K-12 BASIC EDUCATION

CURRICULUM GRADING SYSTEM

K-12 Curriculum ◦SY 2012-2013 – MS implemented the K-12 Basic Education Curriculum starting with Grade 1 (GS) and Grade 7 (HS)

MS Transition Program ◦Move –up Transition Program (MUTP)◦MS conducted Categorized Remedial Program in Math, Science, English, Filipino

BACKGROUND:

Part of the MS MUTP◦Summer 2013 – BCP (Bridge Categorized

Program)

◦The levels of assessment (prescribed by the DepEd) had been followed and became the basis of rating at the end of the Summer BCP .

BACKGROUND:

Followed the prescribed levels of rating:

B – Beginning (74% and below)D – Developing (75 – 79%)AP – Approaching Proficient (80 – 84%) P – Proficient (85 – 89%) AE – Approaching Excellence (90 – 94%) E – Excellent (95 – 100%)

Summer BCP Assessment:

DepEd Order No. 73

GUIDELINESS ON THE ASSESSMENT AND RATING OF LEARNING OUTCOMES UNDER THE K TO 12 BASIC EDUCATION CURRICULUM

DepEd Order No. 73

1. The standards-based assessment and rating system shall be implemented to support the progressive roll-out starting with Grades 1 and 7 K-12 BEC in public and private elementary and secondary schools nationwide.

DepEd Order No. 73

2. Guidelines for assessment (enclosure No’s 1-7) 3. Immediate dissemination of and strict compliance with this ORDER is directed.

Signed: Br. Armin A. Luistro, FSCDepEd Secretary

A. 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 one’s learning, and

provide a basis for the profiling of student performance

GENERAL GUIDELINES FOR THE ASSESSMENT AND RATING OF

LEARNING OUTCOMES

B. Nature and Purpose of Assessment Assessment shall be holistic, with emphasis on

the formative or developmental purpose of quality assuring student learning.

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

GENERAL GUIDELINES FOR THE ASSESSMENT AND RATING OF

LEARNING OUTCOMES

C. Levels of Assessment The attainment of learning outcomes as

defined in the standards shall be the basis for the quality assurance of learning using the formative assessments.

They shall also be the focus of the summative assessments and shall be the basis for grading at the end of instruction.

GENERAL GUIDELINES FOR THE ASSESSMENT AND RATING OF

LEARNING OUTCOMES

C. Levels of Assessment The learning outcomes are defined by level: knowledge; process or skill; understanding; and products or performance.

GENERAL GUIDELINES FOR THE ASSESSMENT AND RATING OF

LEARNING OUTCOMES

C. Levels of Assessment These levels shall be the outcomes reflected in the

class record and shall be given corresponding percentage weights as follows:

GENERAL GUIDELINES FOR THE ASSESSMENT AND RATING OF

LEARNING OUTCOMES

LEVEL OF ASSESSMENT PERCENTAGE WEIGHT

KNOWLEDGE 15 %PROCESS or SKILLS 25 %UNDERSTANDING 30 %PRODUCTS/PERFORMANCE

30 %

Total 100%

C. Use of Multiple Measures Tools for the different levels of assessment: 1. Knowledge level What do we want students to know? How do we want them to express or

provide evidence of what they know?

This level can be assessed using the traditional measures e.g. Paper -and –pen tests

GENERAL GUIDELINES FOR THE ASSESSMENT AND RATING OF

LEARNING OUTCOMES

C. Use of Multiple Measures Tools for the different levels of assessment: 2. Process or Skill level What do we want students to do with what

they know? How do we want them to provide evidence of

what they can do with what they know?

This level can be assessed by asking them to outline, organize, analyze, interpret, translate etc..

GENERAL GUIDELINES FOR THE ASSESSMENT AND RATING OF

LEARNING OUTCOMES

C. Use of Multiple Measures Tools for the different levels of assessment:

2. Process or Skill level Assessment may focus on how logically,

analytically, or critically students make sense of or process the information, or use it.

GENERAL GUIDELINES FOR THE ASSESSMENT AND RATING OF

LEARNING OUTCOMES

C. Use of Multiple Measures Tools for the different levels of assessment:

2. Process or Skill level There are skills or processes that are

germane to specific subject areas, which the teacher is in better position to assess by using the appropriate tool or technology.

GENERAL GUIDELINES FOR THE ASSESSMENT AND RATING OF

LEARNING OUTCOMES

C. Use of Multiple Measures

3. Understanding Level• What do we want students to understand?• How do we want them to provide evidence

of their understanding? Assessment may be expressed using the facets of understanding (e.g. explain, interpret, apply, give perspective, show empathy, and self- knowledge )

GENERAL GUIDELINES FOR THE ASSESSMENT AND RATING OF

LEARNING OUTCOMES

C. Use of Multiple Measures

4. Product / Performance Level•What products/performances do we want students to produce as evidence of their learning or understanding?• How do we want them to provide evidence that they can use or transfer their learning to real-life situations?

A good model for assessment in this level is GRASPS (McTighe and Wiggins UBD framework)

GENERAL GUIDELINES FOR THE ASSESSMENT AND RATING OF

LEARNING OUTCOMES

E. Use of Feedback

The results of the assessment across levels should be fed back immediately to the students. They need to learn from the results of the assessment so they know how to improve further, and they can plan strategically how they can address any learning deficiency

GENERAL GUIDELINES FOR THE ASSESSMENT AND RATING OF

LEARNING OUTCOMES

F. Levels of Proficiency

GENERAL GUIDELINES FOR THE ASSESSMENT AND RATING OF

LEARNING OUTCOMES

LEVEL OF PROFICIENCY EQUIVALENT NUMERICAL VALUE

BEGINNING 74 % and belowDEVELOPING 75 – 79 % APPROACHING PROFICIENCY

80 – 84 %

PROFICIENT 85 – 89 %ADVANCED 90 % and above

SAMPLE ASSESSMENT MATRIX ENGLISH -GRADE 7

CONTENT STANDARD:________________________ PERFORMANCE STANDARD: ___________________

LEVEL OF ASSESSMENT

WHAT WILL I ASSESS?

HOW WILL I ASSESS?

HOW WILL I SCORE ?

KNOWLEDGE (15%) Identify speech purpose/s

Paper-and-pen test

One point for every correct (15 points)

PROCESS / SKILLS (25 %)

Observe the use of stress and intonation

Aural-oral production

Use specific rubrics (25 points)

UNDERSTANDING(30 %)

Discuss the process ....

Scene simulation Rubrics for understanding(20 points)

PRODUCT/PERFORMANCE(30%)

Deliver a speech using verbal / non-verbal cues

Story telling Dialog Declamation

Performance Rubrics (25 points)

KNOWLEDGE 10 / 15 = 0.660.66 X 100 X .15 = 10

PROCESS/SKILL 20 / 25 = 0.8 0.8 X 100 X .25 = 20

UNDERSTANDING 18 / 20 = 0.9 0.9 X 100 X .30 = 27

PRODUCT 20 / 25 = 0.8 0.8 X 100 X .30 = 24

SAMPLE COMPUTATION

LEVELS OF ASSESSMENT PERCENTAGE SCORE

KNOWLEDGE (15%) 10.00PROCESS / SKILLS (25 %) 20.00UNDERSTANDING (30 %) 27.00 PRODUCT/PERFORMANCE (30%)

24.00 Total Percentage Score 81.00 Level of Proficiency AP

(Approaching Proficiency)

FINAL COMPUTATION

1.) MS follows the DepEd prescribed k-12 Grading system: Levels of Assessment and Levels of Proficiency

B – Beginning (74% and below) D – Developing (75 – 79%) AP – Approaching Proficient (80 – 84%) P – Proficient (85 – 89%) A – Advanced (90% and above)

MS Grading System:

2.) MS CLPGE (Christian Living Personality Growth Evaluation) will be retained.

The CLPGE is evaluated / rated by students, parents and teachers.

O - Outstanding VG – Very Good G – Good S – Satisfactory F – Fair NI – Needs Improvement

MS Grading System:

3.) Assessment Tools/ Measures (evidence of learning) and assessment rubrics will be designed by every subject area.

These will be checked and monitored by the subject area coordinators and administration.

MS Grading System:

MS stresses: “education of the whole person” (MS

handbook)

“...progress in Knowledge and in virtue” (Mo. Foundress, St. Candida Maria de Jesus, OCWE)

“integral education- integration of faith and life”

“ quality education of the heart”

MS Grading System: