The K to 12 Education Program uses standards and a competency-based grading system. These are found in the curriculum guides. The minimum grade needed to pass a specific learning area is 60, which is transmuted to 75 on the report card. The lowest mark on the report card is 60 for Quarterly Grades and Final Grades.
To supplement DepEd Order 12, s. 2020 titled Adoption of the Basic Education Learning Continuity Plan (BE-LCP) for School Year (SY) 2020-2021 in light of the COVID-19 Pandemic, DepEd Order No. 31, s. 2020 titled Interim Policy Guidelines for Assessment and Grading in Light of the Basic Education Learning Continuity Plan, discusses guidance on the assessment and student learning and on the grading scheme to be adopted this school year which is still basically anchored on DepEd Order No. 8, s. 2015 titled Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program.
For these guidelines, the Department uses a floor grade, considered the lowest possible grade that will appear on a learner’s report card.
TABLE OF CONTENTS
How Is a Learner’s Progress Computed?
Kindergarten
DepEd Order No. 15, s. 2016 shall be followed in grading kindergarten pupils’ progress. Checklists and anecdotal records are used instead of numerical grades in both situations. These are based on learning standards found in the Kindergarten curriculum guide.
Grades 1 to 12
To evaluate student learning at particular points in each quarter, summative assessments shall continue in the form of written works (at least 4) and performance tasks (at least 4).
Written works shall be administered to assess essential knowledge and understandings through quizzes and long/unit tests. Items should be distributed across the Cognitive Process Dimensions (DepEd, 2015,p. 4) using a combination of selected-response and constructed-response formats so that all are adequately covered.
Performance Tasks
Performance tasks refer to assessment tasks that “allow learners to show what they know and are able to do in diverse ways. They may create or innovate products or do performance-based tasks [including] skill demonstrations, group presentations, oral work, multimedia presentations, and research projects. It is important to note that written outputs may also be considered as performance tasks” (DepEd, 2015, pp. 7-8). Thus, it is very essential that the rubric to be used is clear to the learners. Teachers may use existing rubrics or may contextualize one.
How Is Assessment Conducted Remotely?
Teachers must ensure that the following details are explained well:
a. Objectives of the assessment- Learners shall be informed about the kind and reason for the assessment.
b. Roles of learners and parents/guardians- Due to various limitations especially on the reliability of the assessment, it is very crucial to orient the parents and learners on their roles—how and to what extent parents can assist the learners.
c. Procedure and expected timeline- Weekly Home Learning Plan shall serve as a guide for both parents and learners especially on the timeline and tasks to do. Online teachers shall set a timeline depending on the context/ situation. Teachers may adjust the set timeline in the LMS considering various limitations.
d. Standards and Rubric- Analytical rubric is highly encouraged to better explain how the grading will be done.
Note: The teacher must consult the learners and when necessary, parents/guardians, to allow room for adjustments.
How Are Grades Computed at the End of the School Year?
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.
Grades 1 to 12
Written works and performance tasks shall be administered to assess the content and performance standards that describe the knowledge, abilities, and skills that the learners are expected to demonstrate. These tasks could be designed to include the following:
a. Student’s Learning Portfolio – This includes all the pieces of evidence of learning within the grading period including self-reflections, self-evaluations of performance tasks guided by rubrics, and self-selected outputs in learning modules.
b. Minimum of four (4) written works and four (4) performance tasks within the quarter, preferably one in two weeks integrating two or more competencies.
c. All competencies should be covered by the performance tasks.
Weight Distribution of the Summative Assessment Components per Learning Area for Grade 1 to 10
| Assessment Components | Language/ AP/ EsP | Science/ Math | MAPEH/ EPP/ TLE |
|---|---|---|---|
| Written Works | 40% | 50% | 30% |
| Performance Tasks | 60% | 50% | 70% |
Weight Distribution of the Summative Assessment Components per Learning Area for Senior High School
| Assessment Components | Core Subjects (Academic Track) | All Other Subjects | Work Immersion/Research/Business Enterprise Simulation/Exhibit/Performance | TVL/Sports/Arts and Design Track | Work Immersion/Research/Business Enterprise Simulation/Exhibit/Performance |
|---|---|---|---|---|---|
| Written Works | 40% | 40% | 50% | 30% | 30% |
| Performance Tasks | 60% | 60% | 50% | 70% | 70% |
How Is the Learner’s Progress Reported?
The summary of learner progress is shown quarterly to parents and guardians through a parent-teacher conference, in which the report card is discussed through the applicable platform. The grading scale, with its corresponding descriptors, is described below. Remarks are given at the end of the grade level.
| 90-100 | Outstanding |
| 85-89 | Very Satisfactory (Passed) |
| 80-84 | Satisfactory (Passed) |
| 75-79 | Fairly Satisfactory (Passed) |
| Below 75 | Did Not Meet Expectations (Failed) |
DepEd Promotion and Retention
Final Grade of 75 or higher in all learning areas promotes the student to the next grade level. The figures below specifies the guidelines to be followed for learners’ promotion and retention as stipulated in DepEd Order No. 8, s. 2015.
| Learners | Requirements | Decision |
| For Grade 1 to 3 Learners | Final Grade of at least 75 in all learning areas | Promoted to the next grade level |
| Did Not Meet Expectations in not more than two learning areas | Must pass remedial classes for learning areas with failing marks 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 learning areas | Retained in the same grade level | |
| For Grade 4 to 10 Learners | Final Grade of at least 75 in all learning areas | Promoted to the next grade level |
| Did Not Meet Expectations in not more than two learning areas | Must pass remedial classes for learning areas with failing marks 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 learning areas | Retained in the same grade level | |
| Must pass all learning areas in the Elementary | Earn the Elementary Certificate | |
| Promoted to Junior High School Certificate | ||
| Must pass all learning areas in the Junior High School | Earn the Junior High School Certificate | |
| Promoted to Senior High School | ||
| For Grade 11 to 12 Learners | Final Grade of at least 75 in all learning areas in a semester | Can proceed to the next semester |
| Did Not Meet Expectations in a prerequisite subject in a learning area | Must pass remedial classes for failed competencies in the subjects for being allowed to enroll in the higher-level subject | |
| Did Not Meet Expectations in any subject or learning area at the end of the semester | Must pass remedial classes for failed competencies in the subjects or learning areas to be allowed to enroll in the next semester. Otherwise, the learner must retake the subjects that failed. | |
| Must pass all subjects or learning areas in Senior High School | Earn the Senior High school Certificate |
If for this School Year, we only compute the WW and PT, why is there a schedule for Quarterly Examination in the School Calendar of Activities for this School Year?
Why is it in DO 34, s 2022. Exam is already included?
In the school calendar it mentions of 1st to 4th periodic Exams so how is the computation of grades na, here it has no inclusion po?
can help with please
Hi, Do you have ideas on the specific range of gap in giving student grades per quarter.
For example, they got 75 in the first Quarter and if they got 90 on the 2nd Quarter. Would be acceptable ?
And if the a grade 1 student got more than 10 points grade gap between 1st & 2nd qtr , is that also acceptable?
Is it normal to reduce a 4points of a grade in report card just because of exam? My child has no record of absence since first day of school. Take note this subject is just MAPEH. All his grades in mapeh has been reduce 2-4points. My child is a First honor since nursery up to now.
Is the classroom daily activities can be considered as one of their performance task?
Is it ok to pull down the grades of students just because they are late of submitting lectures? Our teacher gives us 60 in our card because she said that lectures are so important than our quizzes, exams, and activities