order No. 33, s. 2004,
Paragraph 5)

Transmutation table shall not be used in
computing grades. Test scores for quizzes
shall be recorded as raw scores, totaled at
the end of a grading period and then
computed as percentage (Pupils Total
Score Highest Possible Score x 100).
Periodic test score shall also be computed
as percentage using the same formula.


Scoring Quizes and Periodic Test
( Use of Existing Policies)
For periodic test, total points may also be
also 100. If total number of items is below
100, divide the raw score of an individual
pupil by the total number of items to get
the
percent equivalent (Achievement Rate)
Rating Oral Participation, Group Participation,
Projects, Performances, Homework,
Experiments, Portfolio, and Other Outputs
Rubrics shall be utilized for rating
individual or group participation, project,
performances etc.
(Teachers are encouraged to prepare their
own rubrics)
Computation of Final Rating for a Learning Area
The Final Grade for each Learning area shall be
reported as the average of the four quarterly
numerical ratings and to be expressed in terms
of the levels of proficiency

Example: First Grading 88
Second Grading 90
Third Grading 91
Fourth Grading 92
361 / 4 = 90.25
Round to 90.00 (A) Advanced
Computation of General Average
The General Average shall be the average
of the final grades of the different learning
areas, also expressed in terms of levels of
proficiency with the numerical equivalent
in parenthesis.

Example: P (89.00)
Promotion and Intervention

Like those in the Advanced, Proficient and
Approaching Proficiency, pupils in the Developing
(D) level of proficiency as the general average,
shall be promoted to the next grade level.

Appropriate intervention is necessary for those in
the Developing Level.
Promotion and Intervention

Pupils at the Beginning (B) Level of proficiency
after a specific quarter for any learning area, shall
be provided with immediate and appropriate
intervention in order to be able to cope with the
rest of the class.
Promotion and Intervention

Pupils at the Beginning (B) Level of Proficiency as
the general average after a school year, despite
the interventions provided, shall be provided
special instruction in June of the next school year
in the learning areas where they need help to be
able to cope up in the next grade level.
Reference: DepEd Order No. 14, s. 2013
Strengthening the K to 12 BEP Delivery System
in Elementary Education
Promotion, Retention and Intervention
(Proposal)
Promotion of pupils shall be by general average

A pupil in any grade level who obtained a B (Beginning)
level at the end of the school year, despite the intervention
given shall be retained in the same grade level.

A repeater in a grade level who obtained a B (Beginning)
Level at the end of school year despite the intervention,
shall be referred to a SPED Center or trained SPED
Teacher for reassessment of skills/competencies and for
appropriate intervention
Application

Write a journal expressing your understanding of
Assessment in the K to 12 Basic Education
Curriculum

The important question is not how assessment is
defined but whether assessment information is
used -Palomba & Banta

Sample Test Items
Assessment of Knowledge
Encircle the letter that tells the number of
objects in a set.

1.



A. 8 B. 7 C. 6
Assessment of Knowledge
Which set has five objects?
A.



B.

C.



Assessment of Process/Skills
Which set has one more object than this
set?



A.
C.

B.



English (Knowledge)
1
Listen to your teacher and encircle the letter of the
correct answer.
This is Paulo Moran.
He is six years old.He is in
Grade 1.
His mother is Aling Cora.
1. Who is this boy?
A. Paulo Marin
B. Paulo Moran
C. Paulo Mora
2. How old is he?
A. Four
B. Five
C. Six
4. Who is Aling Cora
?
A. Aunt
B. Mother
C. Brother
3. In what grade is he?
A. Grade 3
B. Grade 2
C. Grade 1
English (Knowledge)
1
Listen to your teacher and encirlce the letter of the
correct answer
A. Encircle the correct object?
1 Which is a ball?

A. B. C.
B. Which object do we use for writting?
A. B. C.
English (Understanding)
Compare the leaves in the trees or plants and the leaves that
fell on the ground. What is the difference?
Tell the class about it.
Process/Skills
1) Draw a picture of your family.
2) Introduce and tell something about each
member of your family to the class.
Knowledge
Filipino
1. Bilugan ang pangalan ng bagay na nasa larawan
sa kaliwa
2.Bilugan ang tamang larawan.
Tao
A.
B. D.
C.
3. Suriin ang pangungusap isulat ang tamang sagot
Sa patlang.
Ano ang pangalan mo?
Ang pangalan ko ay ______________
payong suklay sepilyo
Filipino (Process/Skills)
Pag-aralan ang mga larawan. Ilagay ang titik ng mga larawan sa
tamang pangkat na nasa tsart.
A.
B.
F.
D.
E.
C
.
G.
Pakikinig sa tula na binabasa ng guro. Magbigay ng mga
tanong tungkol sa tula
UNDERSTANDING
PANLALAKI PAMBABAE Di-Tiyak
Assessment of Understanding (Araling
Panlipunan)
Pag-aralan ang larawan
at sagutin ang mga tanong tungkol
dito.

1. Anong klaseng bata ang nasa larawan? Bakit?
2. Anu-ano ang mga pangangailangan ng bata na
nasa larawan?

Identify and use the pattern of naming ordinal
numbers from 1
st
to 20
th

KNOWLEDGE
This is the order/rank in the list of top 3 pupils in
the class of Mrs. Espinoza





What is the rank/order of Kenneth?
What is the rank/order of Yra?
What is the rank/order of Orly?
Rank Name
1 Orly
2 Kenneth
3 Yra
Identify and use the pattern of naming
ordinal numbers from 1
st
to 20
th

KNOWLEDGE
Fill in the blanks.
a. Sunday is the ____day of the week.
b. Friday is the ___ day school of the week.
c. December is the ____ month of the year.
d. January is the ___ month of the year.
e. Monday is the ____ day of the week.
Identify and use the pattern of naming
ordinal numbers from 1
st
to 20
th

KNOWLEDGE
How do we write ordinal numbers in words? in
figures?


Numeral Ordinal in words
Ordinal in
figures
one
nine
twelve
seventeen
twenty
fifteen
Identify and use the pattern of naming ordinal
numbers from 1
st
to 20
th

PROCESS/SKILLS
The largest number of rings ever counted in a tree is
280. What is that tree? This tree can be revealed by
answering the clues below.
a. It starts with the nineteenth letter of the alphabet.
b. The second letter is between D and F.
c. The third letter is the 17
th
letter of the alphabet.
d. The fourth letter is between T and V
e. The fifth letter is the fifteenth letter of the alphabet.
f. Sixth letter is I
g. The seventh letter is the first letter of the alphabet

Identify and use the pattern of naming ordinal
numbers from 1
st
to 20
th

UNDERSTANDING

Given these figures arranged in a row,
describe the position of each figure using a
reference point.


Identify and use the pattern of naming
ordinal numbers from 1
st
to 20
th

Products/Performance
Draw your FAMILY TREE starting from your
grandparents.
Include all the names of grandparents
children and so on.
Write a short paragraph using ordinal
numbers.