Professional Documents
Culture Documents
D e p a r tm e n t o f E d u c a tio n
SEP 0 5 2012
DepEd
ORDER
No- 7 3 , s. 2012
Undersecretaries
Assistant Secretaries
Bureau Directors
Directors of Services, Centers and Heads of Units
Regional Directors
Schools Division/City Superintendents
Heads, Public and Private Elementary and Secondary Schools
1.
Effective School Year (SY) 2012-2013, the standards-based assessment and
rating system shall be implemented to support the progressive roll-out starting with
Grades 1 and 7 of the K to 12 Basic Education Curriculum in public and private
elementary and secondary schools nationwide.
2.
The guidelines for the assessment and rating of learning outcomes are
contained in the following enclosures:
Enclosure No. 1 :
3.
Enclosure No. 2
Enclosure No. 3
Enclosure No. 4
:
:
Enclosure No. 5
Enclosure No. 6
Enclosure No. 7
:
:
RATINGS
SCHOOLS
SECONDARY EDUCATION
A. Philosophy
Assessm ent shall be used prim arily as a quality assurance tool to track student progress in
the attainm ent of standards, prom ote self-reflection and personal accountability for one's
learning, and provide a basis fo r the profiling of student performance.
Assessm ent shall be holistic, w ith em phasis on the form ative or developm ental purpose of
quality assuring student learning. It is also standards-based as it seeks to ensure that teachers
will teach to the standards and students w ill aim to m eet or even exceed the standards. The
students' attainm ent of standards in term s of content and perform ance is, therefore, a critical
evidence of learning.
C.
Levels of Assessment
The attainm ent of learning outcom es as defined in the standards shall be the basis for the
quality assurance of learning using form ative assessments. They shall also be the focus of the
sum m ative assessments and shall be the basis fo r grading at the end of instruction.
The learning outcom es are defined by level: knowledge; process or skill; understanding; and
products and perform ances. These levels shall be the outcom es reflected in the class record
and shall be given corresponding percentage weights as follows:
Percentage W eight
Knowledge
15%
Process or skills
25%
Understanding(s)
30%
Products/Perform ances
30%
Total
100%
substantive
content
of the
curriculum ,
the facts
and
Process - skills or cognitive operations that the student perform s on facts and
inform ation for the purpose of constructing meanings or understandings
3.
4.
The assessm ent of student perform ance does not specify such factors as quizzes,
participation, projects, periodical tests, and hom ework, but considers these as tools or
measures fo r the different levels of assessment. The follow ing are some of the tools for the
different levels of assessment:
1. The assessment at the knowledge level should answer the questions: W hat do
we w ant students to know? How do we w ant them to express or provide
evidence of w hat they know?
technology. Listening to a dialogue to get details, for example, is a skill that the
language teacher may assess by playing a recorded conversation and asking
students to process w hat they have heard by listing down the details. In TLE or
Tech-Voc, students may be asked to dem onstrate the appropriate and safe use
of hand tools after being taught the use of such tools.
3. The next level of assessment focuses on the meanings or understandings that
students them selves make or develop. Assessm ent at this level should answer
the questions: W hat do we w ant students to understand? How do we want them
to provide evidence of their understanding?
The assessm ent should be able to draw from the students the meaning or
meanings they have made or their own understanding, which may be expressed
using any of the facets of understanding (e.g. explain, interpret, apply, give
perspective, show empathy, and self-knowledge) or any other appropriate
m anifestation of understanding as applied in specific subject areas.
4.
A good m odel for assessment at this level is GRASPS (McTighe and Wiggins,
2005). An exam ple using GRASPS is provided in the Enclosure on Prototype
Form ative and Sum m ative Assessm ent Tools.
E.
Use of Feedback
Results of the assessm ent across levels should be fed back im m ediately to the students,
consistent w ith the principle of assessment as learning. Students need to learn from the results
of the assessment so they know w hat to im prove further, and then they can plan strategically
how they can address any learning deficiency.
F.
Levels of Proficiency
The perform ance of students shall be described in the report card, based on the follow ing
levels of proficiency:
a.
Beginning (B) - The student at this level struggles with his/her understanding;
prerequisite and fundam ental knowledge and/or skills have not been acquired or
developed adequately to aid understanding.
b.
Developing (D) - The student at this level possesses the m inim um knowledge and
skills and core understandings, but needs help throughout the performance of
authentic tasks.
c.
Approaching Proficiency (AP) - The student at this level has developed the
fundam ental know ledge 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 perform ance tasks.
d.
Proficient (P) - The student at this level has developed the fundam ental knowledge
and skills and core understandings, and can transfer them independently through
authentic perform ance tasks.
e. Advanced (A) - The student at this level exceeds the core requirem ents in term s of
knowledge, skills and understandings, and can transfer them autom atically and
flexibly through authentic perform ance tasks.
The level of proficiency at which the student is perform ing shall be based on a numerical
value which is arrived at after summing up the results of the student's performance on
the various levels of assessment. The numerical values are as follows:
Level of Proficiency
Beginning
Developing
75-79%
Approaching Proficiency
80-84%
Proficient
85-89%
Advanced
The equivalent level o f proficiency as abbreviated below shall appear in the report card:
B for Beginning;
D for Developing;
AP for Approaching Proficiency;
P for Proficient; and
A for Advanced.
The Final Grade at the end of the four quarters shall be reported as the average of the four
quarterly ratings, expressed in term s of the level of proficiency.
Prom otion and retention of students shall be by subject. Students whose proficiency
level is Beginning (B) at the end of the quarter or grading period shall be required to
undergo rem ediation after class hours so that they can im m ediately catch up as they move
to the next grading period.
If by the end of the school year, the students are still at the
A. Knowledge (15%)
Knowledge or inform ation acquired by the student may be assessed based on relevance and
adequacy:
Relevance of data/inform ation acquired
8%
8%
6-7%
7%
5-6%
4-5%
3-4%
7%
deepen understanding
2-3%
1-2%
B. Skills (25%)
Skills as evidenced by the student's ability to process and make sense of information, and
may be assessed based on the fo llow ing criteria:
10%
Strong
(8-10%)
Critical Thinking
the following:
(15%)
Strong
(13-15%)
etc.)
M oderately
Strong
(10-12%)
the following:
Interpret; translate; convert, or express
the inform ation (such as a set of statistics)
into another form or form at or transform
a textual presentation into a flow chart,
diagram, advance organizer, etc.
Draw insights; see beyond the data; read
between the lines
Reason logically, coherently
Developing
(5-7%)
Developing
The student dem onstrates little analytical
(7-9%)
etc.
etc.)
Weak
(2-4%)
W eak
The student dem onstrates very little
analytical processing of inform ation and
(4-6%)
following:
etc.
etc.)
Very W eak
C.
Understanding(s) (30%)
Understanding as expressed using any three of the six facets of understanding: Explanation,
Interpretation, Application, Empathy, Perspective, and Self-knowledge, or any other disciplinebased m anifestation or indicator of understanding. The facets are explained (adapted from the
paper, "Understanding by Design Fram ework in the Philippines" by McTighe and Grant Wiggins,
p.5) as follows: W hen students understand they can
explain concepts, principles, and processes by putting them in the ir own words,
teaching them to others, justifying their answers and showing the ir reasoning;
interpret by making sense of data, text, and experience through images, analogies,
(1-3%)
apply by effectively using and adapting w hat they know in new and com plex contexts;
dem onstrate perspective by seeing the big picture and recognizing different points of
view;
display empathy by perceiving sensitively and putting one's self in som eone else's
shoes;
30%
The student dem onstrates very accurate, very extensive, and very deep
Strong
26-30%
M oderately Strong
21-25%
Explanation, Interpretation, Application, Perspective, Empathy, and SelfKnowledge or any other indicator of understanding, w here connection to
a wide range of contexts and use of insights and reflection are evident.
Developing
16-20%
The student can barely dem onstrate accurate, extensive, and deep
understanding o f the topic/concept through any three of the six facets of
understanding- Explanation, Interpretation, Application, Perspective,
Empathy, and Self-Know ledge or any other indicator of understanding,
where connection to a w ide range o f contexts and use o f insights and
reflection are evident.
Weak
11-15%
Very W eak
The student cannot dem onstrate accurate, extensive, and deep
6-10%
Transfer of understanding to life situations may be assessed as dem onstrated through the
following:
Products - outputs
which
are
reflective
of
learner's
creative
application
of
understanding; or
Indicators
30%
The student (or the team) independently dem onstrates the ability to create, add value and
Strong
26-30%
performances. This means that the product or perform ance reflects the follow ing attributes:
The entire process from planning to execution was carried out by the student (or the team),
with little or no guidance from the teacher.
The product or perform ance is well thought out by the student (or team) from planning to
execution. Potential problem s have been identified and appropriate rem ediation has been
put in place should problem s arise.
There is evidence of value added by the student (or team) in the execution o f the process.
The product or perform ance is a dem onstration of creative application o f enduring
understanding in a new or novel context or situation.
The student (or the team) dem onstrates the ability to create, add value and transfer
his/her/their understanding to life situations in the form of products and performances, but
the product or perform ance can still stand im provem ent in a num ber o f areas, namely:
The entire process from planning to execution was carried out by the student (or the team),
with some guidance/ coaching from the teacher.
The product or perform ance is fairly well thought out by the student (or team) from
planning to execution.
There is som e evidence o f value added by the student (or team) in the execution o f the
process. There are attem pts at novelty (e.g., form atting, organization, packaging,
presentation).
10
M oderately Strong
21-25%
The student (or team) strives to use understanding or learning creatively in producing
Developing
16-20%
The product or perform ance has som e flaws in the design that the student (or the team) has
addressed w ith som e help from the teacher.
There is little evidence o f value added by the student (or team) in the execution of the
process. There are lim ited attem pts at novelty (e.g., form atting, organization, packaging,
presentation).
A little creative application o f enduring understanding is shown in the product or
performance. The context or situation in which the understanding is applied is ordinary or
common.
The student (or team) shows inadequacy in using understanding or learning creatively in
producing products or performances. The inadequacy is manifested in the following:
W eak
The entire process from planning to execution could not have been carried out by the
student (or the team), w ithout the teacher's guidance and coaching.
11-15%
The product or perform ance is poorly thought out by the student (or team) from planning to
execution. There are marked flaws in the design that the student (or the team) is not even
aware of.
There is alm ost no evidence o f value added by the student (or team) in the execution o f the
process or in the use of understanding or learning.
Every aspect (e.g., form atting, organization, packaging, presentation) of the product or
performance is just a copy o f w hat has been taught in class.
The student (or the team) shows great difficulty in using understanding or learning creatively
in producing products or performances. The difficulty is manifested in the following:
The entire process from planning to execution was poorly carried out by the student (or the
team), even w ith the teacher's guidance and coaching.
The product or perform ance is very poorly thought out by the student (or team) from
planning to execution. There are many obvious flaws in the design that the student (or the
team) has ignored.
There is no evidence o f value added by the student (or team) in the execution of the
process. There are no attem pts at novelty (e.g., in form atting, organization, packaging,
presentation).
The product or perform ance does not show creative application o f enduring understanding.
The context or situation in which the understanding is applied is very ordinary or common.
11
Very Weak
6-10%
A. Pre-Assessment Tools
In order to find out students' background knowledge and skills, and m isconceptions, if any,
that might get in the way of new understandings, the prototype tools provided below may be
useful. The tools may be translated into Filipino when used in subjects using that language as
medium of instruction, or m odified to suit specific contexts.
Directions: Fill in the open-ended statem ents below with inform ation about what you already
know (the facts and inform ation), what you can do with the inform ation (skills), w hat you
understand, and w hat you w ant to know about the to p ic :________________________________ .
What I know a b o u t___________________________:
W hatever tool the teacher decides to use should always yield critical inform ation that the
teacher should process in order to find out how much students already know, what
m isunderstandings or m isconceptions need to be clarified or corrected at the start or during
instruction, pre-requisite skills that students need to learn, or learning gaps that need to be
bridged along the way or before the lesson begins.
Quizzes are the com m on form ative assessment tools that teachers use to check for student
understanding. They are short, easy to adm inister, and can quickly be corrected even by
students. The results can be im m ediately discussed with the students and used to improve
teaching and learning. Being developm ental in purpose, the results of form ative assessments
should be fed back im m ediately to students so they can be used to im prove learning.
Formative assessments need not be written all the tim e. The teacher can check for student
understanding in a variety of ways. The teacher's question to the class, "Does this make sense
to you?", is a w ay of checking w hether students understand. The students' answer to this
question can be validated by the teacher through further questions the purpose of which is to
probe for student understanding. The teacher may also validate the students' understanding
through focus group discussions with students or inform ally through conversations with them.
Questions that students raise can also be used as indicator of student understanding. Likewise,
the quality of student inputs as they participate in the discussion or group work can indicate the
breadth and depth of th e ir thinking or understanding.
Games such as puzzles may also be used to check fo r student understanding. The focus may
be the key term s or facts and inform ation that students need to know, but student
understanding of these facts and inform ation should be probed by asking students to explain,
illustrate through examples, or apply their understanding.
The idea is to use m ultiple measures of student learning or understanding in order to
produce a com prehensive picture or holistic profile of student growth in understanding.
W hatever results are obtained from the form ative assessments should be fed back im m ediately
to students. The students, fo r the ir part, should do th e ir own self-check and self-track their
progress (which can be done through graphs or maybe a scale to represent growth in learning
13
over time). Peer assessm ent is encouraged. Students should reflect on the results of teacher
assessments, the ir own, and th e ir peers', and, on this basis, act on the areas that they need to
develop further. This is w hy im m ediate feedback should be provided to students, for their
guidance.
The students' attainm ent o f the content standard may be evaluated through authentic
perform ance tasks. One m odel that may be used for this purpose is GRASPS (McTighe and
Wiggins, 2005). Actual products and perform ances as evidence of transfer of learning or
understanding shall also be assessed. A prototype rubric has been provided as scoring guide.
A sample perform ance assessm ent in Science using GRASPS is provided below.
Goal:
Your goal is to convince the local governm ent unit (LGU) to support your
science investigatory project addressing an environm ental problem in the
com m unity.
Role:
Audience: You w ill present your proposal to LGU officials w ho are looking for a science
investigatory project that can be funded.
Situation: The LGU is conducting a search of science investigatory projects that can best
address any of the follow ing problem s in the com m unity:
Product:
1.
2.
3.
2.
3.
In rating this perform ance task, the teacher may use as scoring guides the rubric for
assessing understanding and the rubric fo r assessing products/perform ances.
14
SAMPLE ASSESSMENT
MATRIX
FOR STUDENTS
MATHEMATICS - GRADE 7
(Sample Assessment Matrix)
Content Standard: The learner demonstrates understanding of the key concepts of scientific notations.
Performance Standard; The learner applies scientific notation in different fields proficiently._______
Levels o f
Assessment
What will I
assess?
How to compute:
E x a m p le 1. Le arn e r's S co re
N u m ber o f Item s
- 8
- 10
Process/Skills
(25% )
pro cess/
pro ced u res in
exp re ssin g v e ry
large and v e ry
sm a ll n u m b e rs in
scie n tific
notation.
8 -f 10 = 0 .8
0 .8
x 100 x 0 .1 5 = 12.000
SET A
C o lu m n I
C o lu m n II
Decimal
Form
Scientific
Notation
150
2 ,4 0 0
7 7 .4
1 2 ,8 0 0 ,0 0 0
5 ,9 7 3 ,6 0 0 ,0 0 0 ,
0 0 0 ,0 0 0 ,0 0 0 ,0 0 0
,000
9 2 ,3 3 7 ,8 5 2
1.5 x 102
2 .4 x 103
7 .7 4 x 1 0 1
1.28 x 107
5 .9 7 36 x 1024
9 .2 3 3 7 8 5 2 x 107
15
SET B
C o lu m n I
C olu m n II
Decimal
Form
0.000000000000
0000000000000
Scientific
Notation
2 .6 7 8 0 3 9 0 9 x
267803909
10-26
0.000000000000
0000000000000
5 .3 5 6 0 7 8 1 8 x
535607818
10~26
CR IT E R IA
0.000000001
0.001
Process/
Skills
(25%)
1 x 10~9
1 x 10 3
Let stu d e n ts observe th e n um bers in
C olu m n I and C olum n II o f S e t A and
S e t B th e n , a n sw e r the follow ing
questions:
How do the n um bers in each pair
co m p a re?
How a re th e num bers in C olu m n I
exp re sse d ?
How a re th e n um bers in C olum n II
e x p re sse d ?
W h ere do you find the decim al
point?
D iscu ss y o u r fin d in g s w ith y o u r
pa rtner/g rou p m a te s.
W hen do you sa y th a t a n u m b e r is
exp re sse d in scie n tific notation?
C o m p le te th is sta tem e n t: A
C la rity o f
Ex p lan a tion
Log ical
S eq u e n ce o f
th e P ro ce ss/
P ro ced u re
Explanation is
tightly
focused and
relevant;
presentation
contains
accurate
information
with no
factual errors
Explanation is
adequately
focused and
relevant;
m ajor facts are
accurate and
generally
complete.
Explanation
would benefit
from more
focus;
presentation
contains
some factual
errors or
omissions.
Explanation lacks
relevance or
focus;
presentation
contains m ultiple
factual errors or
omissions.
Ideas are
presented in
logical
order with
effective
transitions
between
m ajor ideas;
presentation
is clear and
concise.
7 -f 8 = 0 .8 7 5
0 .8 7 5 x 100 x 0.25
21.875
16
Understanding
that big and
small quantities
can be expressed
conveniently in
scientific
notation.
Problem Solving
Use the rubric for Problem Solving below. The possible highest
score is 12 points.
Points
Criteria
17
Use scientific
notation in real
life situations.
Problem Posing/Formulation
Use the rubric for Problem Solving below. The possible highest
score is 18 points
Product/
Performance
(30%)
18
Final Computation:
Percentage Score
12.000
21.875
27.50 0
26.67 0
88.045
P (Proficient)
19
KNOWLEDGE LEVEL
Pen and Paper Exercise
Direction: Rewrite the encircled or underlined numbers in scientific notation. Number them as
they appear.
20
#
21
22
SCIENCE - GRADE 7
(Sample Assessment Matrix)
Topic: Concentration of Solutions
Content Standard: The learner demonstrates understanding of solutions and ways of describing their concentrations.
Performance Standard: The learner prepares useful solutions.
What will I assess?
Levels of
How will I assess?
Assessment
LC*: Describe the types of solutions
Written Test
Knowledge
(15%)
according to concentration
(See attached test)
Note to the teacher: Other authentic tools can be used to assess learners knowledge
Performance Task: Laboratory Activity
Process/ Skills
LC: Analyze solutions in different
(25%)
concentrations
(See attached instructions)
Note to the teacher: You may transform the rubric into more specific one as desired.
Understanding
(30%)
Product/
See attached Scoring Guide
Performance
(30%)
Note to the teacher: The performance tasks can be done in many ways depending on the needs and exposure of the learners.
*LC : Learning Competency
23
KNOWLEDGE
Written Test
Sandra bought a litro pack powdered juice drink. According to the directions, the juice can be
prepared by mixing the litro pack powdered juice with a liter of water. What kind of solutions will
Sarah make if she will follow the ratios below?
1.
One liter pack of powdered juice + two liters of water
3.
two liter pack of powdered juice + one liter of water
Computation:
total points = 15 (5 points for each correct answer)
Score (total number of correct answers)/ total points x 100 x. 15
Example:
13 / 15 x 100 x .15 = 13
24
PROCESS/ SKILL
Performance Task: Laboratory Activity
Activity 1: Juice It Up !
Objective
Prepare juice drink in varied concentration.
Materials
3 transparent cups
3 spoons
Drinkable water
Powdered juice
Procedure
1. Have the group member meeting and plan out the role of each member in the activity.
2. Label each cup as A, B and C.
3. Pour 250 mL water in each cup.
4. Add unequal amount of powdered juice in each cup. Make sure that you measure the
amount of powdered juice you put into the water.
5. Stir the mixtures then observe what happens to the juice particles.
6. Describe each set up. Which of the following set up do you think is the saturated solution?
Why?
7. Validate your answer by asking a classmate to taste the prepared juices.
8. Let a representative present the group findings to the class.
Standard
Ability to analyze
Correctness of
analysis
Content knowledge
Excellent (5)
The analysis of the
difference of the
concentration of
solutions is wellorganized and
understandable.
Good (3)
The analysis of the
difference of the
concentration of
solutions is
generally-organized
but needs more
details for better
understanding.
The analysis done is The analysis done is
free from errors.
almost free from
errors.
The information
The information
given is precise and
given is appropriate
accurate.
but needs more
elaboration.
Computation:
total points = 15
Score (total number of correct answers)/ total points x 100 x. 15
Example:
13 / 15 x 100 x .25 = 21.66
25
Fair (1)
The analysis done is
difficult to
understand. The
learner has little idea
on the analysis of
concentration of
solution.
There are several
errors
in
the
analysis.
The information
given is unclear.
UNDERSTANDING
Directions: Study the illustration below.
Which of the following combinations is the supersaturated solution? Justify your answer.
Explain the usefulness of understanding how to prepare solutions in different concentrations.
Use the space below for your answer.
Standard
Explanation
Excellent (5)
Clearly describes
different concentration
of solution.
Interpretation
Creates analogies to
express understanding
on
different concentration
of solution.
Superior level of
recognition on the
usefulness of
preparing varied
concentrations of
solutions in life.
Self-knowledge
Good (3)
Partly describes the
different
concentrations of
solution.
Use familiar examples
to express
understanding on
different concentration
of solution.
Appropriate amount of
recognition on the
usefulness of
preparing varied
concentrations of
solutions in life.
Computation:
Perfect score: 15
Total Score / perfect score x 100 x .30
Example:
12/ 15 x 100 x . 30 = 24
26
Fair (1)
Has difficulty
describing the
different concentration
of solution.
Has difficulty
interpreting the
illustration.
Needs a significant
effort in recognizing
the usefulness of
preparing varied
concentrations of
solutions in life.
PRODUCT / PERFORMANCE
Performance Task: Preparation of useful solutions (e.g. natural fruit juice drink, pesticide, health
drink/supplement etc.)
Performance Task
Barangay Luntian is celebrating its 50th anniversary with the theme Kalikasan Ko, Mahal Ko .
The barangay captain called for a council meeting to discuss the preparations for the program. As a
councilor, you are asked to take charge of the preparation of Natural Beverage for the guests.
This healthful drink should promote your locally produced fruits or vegetables as well as health and
wellness. On your next council meeting, you will present your plan for the preparation of the drink
and let the council member do the taste testing. The council members will rate your drink based on
the following criteria:
-
Practicality
Preparation
Availability of materials
Composition of solution (drink)
Score
Criteria
Practicality
Preparation
4
(25)
The solution
can be used
most of the
time
Easy to
prepare.
Availability of
Materials are
materials/ingredi available in
ents
the locality
whole year
round.
Component of
the solutions
The solution
is tasty and
the amounts
of solute and
solvent
complement
each other.
3
2
(18.75)
(12.50)
The solution
The solution
can be used
can be used
occasionally
from time to
time
Difficult to
The
preparation is prepare.
moderately
easy.
Materials are Materials are
available in
seasonal in
the locality
the locality.
most of the
time.
The solution
is tasty but
the amount
o f solute is a
bit more than
what is
needed.
The solution
is good
enough but
solvent used
has exceeded
the solute
dissolved.
1
(6.25)
The solution
can be used
rarely.
Weight
25%
Very difficult
to prepare.
25%
Materials
available in
some
provinces
only.
25%
The solution
needs more
planning in
terms of the
amounts of
solute and
solvent to be
used.
25%
Total Score
Computation:
Perfect Score = 100
Score / total points x 100 x .30
Example:
75/100 x 100 x . 30 = 22.5
27
Rating
SAMPLE COMPUTATION
Level of Assessment / Percentage
Knowledge (15%)
Process / Skill (25%)
Understanding (30%)
Product / performance (30%)
Total
Computation
7 / 10 x 100 x .15 = 10.5
13 / 15 x 100 x . 25 = 21.66
12/ 15 x 100 x . 30 = 24
75/100 x 100 x . 30 = 22.5
Score
10.5
21.66
24
22.5
78,66
Developing
Level of Proficiency
28
>
ENGLISH - GRADE 7
(Sample Assessment Matrix)
Domain: Oral Language and Fluency
CONTENT STANDARD: The students demonstrate oral language proficiency and fluency in various social contexts
PERFORMANCE STANDARD: (Q1) The learner proficiently renders rhetorical pieces
LEVEL OF
ASSESSMENT
Knowledge (15%)
Process/Skills (25%)
Aural-Oral Production
See attached sample
Note to the Teacher:
You can use improvised
dialogs or passages from
written texts and other similar
texts to assess the students in
this level.
29
Understanding (30%)
and
Scene Simulation
(sample)
Ask students to discuss
the process of using the
correct prosodic patterns
in various social contexts
Product/Performance
(30%)
Conversational Fluencv
(sample)
Storytelling
Declamation
Oration
Readers Theater
Chamber Theater
Dialog Improvisation
30
<P-o
(D
20 - 25 = 0.8
0.8 x 100 x .25 = 20
Final Computation
PERCENTAGE SCORE
LEVELS OF ASSESSMENT
Knowledge
Process/ Skills
Understanding
Product/Performance
10.00
20.00
27.00
24.00
81.00
Level of Proficiency
AP
(Approaching Proficiency)
31
Attachment
Sample Test Items
Knowledge Level -15%
A. Listen to a panel of speakers. As you listen find out the answers to these
questions:
1. What is the speech event?
2. Where is it taking place?
3. Who are the speakers?
4. What is their objective?
5. Who are the listeners?
B. Listen to the recorded speech/sentences. Write the words where the speakers
voice rises or falls. Write your answers in the appropriate column.
Speakers Voice Falls In
Speakers Voice Rises In
C. Identify the feelings and attitudes being evoked in the taped conversation.
Identify at least 5.
Process/Skills - 25%
Aural-Oral Production (The perfect score is 10)
D. Stress the following words correctly
many
1.
Cheerfulness
6.
2.
shyness
7.
oversized
3.
show-off
8.
teenage
4.
often
9.
towards
5.
between
10.
agree
32
O R A L P R O D U C TIO N T E S T (K N O W LED G E )
1-
Poor
M ore P ra ctice
N eeded
D IM EN S IO N S
E x pressio n
A nd
V o lu m e
2-
S a tisfa cto ry
Still W o rk to be D one
3-
P ro g ressin g
M aking
Im p ro ve m e n ts
4 -O u tsta n d in g
Y ou have m a d e it!
P hrasing
Uses excellent
phrasing, m ostly in
clause and
sentence units.
Sm ooth reading
with some b re a k s ,
but the difficult
words and
sentence structures
are corrected by
the reader.
S m o o th n e ss
Long pauses,
hesitations, false
starts, sound-outs,
repetitions, and/or
m ultiple attem pts.
P ace
Moderately slow
Uneven m ixture of
fast and slow
reading
33
Reads with
excellent
expression and
enthusiasm
throughout the
whole text.
Sounds like natural
language-like the
reader is talking
Uses different
expressions while
reading
Uses different
volum e to match
the interpretation
of passage.
Sounds mostly
like a
conversation.
Forgets to look at
the other person
Forgets how to
initiate a
conversation
Doesnt pause to
allow other person
to talk
Stands/sits too
close or far away
Interrupts other
person while they
are conversing
Forgets to
maintain eye
contact during teh
conversation
Forgets to use the
other persons
name during the
conversation
Forgets to stay on
Maintains eye
contact during the
conversation
Uses the other
persons name
during the
conversation
Stays on the same
topic
34
Looks at the
person he is
talking to
Initiates the
conversation with
a greeting or
question
Pauses to allow the
other person to
answer
Stands about an
arms length away
Waits until the
other person stops
talking before
adding information
Maintains eye
contact during the
conversation
Uses the other
persons name
during the
conversation
Stays on the same
topic
Total Score
Adds more
information about
the topic
Takes turns even if
only adding a nod
Score
35
Adds more
information about
the topic
Takes turns even if
only adding a nod
Uses appropriate
facial expressions
and body
language.
Employs the
proficient use of
prosodic patterns
throught the
informationexchange
Makes sure each
person had teh
chance to speak
Uses a good
terminating
expression to end
the conversation
Compliments the
other person
Uses a handshake
Developing (2)
GOOD (3)
EXCELLENT (5)
Clarity 10%
Pronunciation, inflection,
and/or expression confused
communication
Fluency 30%
Student acted as
facilitator, helping the
conversation flow and
develop.
Comprehension
20%
Content 20%
No serious problems
arose, but better
pronunciation,
inflection, and/or non
verbal communication
could have made
communication more
efficient
Some minor
difficulties in
maintaining the
conversation were
evident.
The student understood
most of what was
asked.
Gave appropriate
questions for survey
information but
responses were limited
in content
36
SCORE
FILIPINO - GRADE 7
HALIMBAWA NG DISENYO NG PAGTATASA/PAGMAMARKA
(S A M P L E A S S E S S M E N T M ATR IX)
Kakayahan (dom ain) - Pag-unawa sa Napakinggan
Pamantayang Pangnilalaman (C o n te n t S tandard): Naipamamalas ng mga mag-aaral ang pag-unawa
sa paksa ng akdang napakinggan
Pamantayan sa Pagganap para sa Aralin (P erfo rm a nce S tandard): Ang mga mag-aaral ay nakasusulat ng talata na
may kaugnayan sa paksa ng akdang napakinggan
Antas ng Pagtatasa
(Levels o f A ssessm ent)
Kaalaman (15%)
LC:
Nakapagsasagawa ng
pananaliksik na may
kaugnayan sa paksa ng
akdang pakikingggan
Pangkatang Pag-uulat
Paano ito
mamarkahan?
(H ow w ill 1 score?)
Mamarkahan ang mga
nasaliksik na
impormasyon batay sa
mga pamantayan:
a) kahalagahan ng
mga impormasyon
b) kasapatan ng mga
impormasyon
c) kaugnayan ng mga
impormasyon sa
aralin
(Kalakip ang gabay na
rubriks sa pagmamarka)
37
Antas ng Pagtatasa
(Levels o f A ssessm ent)
Proseso/Kakayahan(25%)
Nakapag-uugnay
ng mga nasaliksik
na impormasyon sa
paksa ng akdang
pakikinggan
Paano ko ito
mamarkahan?
(H ow w ill 1 score?)
Mamarkahan ang
proseso/ kakayahan ng
mga mag-aaral batay sa
mga pamantayan:
a) pag-unawa sa
nilalaman
b) may mapanuri/
kritikal na pag-iisip
c)
Nakapag-uugnay
ng ilang pangyayari
sa kasalukuyan na
may kaugnayan sa
akdang
napakinggan
Nakatutukoy ng
ilang akda o awitin
na may
pagkakatulad sa
paksa ng akdang
napakinggan
38
paraan ng
paglalahad
Antas ng Pagtatasa
(Levels o f A ssessm ent)
Pag-unawa (30%)
Paano ko ito
mamarkahan?
(H ow w ill 1 score?)
Mamarkahan ang pagunawa ng mga mag-aaral
batay sa mga
pamantayan:
a) may malalim na
pag-unawa
b) may kakayahang
iugnay sa ibat
ibang konteksto
ang naunawaan
mula sa aralin
c) wasto ang
pagkaunawa
39
Antas ng Pagtatasa
(Levels o f A ssessm ent)
Produkto/Pagganap (30%)
Pagpapasulat ng talatang
nagsasalaysay
(narrative)
Paano ko ito
mamarkahan?
(H ow w ill 1 score?)
Tatasahin ang ginawang
produkto/pagganap ng
mga mag-aaral batay sa
mga pamantayan:
a) may kaugnayan sa
paksa ng akdang
napakinggan
b) maayos ang
pagkakabuo ng
Simula, gitna at
wakas
c) sumusunod sa
mga tuntunin sa
pagsulat ng talata
40
3-4% - ang mga nasaliksik na impormasyon ay mahalaga upang maunawaan ang aralin
2% -
1% -
ang mga nasaliksik na impormasyon ay hindi mahalaga dahil walang kaugnayan sa aralin
1%-
41
B. (Proseso/Kakayahan - 25%)
1. Pagtataya sa isasagawang malayang talakayan/ interaksiyong-pangklase batay sa mga pamantayan (indibkJIwal):
(15%)
pag-unawa sa nilalaman (7% )
7%
- Lubos na nauunawaan ang nilalaman ng aralin at naisasagawa nang buo ang tiwala sa sarili ang sumusunod
na proseso:
42
1%
- hindi nauunawaan ang nilalaman ng aralin at walang nagawa sa alinman sa mga binanggit na proseso
- naipamamalas ang kakayahang suriin ang mga nakuhang impormasyon sa aralin at naisasagawa ang sumusunod
na proseso:
nabibigyan ng sariling pakahulugan ang mga nakuhang impormasyon sa aralin
may kakayahang baguhin/isalin sa sa sarili at masining na paraan ang mga nakuhang impormasyon
napangangatuwiranan ang ginawang pagbabago/pagsasalin ng mga nakuhang impormasyon
nasusuri at naipaliliwanag ang mga tagong kahulugan ng mga nakuhang impormasyon
naiuugnay ang ng mga nakuhang impormasyon sa buhay/kasalukuyang sitwasyon
nakapagbibigay ng mga makatotohanan at napapanahong halimbawa kaugnay ng aralin
6-7% - naipamamalas ang kakayahang suriin ang mga nakuhang impormasyon sa aralin at naisasagawa ang sumusunod
na proseso:
nabibigyang-kahulugan ang mga nakuhang impormasyon sa aralin
may kakayahang baguhin/isalin sa masining ngunit hindi sariling paraan ang mga nakuhang impormasyon
naipaliliwanag kahulugan ng mga nakuhang impormasyon
naiuugnay ang ng mga nakuhang impormasyon sa buhay/kasalukuyang sitwasyon
nakapagbibigay ng mga makatotohanan at napapanahong halimbawa kaugnay ng aralin
4-5% - naipamamalas ang kakayahang suriin ang mga nakuhang impormasyon sa aralin at naisasagawa ang sumusunod
na proseso:
nabibigyang-kahulugan ang mga nakuhang impormasyon sa aralin
naipaliliwanag kahulugan ng mga nakuhang impormasyon
naiuugnay ang ng mga nakuhang impormasyon sa buhay/kasalukuyang sitwasyon
nakapagbibigay ng mga halimbawa kaugnay ng aralin
2-3% - walang gaanong kakayahang suriin ang mga nakuhang impormasyon sa aralin at naisasagawa ang sumusunod na
proseso:
43
- walang kakayahang suriin ang mga nakuhang impormasyon sa aralin at walang naisagawa sa alinman sa nabanggit
na proseso
C. Pag-unawa (30%)
1. Markahang Pagsusulit - 15% (Iminumungkahing ang ibibigay na markahang pagsusulit ay susukat sa pag-unawa ng
mga mag-aaral gamit ang 6 Facets of Understanding o Blooms Taxonomy)
2. Malayang Talakayan/lnteraksiyong Pangklase (15%) (Maaaring gamitin ang rubriks para rito.)
D. Produkto/Pagganap (30%)
Halimbawa: Pagtataya sa pangwakas na gawain (dula-dulaan) batay sa sumusunod na pamantayan (15%):
a. (produkto) Iskrip (7% )
7%
- orihinal, napapanahon, makatotohanan, taglay ang lahat elemento ng iskrip na pandulaan, angkop ang
pagkakalapat ng sound effects at musika
5-6% - orihinal, napapanahon, taglay kulang ng isang elemento ng iskrip na pandulaan, angkop ang
pagkakalapat ng so u n d effects at musika
44
3-4% - hindi orihinal, masining, kulang ng dalawang elemento ng iskrip na pandulaan, gumamit ng sound effects
at musika ngunit hindi naman angkop
1-2% - hindi orihinal, kulang ng dalawang elemento ng iskrip na pandulaan, hindi nilapatan ng sound effects at
musika
b. (pagqanap) Paasasadula (8%)
8% - masining, angkop ang mga kasuotan, angkop ang mga kagamitan at props (total theatre)
6-7% - masining, angkop ang mga kasuotan, angkop ang mga kagamitan at props
4-5% - masining, angkop ang mga kasuotan, kulang ang mga kagamitan at %props
2-3% - isinadula lamang ang isa sa mga akdang tinalakay
1%
Paunawa: Ang natitirang 15% ay maaaring gamitin sa pagmamarka/ pagtataya ng iba pang produkto/pagganap na
isasagawa ng mga mag-aaral matapos ang bawat aralin. 5% ang ibibigay para sa pagpapasulat ng talata.
45
Antas ng
Pagtataya
( Level of
Assessment)
Kaalaman
( 15%)
Paggamit ng T-Tsart ng
Impormasyon
( Tignan a n g ka lakip na halim baw a
ng T-Tsart)
46
Paunawa sa Guro:
47
Paunawa sa Guro: Sa ganitong pagtataya ay kinakailangang ipasaalang-alang ng guro sa mga mag-aaral ang kanilang mga
natutunan sa lipunang Pilipino mula sa Sinaunang Panahon hanggang sa Patakarang Kolonyal ng
Espana gamit ang mga pili at may kredibilidad na primaryang sanggunian. Samantala, ang pagtatayang
nailagay dito ay isang mungkahi lamang. Hinihikayat ang guro na mag-isip at gumamit ng iba pang
angkop na paraan o kagamitan sa pagtataya ng proseso/ kakayahan.
Paano magkompyut? Sa pagkuha ng bahagdan sa bawat antas ng pagtataya, sundin ang ibinigay na proseso sa
halimbawa.
Halimbawa:
50 /72 x 100 x .25
Nauunawaan na ang
pagpapatibay ng
katotohanan ng mga
pangyayari ay bunga ng
kritikal na pagsusuri sa
pagbabago, pag-unlad,
pagpapatuloy gamit ang
mga pili at may kredibilidad
na primaryang sanggunian
Paggamit ng D- PA PA Tsart
48
Paunawa sa guro: Ang mga primaryang sanggunian sa bawat ro w ng D- PA PA Tsart ay mungkahi lamang at maaaring
palitan ng mas angkop na pagtataya. Bigyan pansin ang nakalaang puntos sa bawat kolum. Samantala,
ang pagtatayang nailagay dito ay isang mungkahi lamang. Hinihikayat ang guro na mag-isip at gumamit
ng iba pang angkop na paraan o kagamitan sa pagtataya ng pag-unawa.
Paano magkompyut?: Sa pagkuha ng bahagdan sa bawat antas ng pagtataya, sundin ang ibinigay na proseso sa
halimbawa.
Halimbawa :
29.142 %
Nakapagsasagawa ng
kritikal na pagsusuri sa
katotohanan ng mga
pangyayari na may
kinalaman sa pagbabago,
pag-unlad at pagpapatuloy
gamit ang mga pili at may
kredibilidad na primaryang
sanggunian
49
Paunawa sa guro: Sa pagtataya ay bigyang-tuon ang mismong pagsasagawa ng kritikal na pagsusuri na maaaring ipamalas
ng mga mag-aaral sa iba ibang paraan. Anumang paraan ang gagamitin, ang mahalaga ay mataya ang
kakayahang magsuri at hindi ang paraang ginamit upang maipamalas ito. Hinihikayat ang guro na mag-isip
at gumamit ng iba pang angkop na paraan o kagamitan sa pagtataya ng produkto/pagganap .
Paano magkompyut?: Sa pagkuha ng bahagdan sa bawat antas ng pagtataya, sundin ang ibinigay na proseso sa
halimbawa.
Halimbawa:
2 2 /2 5 x 1Q0 x .30 =
26.400
Final Computation:
Level of Assessment
Percentage Score
K n ow led ge ( Kaalaman) 15 %
9.000
17,361
29.142
26.400
81.903
D escpritive R ating
50
Pagtataya sa Kaalaman
Panuto: Punan ng kinakailangang impormasyon na hango sa nakalaan at may kredibilidad na primaryang sanggunian ang
sumusunod na T-Tsart (Kabuuan: 15 puntos)
Primaryang Sanggunian : Sipi ng Tungkol sa Kumbersyon ni Rajah Humabon ( na nasa F irst Voyage A ro u n d the W orld
b y A n to nio P igafetta ) at sa sipi tungkol sa sagot nina Gobernado Heneral Guido de Lavezaris
at mga opisyal at Encomendero sa O p in io n ni Padre de Martin de Rada)
T-Tsart
Pagbabago
Impormasyon
Hinuna sa impormasyon
1.
4.
2.
3
Pag-unlad
Impormasyon
Hinuha sa Impormasyon
2
5.
4.
1.
1.
Pagpapatuloy
Impormasyon Hinuha sa
Impormasyon
4.
2.
3.
5.
51
3.
5.
H- PERSIA
Heograpiya
Politikal Diplomatiko
Relihiyon
Sosyal/ Panlipunan
Intelektuwal/
Teknolohiya
Artistiko Kultural
H- PERSIA
Heograpiya
Politikal/ Diplomatiko
Relihiyon
Sosyal/ Panlipunan
y Intelektuwal/
Teknolohiya
Artistiko Kultural
52
Ano ang
pangunahing
nagpatuloy ?
H- PERSIA
Heograpiya
Politikal/ Diplomatiko
Relihiyon
Sosyal/ Panlipunan
Intelektuwal/
Teknolohiya
Artistiko Kultural
Pagtataya sa Panq-unawa
Panuto Tukuyin ang pangunahing pagbabago/ pag-unlad/ pagpapatuloy/ na nakalahad sa mga sumusunod na mga pili at may
kredibilidad na primaryang sanggunian at sagutin ang mga tanong ang mga tanong sa bawat kolum.
( Kabuuang Puntos 35 puntos )
D- PAPA Tsart
Dokyumento
Pangunahing
Pagbabago/ Pag-unlad/
Pagpapatuloy
(1 punto bawat isa)
1. Relation of the
Philippine Island by
Father Chirino
2. Historical Events of
the Philippines
Islands by Antonio
De Morga
Alin sa mga
impluwensiya ang
patuloy na ginagamit
sa kasalukuyan? Bakit?
(2 puntos bawat isa )
Pagbabago:
Pagpapatuloy:
53
3. Labor Evangelica
by Francisco Collin
4. First Voyage
Around the World
by Antonio
Pigafetta
5. Reply to Fray
Radas Opinion
Pag-unlad:
Pagpapatuloy:
Pagbabago:
Panuto:
Sumulat ng papel ng paninindigan batay sa sitwasyon sa ibaba gamit ang mga pili at may kredibilidad na primaryang
sanggunian sa pagsusuri ng alinmang impormasyon na may kinalaman sa lipunang Pilipino sa kasalukuyan at sa
pag-unawa sa pagbabago, pag-unlad at pagpapatuloy mula sa sinaunang pamayanan hanggang sa pagtatag ng
Patakarang Kolonyal ng Espana sa Pilipinas
Sitwasyon:
May isang seminar na pinangungunahan ng isang samahan ng mga sosyolohista at imbitado ang
piling mag-aaral mula sa inyong paaralan bilang tagapanood at kinatawan sa sektor ng mga mag-aaral. Paksa
sa seminar na ito ang kapakipakinabang g kapakipakinabang na kontribusyon sa kasalukuyan at sa
hinaharap ng mga ng mga pag- unlad, pagbabago at pagpapatuloy mula sa lipunang Pilipino sa Sinaunang
Panahon hanggang sa mga Patakarang Kolonyal ng Espana gamit ang mga piling primaryang sanggunian.
Bago pa man ang seminar ay naatasan ka ng iyong punong guro na maging tagapagsalita hinggil sa paksa ng
seminar at maghanda ng isang po sitio n sta te m e n t tungkol dito. Ilahad ang iyong position statement sa mga
54
Pamantayan
Nakakabuod ng
suliranin, mga tanong
at isyu
1
Bigong makatukoy at
makabuod ng tama
2
May ilan-ilan na
natutukoyat hindi
nakabubuod ng tama
Naipapahayag ang
sariling perspektibo,
konklusyon at
posisyon
Bigong maipahayag
ang sariling
perspektibo,
konklusyon at
posisyon
Mangilan-ngilan ang
naipahayag na
sariling perspektibo,
konklusyon
Nasusuri ang
pantulong na
impormasyon at
ebidensiya
Walang sapat na
pantulong na
impormasyon at
ebidensiya ang
naipakita
Hindi nakagagamit
ng ibang perspektibo
at posisyon sa
pagpapaliwanag
Nakagamit ng ibang
perspektibo at
posisyon
Natatataya ang
implikasyon at ang
mga posibleng
kahihinatnan
3
May mga
natutukoy at
bahagyang
maayos ang
pagkakabuod
Bahagyang
maayos na
naipahayag ang
sariling
perspektibo,
konklusyon at
posisyon
Sapat na
pantulong na
impormasyon at
ebidensiya ang
naipakita
Maayos na
nakagagamit ng
ibang perspektibo
at posisyon sa
pagpapaliwanag
Maayos na
natataya ang
implikasyon at ang
mga posibleng
kahihinatnan
55
4
Higit ang natutukoy
at maayos ang
pagkakabuod
5
Lahatay natutukoyat
maayos na maayos
ang pagkakabuod
Maayos na na
naipahayag ang
sariling perspektibo,
konklusyon at
posisyon
Maayos na Maayos na
naipahayag ang
sariling perspektibo,
konklusyon at posisyon
Higit sa inaasahan
ang naipakitang
pantulong na
impormasyon at
ebidensiya
Higit sa inaasahan ang
pagkakagamit ng ibang
perspektibo at
posisyon sa
pagpapaliwanang
Higit sa inaasahan ang
pagkakataya sa
implikasyon at ang
mga posibleng
kahihinatnan
Content Standard
Performance Standard
Levels of
Assessment
What will I
assess?
The learner demonstrates understanding of the proper handling and safe use of hand tools.
The learner independently uses and properly handles the hand tools appropriate for the task.
How will I assess?
5
4
3
2
1
Levels of
Assessment
What will I
assess?
Oral Presentation
Directions:
Let students discuss orally
the proper use and safe
handling of tools.
Able to discuss comprehensively the appropriate and safe use of all hand
tools.
Able to discuss the appropriate and safe use of hand tools with one or two
4 errors.
3
Able to discuss the appropriate and safe use of hand tools with 3-5 errors.
2
Able to discuss the appropriate and safe use of hand tools with 6-8 errors.
The appropriateness and safe use of hand tools were not observed during
1 the oral discussion.
5 -
Understanding
(30%)
Understanding
Essay
that hand tools
should be used Directions:
and
handled 1. The teacher will show
video presentations or an
properly
actual demonstration of
the
proper/improper
handling of tools.
2. Let students explain the
proper/improper and the
violations
or
safety
practices observed in
handling tools.
5
4
3
2
1
5 4
3 -
2
1 -
57
Levels of
Assessment
Lesson 1: Use
Product /
Performance
(30%)
What will I
assess?
of Hand Tools
Use hand
tools to
perform a
task.
4 Directions:
Let
students
demonstrate the proper
handling and safety
use
o f tools
in
accomplishing a task
(Task related to the
course).
3 2 1 -
5
4
3
2
1
58
xl00x0.15 = 12
10
xl00x.025 = 20
10
^ * 1 0 0 x 0 .3 0 = 27
20
xl 00x0.30 = 24
10
83 - Approaching Proficiency (AP)
59
Levels of
Assessment
Understanding
(30%)
Products/
Performances
(30%)
*Learning Competencies
60
4-7 Intermediate
8-10 -Exemplary
Limited/Inadequate knowledge
of the concept and principles of
physical activity as indicated by
the learners use of such terms as:
frequency, intensity, time,
conditioning,overload, etc)
Comprehensive knowledge of
the concept and principles of
physical activity as indicated
by the learnerss use of such
terms as: frequency, intensity,
time, conditioning,overload,
etc)
Approrpiate use of terms
related to physical activity
and clearly elaborated
61
6-10
1-5
11-15
Proposed Exercises
Appropriateness to ones fitness needs
Doability
Comprehensiveness
Performance
Precision
Fluency
Mastery
62
The only person who has the full control over you is you.
Rubric Clue:
To what extent do students give responses that reflect the understanding that sustaining the desired level of fitness is a personal responsibility?
Beginner 1-5
No evidence, reasons or realization
provided in responses that reflect the
given understanding
Intermediate 6-10
Advanced 11-15
Note to the teacher: Teacher may use tasks or activities which are appealing and interesting to students e.g. skit, panel
discussion, poster making, etc.
Sample Computation: Score 10
10/15 x 100 x . 30 = 20
63
CATEGORY
Student hss demonstrated not only an \ Goals demonstrate avarietyof fitness 1Effort is apparent, but understanding of Littleeffort or thought was used to
complete. Goals arc un-original and
understandingof several conccpts of j concepts where improvement is
; whit constitutes fitness was lacking.
perhaps copied from another student.
physical fitness, but his put some
j desired.
Variety
thought into cach one. givingdetails
that answer questions such is how
much?0r howhigh*5Or howfast?
Goals arc highlyspecific to the
Goals describe not only the specific
individual reflated by the presence of fitness attribute that isdesired to do
Personal details that expand the goals awayfrom better in, but givespecific information
simpk. one-word statements such as
on howto do better.
"better".
Activities arc highlyoriginal and
appropriate to the gods theystrive to
Appropriate
meet.
' Activities chosen adequatelyaddress the : Activities ire not appropriate for their
: needs identified mthe goals.
identifiedgoals, .Activities will not
! inherently accomplishdesired
|
[ objectives.
64
65
for
for
for
for
for
Physical health
Social health
Moral-Spiritual health
Emotional health
Mental health
Example of how to compute for the percentage score at the Knowledge level
If 9 is the number of correct answers, divide this by the total number of items, multiply by 100, and then divide by the
percentage weight to arrive at the score for level 1. See the computation below:
9/10 = .9 x 100 = 90 x . 15 = 13.5
66
Dimension of
Health
Always
Sometimes
Never
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Table 1. Individual Health Habits/Behavior
3.
Let students analyze their own health habits/behavior in each dimension by comparing them against the desired health
habits/behavior listed below.
Desired Health Habits/Practices
1 .1eat a variety of foods including fruits and vegetables.
2. I practice good hygiene.
3. I am physically active regularly.
4 . 1prepare for events that I know will be stressful to me.
5 .1enjoy learning new things by reading books.
6 .1show respect for others.
7. I find it easy to relax and express my feeling.
8 .1listen to the ideas and suggestions of others
9 . 1have close friends or relatives in whom I can confide.
10. I avoid risky behavior.
67
4. Ask them to determine the areas that need improvement and the areas that need to be sustained.
5. Rate the responses in table 1 using the following points:
3 points - Always
2 points - Sometimes
1 point - Never
Example of how to compute for the percentage score at the Process/Skills level
If 26 is the number of correct answers, divide this by the total number of items, multiply by 100, and then divide by the
percentage weight to arrive at the score for level 2. See the computation below:
26/30 = .86 x 100 = .90 x .25 = 21.67
C. Sample Assessment for Understanding (30%)
Directions: Based on the analysis made by the students at the process level, ask them to draw their generalization or insights on
how to attain holistic health. Their generalization/insights will be rated using the scoring guide below:_____________________
Scoring Guide
9-10
The generalization reflects comprehensive understanding of how to attain holistic of health.
7-8
The generalization reflects basic understanding of how to attain holistic health.
5-6
The generalization reflects some misunderstanding of how to attain holistic health.
3-4
The generalization reflects weak understanding of how to attain holistic health.
1-2
The generalization reflects very weak understanding of how to attain holistic health.
-
Example of how to compute for the percentage score at the Understanding level
If 9 is the number of correct answers, divide this by the total number of items, multiply by 100, and then divide by the
percentage weight to arrive at the score for level 3. See the computation below:
9/10 = .9 x 100 = 90 x .30 = 27
68
Beginning (1)
Developing (2)
little understanding or
comprehension of task
partially developed
context with some
relationship to specific
learning outcomes
Steps to be taken;
resources clearly
identified with specific
deadlines written
little understanding of
comprehension of the
task; overlaps too much
with regular program or
course expectations
Proposed evidence of
growth
little understanding or
comprehension of task
Capable (3)
Powerful (4)
generally clear
articulation of context
and specific learning
outcomes ( rationale and learning
outcomes are clear)
generally clear
articulation of steps/
deadlines; adequate
resources named;
realistic and substantial
plan.
very comprehensive;
clear articulation of
context and learning
outcomes
Example of how to compute for the percentage score at the Product/Performance level
If 10 is the number of correct answers, divide this by the total number of items, multiply by 100, and then divide by the
percentage weight to arrive at the score for level 4. See the computation below:
10/12 = .83 x 100 = 83.33 x .30 = 24.99
69
S u m m a ry o f C o m p u ta tio n :
Knowledge (15%)
Process/ Skills (25%)
Understanding (30%)
Products/ Performances (30%)
Total
Level of Proficiency
Final Computation
9/10 = .9 x 100 = 90 x . 15 = 13.5
26/30 = .86 x 100 = 90 x .25 = 21.67
9/10 = .9 x 100 = 90 x .30 = 27
10/12 = .83 x 100 = 83.33 x .30 = 24.99
87.16
P ro fic ie n t (P)
70
The learner performs examples of Philippine music, alone and with others in appropriate tone, pitch, rhythm, expression and style
The learner demonstrates understanding of musical elements and processes of Philippine music, particularly the music of Luzon
Knowledge (15%)
L.C.*:
Classifies
Philippine
folk songs
according to
their
function.
Song Title
Pamulinawen (Ilocano)
Atin Cu Pung Singsing
(Kapampangan)
Salidummay (Western Bontoc)
Doon Po Sa Amin (Tagalog)
Si Nanay, Si Tatay Di Co
Babayaan (Bicolano)
Sitsiritsit (Tagalog)
Manang Biday (Ilocano)
Aking Bituin (Tagalog)
Akoy Kampupot (Tagalog)
Classification according
to function
Love or Courtship Song
Ballad or Narrative Song
(Song-Story)
Friendship Song
Song of Conviviality /
Humorous Song
Love (Parental) Song
Song of Conviviality /
Humorous Song
Love or Courtship Song
Love or Courtship Song
Love Song
NOTE:
LC = Learning Competency
77
Computation for the 15% Knowledge will be TOTAL SCORE x 100 x 0.15 = ___________
The total score of the student is equivalent to the 15% of the total percentage of the Knowledge assessment.
Table will befilled up with:
1.
2.
Song Title
Classification according to function:
Ballad/Narrative Songs
Lullabies
Ritual Songs
The learners will describe the Philippine folk songs by analyzing the musical
elements and tabulating them accordingly. Five (5) of these folk songs may be
selected for analysis.
Process/ Skills
(25%)
L.C.*:
Analyzes
examples of
Philippine
Music by
describing
each of the
songs
musical
elements.
Appreciates
Philippine
Culture
Song Title
Timbre
Rhythm
Meter
Melody
Pamulinawen
(Ilocano)
Atin Cu Pung
Singsing
(Kapampangan)
Salidummay
(Western
Bontoc)
Doon Po Sa
Amin
(Tagalog)
Si Nanay, Si
Tatay Di Co
Babayaan
(Bicolano)
Sitsiritsit
(Tagalog)
Manang Biday
(Ilocano)
Aking Bituin
(Tagalog)
Harmony
Texture
Form
72
Understanding
(30%)
Big Idea:
Understanding
that folk songs
communicate
cultural ideas,
emotions and
beliefs of
Filipinos
73
Understands
that the folk
songs reflect
the history
and culture of
the Filipinos.
NOTE: Singing Philippine Folk songs following the musical elements & using the proper singing style will show understanding of the cultural ideas, emotions, and beliefs.
Product/Performance
(30%)
L.C.*:
Performs
examples of
Philippine
Folk songs in
clear tone,
correct pitch,
rhythm,
expression,
and style.
NOTE: Performance mav be solo or in an ensemble. (Songs to be nerformed are based on musical sheets or music sources such as mo3. music video. CD. PDF files of music
sheets, etc.)
74
75
Category
Melody
4 points
Able to sing the songs in the
correct pitch with only a few
mistakes.
3 points
Able to sing the songs in the
correct pitch with several
mistakes.
76
2 points
Able to sing a few parts
of the songs in the
correct pitch but with a
lot of wrong notes.
Had a lot of difficulty in
following the rhythmic
patterns.
1 point
Could not
follow the
melodic lines
Weak tone
production
Improper use of
dynamics in most parts
of the songs.
Dynamics was
not used
properly at all.
Rhythmic
patterns were
not followed.
Kaalaman
(Knowledge) -15%
Proseso/Kakayahan
(Process/Skills) - 25%
Pag-unawa
(Understanding) 30%
Produkto/Pagganap
(Product/
Performance) - 30%
Paano Ito
Mamarkahan?
1 punto sa bawat
tamang sagot
77
___
___
78
___
___
___
___
___
___
79
Proseso/Kakayahan (Process/Skills)
Situation Analysis: Pagsuri ng mga sitwasyon kung saan tutukuyin ng mag-aaral ang kanyang iisipin at gagawin kung maharap sa
________________ mga ito________________________________ _______ ___________________ ____________________________
Ano ang iyong iisipin?
Ano ang iyong gagawin?
Mga Sitwasyon
1. Nakita mong binu-bully ng 3 kaklase mo ang isang mag-aaral na
bagong lipat sa inyong paaralan.
2. Mag-aaral ka para sa presentasyon sa klase kinabukasan nang
maalala mo ang dati mong kaklase na nangamusta sa Facebook.
3. May nakita kang tinedyer na nagbukas ng iPod habang
nagdarasal ang maraming tao sa inyong sambahan.
4. Plano mong magpunta sa kapilya ng inyong paaralan upang
magdasal nang yayain ka ng iyong mga kaklase na magpunta sa
mall.
5. Nagmamadali kang papunta sa klase nang makakita ka ng basag
na bote sa pasilyo papunta sa klasrum. Pupulutin mo sana pero
pinigilan ka ng isang mag-aaral.
2
Tama at patungo sa katotohanan
ang isinulat sa iisipin
1
Tama at patungo sa katotohanan ang
isinulat sa iisipin ngunit naglagay ng
pahayag na nakalilito sa dapat na isipin
Tama at patungo sa kabutihan ang
isinulat sa speech balloon na dapat
gawin sa sitwasyong iyon subalit
naglagay ng pahayag na nakalilito sa
dapat na gawin
Hindi kompleto bagamat wasto ang
paliwanag
80
0
Mali at hindi patungo sa
katotohanan ang isinulat sa
iisipin
Mali at hindi patungo sa
kabutihan ang isinulat na
dapat gawin sa sitwasyong
iyon
Mali ang paliwanag
Pag-unawa (Understanding)
A. Pagbuo ng batayang konsepto gamit ang graphic organizer (kalakip)
Anong konsepto ang naunawaan mo mula sa babasahin? Sagutin ito sa iyong kuwaderno gamit ang graphic organizer.
81
B.. Pagsulat ng pangangatwiran kung bakit dapat sanayin ang paggamit ng isip at kilos-loob batay sa tunguhin ng mga ito
Mga sagot:
1. Hindi gugustuhin ng kilos-loob ang isang bagay na hindi alam ng isip, kaya mahalaga ang pag-aaral at pananaliksik. Sa
pagsaliksik at pag-alam kung alin ang higit na mabuti, mapipili ng tao kung ano ang mabuting dapat niyang gawin.
2. Upang magampanan niya ang kanyang tunguhin bilang tao
3. Upang magamit ang kaalaman at kabutihan sa pagpapaunlad ng kanyang pagkatao, paglingkod sa kapwa at pakikibahagi o
paglilingkod sa pamayanan
Kraytirya/Puntos
6
4
2
Nagbigay ng 1 dahilan
Nagbigay ng 3 dahilan
Nagbigay ng 2 dahilan
1. Nagbigay ng 3 dahilan
kung bakit dapat sanayin
ang paggamit ng isip at
kilos-loob batay sa tunguhin
ng mga ito
2. Nakapagbigay ng malinavv
Lahat ng paraang gagawin ay
1 paraan ay walang paliwanag
2 paraan ay walang paliwanag
na paliwanag sa bawat dahilan
mayroong paliwanag
kung bakit dapat sanayin ang
paggamit ng isip at kilos-loob
batay sa tunguhin ng mga ito
Alam ko
Ginagawa ko
X
Natuklasan Ko
Sumusunod lang ako sa uso at mga gusto
ng aking mga kaibigan
Tungkulin
Ginagawa ko
Alam ko
Natuklasan Ko
Note: Ang awtput sa pagganap ay magagamit sa pagsasabuhay kaya huwag muna itong markahan.
Paqninilav
1. Pagsulat ng pagninilay sa mga natuklasan sa paggamit ng isip at kilos-loob sa pagtupad ng mga tungkuling itinala
2. Pagtukoy sa mga paraan o hakbang kung paano magiging tugma ang alam ng isip sa ginagawa ng kilos-loob
Rubric sa Pagninilay
Kraytirya/Puntos
3
1. Natukoy ang mga realisasyon sa Natukoy ang 3 realisasyon sa
paggamit ng isip at kilos-loob
paggamit ng isip at kilos-loob
2. Nakapagbigay ng malinaw na
May paliwanag ang bawat
realisasyon
paliwanag sa bawat realisasyon
3. Pagninilay o realisayon sa mga
Kompleto ang tatlong bahagi ng
pagninilay
realisasyon
Bumanggit ng karanasan sa
pagsasagawa ng gawain
May makabuluhang aral na
natutuhan
Komitment na ipagpatuloy ang
natutuhan
2
Natukoy ang 2 realisasyon sa
paggamit ng isip at kilos-loob
May isang realisasyon na
walang paliwanag
Kulang ng isa ang tatlong
bahagi ng pagninilay
1
Natukoy ang 1 realisasyon sa
paggamit ng isip at kilos-loob
2 ay walang paliwanag
Kulang ng dalawa ang tatlong
bahagi ng pagninilay
Pagsasabuhay
Pagsasagawa ng mga itinalang tungkulin sa loob ng dalawang linggo hanggang ang mga ito ay maging bahagi ng araw-araw na
pamumuhay gamit ang Talahanayan ng Pagtupad ng mga Tungkulin (upang maging tugma ang alam ng isip at ginagawa ng kilosloob)
83
Linggo
..........................................................................i
Mula sa mga nakatalang tungkulin sa bahaging pagganap, pumili ng lima na nais paunlarin upang magtugma ang alam ng isip
sa ginagawa ng kilos-loob.
Tukuyin din ang paraan o hakbang na dapat gagawin. Sa tapat ng bawat paraan ay maglagay ng pitong kolum na kakatawan
sa pitong araw na mayroon sa isang linggo.
Lagyan ng tsek {S ) ang kolum kung naisagawa sa naturang araw ang pamamaraan na naitala at ekis (*) kung hindi. Gawin ito
sa loob ng dalawang linggo.
Talahanayan ng Pagtupad ng mga Tungkulin
84
Sabado
-4k rtfrHVrtf 5?
Lunes
Lunes
Martes
Miyerkules
Huwebes
Biyemes
Sabado
Linggo
upang maging
Paraan o
tugma ang alam
Hakbang na
ng isip sa
Gagawin
ginagawa ng kilosloob
a. Suriin ang liriko
Hal.: Pumili ng
ng awitin.
musikang
pakikinggan.
b. Maging
sensitibo sa
idinudulot na
epekto nito sa
akin.
isakati iparan
Lunes
Martes
Miyerkules
Huwebes
Biyemes
met 4-m M .7
Tungkulin na nais
Rubric sa Pagsasabuhay
Kraytirya/Puntos
1. Natukoy ang mga tungkulin na
nais isakatuparan upang tugma
ang tamang iniisip sa ginagawa
2. Natukoy ang mga paraan
upang maisakatuparan ang mga
itinalang tungkulin gamit ang isip
at kilos loob
3. Binanggit ang resulta sa loob
ng 2 linggo at nilakipan ng
paliwanag
4. Nilakipan ng pagninilay o
realisayon sa nagging gawain
Bumanggit ng karanasan sa
pagsasagawa ng gawain
3
Natukoy ang 3 o higit pang
tungkulin na nais
isakatuparan
2
Natukoy ang 2 tungkulin na
nais isakatuparan
1
Natukoy ang 1 tungkulin na nais
isakatuparan
85
On assessing the level of knowledge, the following assessment tools maybe used:
1.
2. Oral Participation
3. Periodic Test
B. Assessment of Process or Skills (25%)
For assessment of process or skills, the focus is on how pupils construct meanings or makes sense of the
facts and information. The following maybe asked for pupils to do as deemed appropriate for a learning
area and grade level.
Quiz
a.
b.
c.
d.
e.
f.
Oral Participation
a. Doing role plays
b. Other Activities
b.
T e ll/retell stories
c.
d.
A pply w hat has been learned in real life situations
O ral D iscou rse/recitation
a. Explain/justify som ething based on facts/data , phenom ena or evidence
b. T ell/retell stories
c. M a ke connectio ns o f w h a t w as learned w ithin and across learning areas
d. A pply w hat has been learned in real life situations
O p en -en d ed tests
D. Assessment of Products/Performances (30%)
b.
Projects
c.
H om ew ork
d.
Experim ents
e.
P o rtfo lio
f.
O th e r O utputs
To d eterm ine the rating fo r the learning area in a grading period, w hich includes
Mother Tongue, get the average o f all the ratings entered in the Class Record under each
m easu re o f achievem ent. M u ltip ly the result by the corresponding percentage weight.
Example:
P ro d u c t/P e rfo rm a n c e
U n d e rs ta n d in g (s)
P ro cess o r Skills
Tota
1
upil
Quiz
Oral
part
Perio
die
test
80
78
82
80
88
85
87
8 6.6 7
89
90
91
90
82
85
80
Ave
8 2.3 3
15%
Wt
Quiz/Oral
Participation
Ave
25%
Wt
Quiz
Oral
Partici
pation
Test
Ave
30%
Wt.
Project
Portfol
io
Parti cipa
tion in
Group
Home
work
Ave
30%
wt
100%
12
90
94
92
23
82
80
78
80
24
88
86
87
87
2 6 .1
85
12.13
89
87
88
22
82
84
83
83
24.9
85
86
85
85
2 5.5
85
13.5
92
94
93
2 3.25
92
94
93
93
27.9
93
95
94
94
2 8 .2
93
83
83
2 4 .9
82
12.35
80
86
83
2 0.75
78
80
81
80
24
82
84
Ave. x W eight
C om puted Value
K n ow ledge
15%
80
0.15
12
P rocess/Skills
25%
92
0.25
23
U n d e rsta n d in g
30%
80
0.30
24
P ro d u ct/P e rfo rm a n ce
30%
87
0.30
26.1
100%
85.1
Ave. x W eight
C om puted Value
K n ow ledge
15%
86.67
0.15
12.13
P rocess/Skills
25%
88
0.25
22
U n d e rsta n d in g
30%
83
0.30
24.9
P ro d u ct/P e rfo rm a n ce
30%
85
0.30
25.5
100%
84.53
Ave. x W eight
C om puted Value
K n ow ledge
15%
90
0.15
13.5
P rocess/Skills
25%
93
0.25
20.75
U n d e rsta n d in g
30%
93
0.30
27.9
P ro d u ct/P e rfo rm a n ce
30%
94
28.2
x
x
0.30
100%
92.85
15%
82.33
0.15
C om puted Value
=
12.35
P rocess/Skills
25%
83
0.25
20.75
U n d e rsta n d in g
30%
80
0.30
24
P ro d u ct/P e rfo rm a n ce
30%
83
0.30
24.9
100%
82.00
The p up ils' rating shall be interpreted in term s o f the five (5) Level of Proficiency.
Equivalent
Level o f Proficiency
Beginning
D eveloping
75 - 79%
A pp ro ach in g P roficiency
80 - 84%
P ro ficie n t
85 -89%
A dvanced
90 % and above
The nu m erical value shall not appear in th e repo rt card , but the descriptive equivalent level
o f proficiency.
B
fo r Beginning
fo r D eveloping
AP fo r A p p ro ach in g Proficiency
P
fo r P roficien t
fo r Advanced
In th e given exam ple, Pupil A is P roficie n t (P), Pupil B is Proficient (P), Pupil C is A dvanced (A)
and Pupil D is also Appro aching P roficiency (AP).
III. M arking for MAPEH
For M A PE H , each o f the fo u r (4) co m p o n e nt areas shall be taught separately and pupils w ill
be rated per co m p o n e nt area. There shall be one rating fo r M APEH, w hich is the average of
the fo u r co m p o n e n t areas.
Exam ple:
M u sic
84
AP
A rt
88
P.E.
90
Health
89
Like th e o th e r learning areas, assessm ent o f Oral Fluency in Filipino and English shall also be
at fo u r (4) levels Know ledge (15%), Process/Skills (25%), U nderstandings (30%) and
P ro d u ct/P e rfo rm a n ce (30%). Oral tests shall be given w ith corresponding rubrics.
Filipino
For th e first sem ester (second grading period), pupils shall be assessed on oral
flu e n cy (see attached sample)
D uring the second sem ester, pupils shall be rated the w ay they are rated in th e other
learning areas.
English
For English w hich w ill be introduced during the second sem ester, pupils w ill be assessed on
oral flu e n cy (see attached sample).
For th e com p u ta tion o f pupil's rating fo r Oral Filipino and English, activities can be used fo r
this pu rp o se w ith th e aid o f Rubrics. The fo llo w in g are som e exam ple o f activities tha t can
be used fo r purposes o f assessing oral Filipino and English fluency. Teachers m ay use oth e r
activitie s w hich are appropriate fo r rating oral fluency.
B elo w are exam ples o f A ctivities/O ra l Tests fo r rating oral fluency (Filipino and English).
Rubrics on th e fo u r (4) Levels o f assessm ent ( Know ledge (15%), Process/Skills (25%),
U n derstan dings (30%) and P rod u ct/P erform a n ce (30%)) shall be used.
R etelling Personal Stories
Pupils retell anecdotes w hich th e y heard from th e ir classm ates or friends
R etelling Stories
Pupils retell stories w hich the y have just heard from th e ir teacher, classm ates or
parents.
Role playing a Dialogue
Pupils role play a dialogue, guided by som e keyw ords
Pupils role play according to instructions on role play card
Pupils role play a telephone conversation
S to rytellin g by Turns
Through group work, pupils create a story. They take turns to speak w h ile providing
d etails fo r the story.
S p otting D ifferences and S im ilarities
Pupils are asked to speak in ord er to find differences and sim ilarities o f tw o sim ilar
pictures
Interview
Pupils m ay be interview ed by th e ir teach er on to p ics interesting fo r them .
M y Favorite Cartoon Character
Pupils are asked to speak in o rd e r to describe th e ir favorite cartoon character.
O ral Filipino and English Tests
M o th e r Tongue is a generic and in te rn a tion a l term that refers to the first language (LI) or
hom e language o f the child. It is a language subject that aim s to develop the literacy,
cog nitive and reasoning skills o f students. It focuses on the fo ur aspects o f develop m en t as
follow s:
A.
Language D evelopm ent via sm all and big group activities on oral language fo r
extensive use and deeper understanding o f the language (Language com petence)
and the child's confidence on th e use o f language in academ ic oral and even w ritten
discourse;
B.
Cognitive D evelopm ent via the art o f questioning that w ill encourage higher ord e r
thin kin g skills o f not only the students but also the teachers;
Existing G u id elin es stipulated in DepEd O rder No. 33, s. 2004 fo r M arking Character Traits
shall be applied.
VII. Scoring Quizzes and Periodic Test (Refer to DepEd Order No. 33, s. 2004, Paragraph 5))
T ran sm u ta tion table shall not be used in com puting grades. Test scores fo r quizzes shall be
record ed as raw scores, totaled at the end o f a grading period and then com puted as
percen tage (Pupils Total Score 4- Highest Possible Score x 100). Periodic test score shall also
be co m p u te d as percentage using the sam e form ula.
a. Rubrics shall be utilized fo r rating individual or group participation, project, perform ances
etc. (Teachers are encouraged to prepare th e ir ow n rubrics)
To d e te rm in e the Final rating fo r each learning area, get the average o f the num erical values
o f th e fo u r (4) quarters. See exam ple below:
First G rading
88
Second G rading
90
T hird G rading
91
Fourth G rading
92
361 t 4 = 90.25 round to 90.00
The final rating in num erical value w hich is 90.00 shall not be entered into the progress
re p o rt card but its descriptive equivalent. In this case 90.00 is Advanced (A).
X. Com putation of the General Average
To arrive at th e G eneral Average of th e pupil, add all the num erical ratings fo r the
D escriptive E quivalents under the colum n fo r Final Ratings in the Progress Report card.
D ivide the sum by the n u m ber o f learning areas in the grade level.
C onsider th a t Pupil A o f G rade 1 obtained the fo llo w in g num erical final ratings
Learning A reas
M a th e m a tics
87.00
88.00
Filipino
86.00
A ralin g Panlipunan
89.00
M A PE H
90.00
Edukasyon sa Pagpapakatao
92.00
M o th e r Tongue
91.00
623.00
7 = 89.00
The G en eral Average w hich is 89 shall be entered in the Progress Report card beside its
d escrip tive equ iva len t w hich is Proficient. How ever, it shall be w ritten enclosed by
p arentheses as in P (89).
XII. Rounding Numbers
R ounding N um bers to the nearest w hole num ber is applied w hen com puting fo r th e rating
o f each learning area fo r a quarter, final rating o f each learning area and general average.
W hen ro u n ding to the nearest w hole num bers, if the digit to the right o f the digit w here
rou n din g is to be done is 5 and above, round up otherw ise, round down.
For th e selection o f honors/ranking purposes, "rounding num bers" shall not be applied for
the follow in g :
Final rating fo r each learning area
G en eral Average
(Separate guidelines fo r th e selection o f honor pupils shall be issued).
Like th o se in the Advanced, Proficient and Approaching Proficiency, pupils in the D eveloping
(D) level o f p ro ficie n cy as the general average, shall be prom oted to the next grade level.
How ever, a p p ro p ria te in tervention is necessary fo r those at the D eveloping Level.
If afte r th e school year, these pupils still get the Beginning (B) Level o f Proficiency as the
general average, th e y shall be advised to take m ake-up or sum m er classes in the learning
areas w h ere th e y need help to be able to cope up w ith the com petencies in the next grade
level.
SAMPLE ASSESSMENT
MATRICES AND RUBRICS
FOR GRADE 1
What to Assess
Knowledge
Content of the
curriculum
Facts and
information that
learners acquire
e.
Multiple Choice Test
f.
True or False
g.
Matching Type
h. Constructed response type of test
2. Oral Participation
Process/Skills
Cognitive
operations that
learners perform
on facts and
information for
constructing
meanings
instruction
Raw scores
(25%)
1.Quizes
a. Outlining, organizing, analyzing, interpreting, translating, converting, or expressing
the
Raw Scores
To assess effectiveness of
- Other Outputs
2. Oral participation
Understanding/s
Rubrics
(30%)
1.Quizes
(15%)
Raw scores
Quizes
3. Periodical test
Explanation
Interpretation
Application
Raw Scores
To evaluate instructional
Rubrics
m aterials used.
b. Tell/retell Stories
c. Make connections of what was learned within and across learning areas
Rubrics
instruction
b. Make connections of what was learned within and across learning areas
c. Apply what has been learned in real life situations
3. Open-ended tests
Performance/Products
Learners'
authentic tasks as
evidence of
understandings
g.
h.
i.
j.
k.
M u ltip le
1.
O th e r O u tp u ts
intelligences
(30%)
Using Rubrics
Title of Work:_____________________
SKILLS
No.
the group
6
Respecting- (1) encouraging and supporting each others' ideas and efforts (2)
practicing honesty, cooperation and harmonious relationship with the other members
of the group
7
Always
Frequently - 85%-89%
Occasional -
80% - 84%
Seldom
75% - 79%
Never
74% below
5
Always
4
Frequently
3
Occasional
2
Seldom
1
Never
CRITERIA
No.
POINTS
5
Always
Use culturally appropriate expressions to talk about pictures presented with ease and
confidence.
Recite/sing with ease and confidence rhymes, jingles, riddles, chants, song, lullaby in
culturally appropriate manner
Use expressions appropriate to the grade level in classifying things, animals, objects, etc.
6
7
8
Relate their own stories related to the picture presented with proper phrasing and
pausing.
10
4
Frequently
3
Occasional
2
Seldom
TOTAL POINTS
(Note: Teachers can still add more criteria base on what is expected on that grading)
Occasional -
80%-84%
Seldom
75%-79%
Never
74% below
1
Never
DEVELOPING
74 % and Below
75-79%
COMPETENCIES
knowledge
Knowledge of
language forms
and conventions
Understanding
of content
Thinking/Inquiry
Communication
Communication of
information and
ideas
Use of language
Making Connections
APPROACHING
PROFICIENCY
80 - 84%
PROFICIENCY
ADVANCED
85-89%
Demonstrates limited
knowledge of specified
language structures and
vocabulary
Demonstrates some
knowledge of
specified language
structures and
vocabulary
Demonstrates
considerable
knowledge of specified
language structures and
vocabulary
Demonstrates thorough
knowledge of specified
language structures and
vocabulary
Demonstrates
extensive knowledge
of specified language
structures and
vocabulary
Demonstrates limited
knowledge of content of
required task and includes
few of the specified elements
Demonstrates some
understanding of
required task and
includes some of the
specified elements
Demonstrates thorough
understanding of
content or required task
and includes all of the
specified elements.
Demonstrates full
understanding of
content or required
task and includes all of
the specified elements.
Demonstrates
considerable
understanding of
content of required task
and includes most of
the specified elements
Uses critical and
creative thinking skills
with considerable
effectiveness
Communicates
information and ideas
with limited clarity
Communicates
information and ideas
with some clarity
Communicates
information and ideas
with considerable
clarity
Communicates
information and ideas
with clarity
Makes connections
with moderate
effectiveness
Makes connections
with considerable
effectiveness
Makes connections
with a high degree of
effectiveness
4
Proficiency
3
Approaching
Proficiency
Nagpapakita ng
epektibong pag-unawa
sa kuwentong narinig
2
Developing
1
Beginning
Nagpapakita ng sapat
na pag-unawa sa
kuwentong narinig
Nagpapakita ng
kaunting pag-unawa sa
kuwentong narinig
Nagpapakita ng
mas higit sa
inaasahang lawak
ng pagkaunawa sa
kuwento/paksa
Gumagamit ng mas
malawak kaysa sa
inaasahang
bokabularyo na
natutunan at
nagagamit ang mga
natutunang bagong
salita
Nagpapakita ng
malawak na
pagkaunawa sa
kuwento
Gumagamit ng
isang malawak na
hanay ng
bokabularyo na
natutunan at
nagagamit ang mga
natutunang mga
bagong salita
Gumagamit ng isang
malaking hanay ng mga
natutunan bokabularyo
sa ilang patubigan ng
mga bagong salita mula
sa teksto
Gumagamit ng isang
sapat na hanay ng
mga natutunan
bokabularyo na may
ilang mga bagong
salita mula sa teksto
Gumagamit ng isang
mababang hanay ng
mga pangunahing
natutunan
bokabularyo,
Katatasan
Lumampas sa
inaasahan
N aikukuwentong
muli ang kwentong
napakinggan/nab asa
nang buong
kahusayan at
kagalingan.
Epektibong pamamaraan
ng storytelling.
Natutukoy ang detalye
ng kuwento nang hindi
na naghahanap para sa
bokabularyo o
istraktura.
Katanggap-tanggap.
Nasasabi ang
kuwento na may mas
kaunting detalye.
Maliit na pagpansin
sa pagakakasunod ng
kuwento, pabagu-bago
ang pagtatanghal,
limitado katatasan.
Kaunting kakayahan.
Paggamit ng wika
Nagagamit ang
wika nang buong
kahusayan.
Nagpapakita ng
matagumpay na
pagbigkas.
Katamtamang tagumpay
sa pagbigkas
Katanggap-tanggap
na pagbigkas at
paggamit ng balarila.
May kaunting na
kakayahan sa
pagbigkas, at may
limitadong kontrol ng
balarila.
Kaalaman sa
Paksa
Bokabularyo
COMPETENCIES
COMPREHENSION
BEGINNING
74% and below
DEVELOPING
75% - 79 %
PRONUNCIATION
VOCABULARY
Understands everyday
w ith repetitions.
classroom discussions
m aybe necessary.
w ith o u t difficulty.
Speech in everyday
conversation and
lim itations.
classroom discussions
m ake conversation
m anner o f expression.
so severe as to make
because o f pronunciation
speech virtually
problem s. M u st frequently
im possible.
occasionally lead to
intonation patterns
m isunderstanding
extrem e so as to make
conversation virtually
vocabulary
inadequacies
sentences/paragraphs.
to be creative and
support,
im aginative w ith
im possible.
CREATIVITY WITH
LANGUAGE
ADVANCED
90% and above
FLUENCY
PROFICIENT
85% - 89%
APPROACHING PROFICIENCY
80% - 84%
language.
S A M P L E R U B R IC S FOR O R A C Y (G R A D E 1)
LEVEL
Beginning (B)
74 %and Below
Developing (D)
75 - 79%
Approaching Proficiency
(AP)
80 - 84%
Proficient (P)
Grammar
Commits errors in
grammar frequently but
can still be understood
by the listener.
Handles basic
constructions
accurately but does not
have thorough or
confident control of the
grammar.
85 - 89%
Advanced (A)
90 % and Above
Vocabulary
Comprehension
Uses speaking
vocabulary adequately
to express elementary
needs (hunger, thirst,
etc.) and nothing else.
Uses speaking
vocabulary sufficiently to
express himself in
simple situations like
giving information about
oneself.
Understands simple
questions and
statements only if slowly
delivered, repeated and
paraphrased.
Understands the gist of
most conversations of
topics that require no
specialized knowledge
like likes and dislikes,
directions, personal
information, etc.
Uses speaking
vocabulary sufficiently to
participate effectively in
most formal and informal
conversations rarely
groping for words.
Uses speaking
vocabulary with high
degree of appropriacy in
any conversation within
the range of ones
experience.
Uses a wide range of
vocabulary and idioms,
and colloquialisms with
native-like proficiency in
any conversations within
the range of ones
experience
Comprehension is quite
complete at a normal
rate of speech.
Pronounces words
accurately but not
necessarilty with native
like accentuation.
Pronounces words
equivalent to a native
speaker within the
respective level (grade 1).
Fluency
Pronunciation
BEGINNING
1
DEVELOPING
2
Letter Matching
Is able to match corresponding
capital and lower case letter pairs
Match 6 - 1 0 capital
and lower case letter
pairs
Letter Recognition
Is able to recognize the capital
letters in isolation
Recognizes 50% of
all capital letters in
isolation
Recognizes 50% of
all capital letters in
context
Recognizes 50% of
all small letters in
isolation
Recognizes 50% of
all small letters in
context
Identifies 50% capital
letters in isolation and
in context
Recognizes capital
letters in isolation but
needs guidance
Recognizes capital
letters in context but
needs guidance
Recognizes small
letters in isolation but
needs guidance
Recognizes small
letters in context but
needs guidance
Identifies capital letters
in isolation and in
context with guidance
Recognizes
independently capital
letters in isolation
Recognizes
independently capital
letters in context
Recognizes
independently small
letters in isolation
Recognizes
independently small
letters in context
Identifies capital
letters in isolation and
in context
independently
Identifies small
letters in isolation and
in context
independently
COMPETENCIES
PROFICIENT
4
ADVANCED
5
BEGINNING
Page Turning
Punctuation Mark
Concepts of Print
DEVELOPING
2
1
Child cannot find
Points out 2 front
front cover of the
covers of the book
book
Child cannot tell
Can tell one item
any information
found on the title
that is found on
page
the title page
Child is not able to Able to turn the
turn the pages of
pages of the book
the book
with little trouble
Child cannot show Cannot show
evidence of
efficiency of
following left to
following left to
right
right progression
Unable to
correctly identify
any of the
punctuation marks
in the text
Unable to
correctly identify
any of the
concepts of print
APPROACHING
PROFICIENCY
3
Points out 3 front
covers of the book
PROFICIENT
ADVANCED
4
Points out 4 front
covers of the book
5
Points out 5 or
more front covers
of the book
Child can tell and
point what are to
be found on the
title page
Has no trouble
turning the pages
of the book
Shows
automaticity and
flexibility in
following left to
right progression
Able to identify all
the punctuation
marks in the text
with automaticity
Able to correctly
identify 1 of the
punctuation marks
in the text
Able to identify 2
of the punctuation
marks with little
guidance
Able to identify
punctuation marks
in the text
independently
Able to correctly
identify 1 of the
concepts of print
Able to identify 2
of the concepts of
print
Able to identify
concepts of print
independently
Letter Slant
BEGINNING
DEVELOPING
APPRO ACHING
PROFICIENT
AD VAN CED
PROFICIENCY
3
25 % o f the letters
A ll but 1 le tte r
Each le tte r is
are form ed
are fo rm ed
fo rm ed correctly
are fo rm ed
fo rm ed correctly
correctly
co rrectly
correctly
and neatly
A ll letters have a
A ll letters have a
uniform slant
uniform slant.
6-8 exceptions
exception
w ith 1-3
exceptions.
N eatness
m arks or sm udges
m arks or sm udges on
visible m arks or
visible marks or
o r sm udges on th e
on th e paper.
th e paper.
sm udges on the
sm udges on the
paper.
paper.
paper
R elationsh ip to Line
letters are
slightly or sm a ller
larger o r sm aller
slightly larger or
than th e space
than th e space
lines.
allow ed by th e line
space allow ed
by th e line.
DESCRIPTION
LEVEL
NO. OF POINTS
ADVANCED
9-10
PROFICIENT
7 -8
Uses correct procedure and work is presented in logical order, expressed clearly and with
correct answer
Correct solution but used other problem solving strategy and with correct answer
APPROACHING
5 -6
Has presented strategies in solving the problem but has not obtained the final correct
answer
Complete and correct method of solution but wrong answer
DEVELOPING
3 -4
The work is presented systematically but with errors in computation leading to incorrect
answer
Suggest good mathematical thinking but with incomplete solution and no answer
BEGINNING
0 -2
Strategy/Solution used would not work to solve any part of the problem
No strategy or no attempt to solve the problem
PROFICIENCY
N a p a ka h u sa y ng
p a g p a p a liw a n a g
(buo,
m aliw anag)
M ab u tin g
p a g p a p a liw a n a g
(katam tam ang
p a g p a p a liw a n a g )
M a ta ta n g g a p ang
p a g p a p a liw a n a g
(m ay kaunting
kam alian an g
p a g p a p a liw a n a g )
Kailangang
isaayos
(m alaki ang
kakulangan,
n a g p a p a k ita ng
kaunting
kaalam an)
M ali at kulang
ang
P a g p a p a liw a n a g
-M a liw a n a g an g
p a g b a b a h a g i ng
im porm asyon
tungkol sa sarili:
p a n g a la n ,
e d a d ,tira h a n at
p a a ra la n
-kata m ta m a n g
p a g b a b a h a g i ng
im porm asyon ukol
sa sarili:
p a n g a la n ,
e d ad ,tira h an at
p a a ra la n
-M ay kaunting
kam alian a n g
p a g p a p a liw a n a g
ng im porm asyon
ukol sa sarili:
p a n g a la n ,
e d ad ,tira h an at
p a a ra la n
-M alaki an g
kaku langan ang
p a g p a p a liw a n a g
ng im porm asyon
ukol sa sarili:
p a n g a la n ,
e d ad ,tira h an at
p a a ra la n
-Mali at kulang
ang
p a g p a p a liw a n a g
an g
p a g p a p a liw a n a g
ng im porm asyon
ukol sa sarili:
pa n g a la n ,
e d ad ,tira h an at
p a a ra la n
-M a liw a n a g an g
p a g h a h a m b in g
ng sariling
kw ento o
karanasan sa
bu h a y sa
karanasan ng
kam ag-aral
- k a ta m ta m a n g
pagbabahagi o
p a g h a h a m b in g
ng sariling kw ento
o karanasan sa
b u h a y sa
karanasan ng
kam ag-aral
-M a y kaunting
kam alian a n g
p a g h a h a m b in g
ng sariling kw ento
o karanasan sa
b u h a y sa
karanasan ng
k am ag -aral
- M alaki an g
kaku langan an g
p a g h a h a m b in g
ng sariling
kw ento o
karanasan sa
b u h a y sa
karanasan ng
kam ag-aral
-Mali at kulang
ang
p a g h a h a m b in g
ng sariling
kw ento o
karanasan sa
b u h a y sa
karanasan ng
kam ag-aral
UNANG MARKAHAN
k O M U N IK A S Y O N
-N asasabi an g
b a ta y a n g
im porm asyon
tungkol sa sarili:
p a n g a la n ,
e dad,tirahan,
p a a ra la n
M A P A N U R IN G P A G IISIP
-N a ih a h a m b in g an g
sariling kw ento o
karanasan sa buhay
sa karanasan ng
m g a kam ag-aral
M A L IK H A IN G P A G IISIP P A G G A W A N G
COLLAGE
-N a ip a p a k ila la an g
sarili sa
p a m a m a g ita n ng
n a b u o n g c o lla g e o
s c ra p b o o k ng m g a
laraw an o b a g a y
n a g p a p a k ila la sa
sarili
PAGPAPAHALAGA
-N a ka p ag h ih in u h a
sa konsepto ng
p a g p a p a tu lo y at
p a g b a b a g o sa
p a m a m a g ita n ng
p a g sa sa a yo s ng
m g a laraw an ayon
sa p a g k a k a su n o d sunod nito
- M a liw a n a g na
N a ip a p a k ila la
a n g sarili sa
p a m a m a g ita n
ng n a b u o n g
c o lla g e o
s c ra p b o o k ng
m g a laraw an o
bagay
n a g p a p a k ila la sa
sarili
- Buong o
m alinaw
pag h ih in u h a sa
konsepto ng
p a g p a p a tu lo y at
p a g b a b a g o sa
p a m a m a g ita n
ng p a g sasaa yo s
ng m g a laraw an
ayon sa
pa g k a k a su n o d sunod nito
- k a ta m ta m a n g
N a ip a p a k ila la
a n g sarili sa
p a m a m a g ita n ng
n a b u o n g c o lla g e
o s c ra p b o o k ng
m g a laraw an o
- M a y kaunting
kam alian sa
p a g p a p a k ila la
a n g sarili sa
p a m a m a g ita n ng
n a b u o n g c o lla g e
o sc ra p b o o k ng
- M alaki ang
kaku langan sa
p a g p a p a k ila la
ng sarili sa
p a m a m a g ita n
ng n ab u o n g
c o lla g e o
bagay
n a g p a p a k ila la sa
sarili
m g a laraw an o
bagay
n a g p a p a k ila la sa
sarili
sc ra p b o o k ng
m g a laraw an o
bagay
n a g p a p a k ila la sa
sarili
- K a ta m ta m a n g
paghih inuha sa
konsepto ng
p a g p a p a tu lo y at
p a g b a b a g o sa
p a m a m a g ita n ng
p a g sasaa yo s ng
m g a laraw an
ayon sa
p ag kakasu n o d sunod nito
- M a y kaunting
kam alian an g
pag hih inuha sa
konsepto ng
p a g p a p a tu lo y at
p a g b a b a g o sa
p a m a m a g ita n ng
-M alaki ang
kaku langan an g
paghih inuha sa
konsepto ng
p a g p a p a tu lo y at
p a g sasaa yo s ng
m g a laraw an
ayo n sa
p ag kakasu n o d sunod nito
p a g b a b a g o sa
p a m a m a g ita n
ng pagsasaa yos
ng m g a laraw an
ayon sa
p ag kakasu n o d sunod nito
- Mali at kulang
ang
p a g p a p a k ila la
a n g sarili sa
p a m a m a g ita n
ng n ab u on g
c o lla g e o
scra p b o o k ng
m g a laraw an o
bagay
n a g p a p a k ila la sa
sarili
- M ali at Kulang
ang
paghihinuha sa
konsepto ng
p a g p a p a tu lo y at
p a g b a b a g o sa
p a m a m a g ita n
ng pagsasaa yos
ng m ga laraw an
ayon sa
p ag kakasu n od sunod nito
PAGLAHOK
- N a ih a h a m b in g
an g sariling kw ento
o karanasan sa
bu h a y sa karanasan
ng m g a kam ag-aral
-Aktibong
nakilahok an g
lah a t ng kasapi
sa
p a g h a h a m b in g
ng sariling
kw ento o
karanasan sa
b u h a y sa
karanasan ng
m g a kam ag-aral
-K atam tam an g
aktibon g
nakilahok ang
nakararam i sa
p a g h a h a m b in g
ng sariling kwento
o karanasan sa
b u h a y sa
karanasan ng
- M a y kaunting
-M alaki ang
-W alang
Kakulangan an g
ilan sa m g a kasapi
sa p a g h a h a m b in g
ng sariling kwento
o karanasan sa
bu h a y sa
karanasan ng
m g a kam ag-aral
kakulangan
Ng nakilahok sa
p a g h a h a m b in g
ng sariling
kw ento o
karanasan sa
bu h a y sa
karanasan ng
m g a kam ag-aral
nakilahok sa
m g a kam ag-aral
Sa
p a g h a h a m b in g
ng sariling
kwento o
karanasan sa
buhay sa
karanasan ng
m g a kam ag-aral
IKALAWANG
MARKAHAN
k O M U N IK A S Y O N
-N aisasalaysay an g
kw ento ng pam ilya
sa p a m a m a g ita n ng
fam ily tree at/o
albu m ng pam ilya
M A P A N U R IN G P A G IISIP
-Nasusuri an g
b a ta y a n ng m g a
alituntunin ng
Pam ilya
-M a liw a n a g ang
p a g sasalaysay
ng kw ento ng
p am ilya sa
p a m a m a g ita n
ng fam ily tree
a t/o albu m ng
p am ilya
-K a ta m ta m a n g
an g
p ag sasalaysay ng
kw ento ng
p am ilya sa
p a m a m a g ita n ng
fam ily tree at/o
album ng pam ilya
-M a y kaunting
kam alian an g
p a g sasalaysay ng
kw ento ng
pam ilya sa
p a m a m a g ita n ng
fam ily tree at/o
album ng pam ilya
-M alaki ang
K akulangan an g
p ag sasalaysay
ng kw ento ng
p am ilya sa
p a m a m a g ita n
ng fam ily tree
a t/o album ng
pam ilya
-Mali at kulang
ang
p ag sasalaysay
ng kw ento ng
pam ilya sa
p a m a m a g ita n
ng fam ily tree
at/o album ng
pam ilya
-M a liw a n a g na
pagsusuri an g
b a ta y a n ng m g a
alituntunin ng
Pam ilya
-K a ta m ta m a n g
nasusuri ang
b a ta y a n ng m g a
alituntunin ng
Pam ilya
-M ay kaunting
kam alian sa
pagsusuri a n g
b a ta y a n ng m g a
alituntunin ng
Pam ilya
-M alaki ang
K akulangan sa
pagsusuri an g
b a ta y a n ng m ga
alituntunin ng
Pam ilya
-M ali at kulang sa
pagsusuri a n g
b a ta y a n ng m ga
alituntunin ng
Pam ilya
M A L IK H A IN G P A G tlSIP P A G G A W A N G
PUPPET
-N akakagu hit ng
laraw an ng sariling
p am ilya u p a n g
m a k a b u o a n g klase
ng m alaking m osaic
PAGPAPAHALAGA
-Nakikilala a n g m ga
p a g p a p a h a la g a ng
ib a t-ibang pam ilya
PAGLAHOK
-N a ka la la h o k sa
p a g b u o ng
co n cen su s sa klase
tungkol sa m g a
p a g p a p a h a la g a sa
p am ilya
-M a liw a n a g o
-K a ta m ta m a n g
kaayusan a n g
p a g k a k a g u h it ng
laraw an ng
sariling pam ilya
u p a n g m a ka b u o
a n g klase ng
m alaking m osaic
-M ay kaunting
laraw an ng sariling
pam ilya u pan g
m a ka b u o an g
klase ng m alaking
m osaic
p a g k a k a g u h it ng
laraw an ng
-K a ta m ta m a n g
p a g k ila la sa
p a g p a p a h a la g a
ng ib a t-ibang
pam ilya
-M ay kaunting
kam alian sa
-M alaki ang
Kakulangan sa
p ag kilala ng
-Aktibong
nakilahok an g
lah a t ng kasapi
sa p a g b u o ng
con cen su s sa
klase tungkol sa
-K a ta m ta m a n g
aktibong
nakilahok an g
nakararam i sa
p a g b u o ng
m ga
p a g p a p a h a la g a
sa pam ilya
klase tungkol sa
m ga
p a g p a p a h a la g a
sa pam ilya
- M a y kaunting
K akulangan an g
ilan sa m g a kasapi
na sa p a g b u o ng
con cen su s sa klase
tungkol sa m ga
p a g p a p a h a la g a
m a ayos an g
p a g k a k a g u h it ng
laraw an ng
sariling pam ilya
u p a n g m a ka b u o
a n g klase ng
m alaking m osaic
-M a liw a n a g na
p a g k ila la sa
p a g p a p a h a la g a
ng ib a 't-ib a n g
pam ilya
co n cen su s sa
kam alian sa
p a g k a k a g u h it ng
p ag kilala ng m ga
p a g p a p a h a la g a
ng ib a 't-ib a n g
pam ilya
sa pam ilya
-M alaki ang
K akulangan sa
kaayusan ng
m ga
p a g p a p a h a la g a
ng ib a 't-ib a n g
pam ilya
-M alaki ang
kakulangan
Ng nakilahok sa
p a g b u o ng
concen sus sa
klase tungkol sa
m ga
p a g p a p a h a la g a
sa pam ilya
-M ali at kulang sa
p a g k a k a g u h it ng
laraw an ng
sariling pam ilya
u p a n g m a ka b u o
a n g klase ng
m alaking m osaic
-M ali at kulang
ng p a g kilala sa
m ga
p a g p a p a h a la g a
ng ib a 't-ib a n g
pam ilya
-W alang
nakilahok sa
p a g b u o ng
concensus sa
klase tungkol sa
m ga
p a g p a p a h a la g a
sa pam ilya
kung hindi ito ginagawa palagi; at isa namang sobrang lungkot na mukha
kung
Mga Ginagawa Ko
Bilang isang
Grade 1 na Bata
Ako ay nagsasabi
ng totoo sa aking
magulang, guro,
kapatid, kaklase at
kalaro.
Ako ay hindi
masungit sa aking
kaklase
June
July
August
Sept.
Oct.
Nov.
Dec.
Jan.
Feb.
March
Ako ay hindi
umiiyak at hindi
nakikipag-away.
Ako ay marunong
tumulong sa mga
gawaing
pampaaralan at
nakikiisa sa klase.
Ako ay palaging
nakikinig sa klase
at nagtataas ng
kamay kapag alam
ang sagot.
Ako ay palaging
gumagawa ng
assignment.
Ako ay palaging
pumapasok ng
maaga sa paaralan.
Ako ay tumutulong
sa paglinis ng
classroom.
foo\
/ '
o o'n
HEALTH HABITS
Palagi Ginagawa
Paminsan-minsan
ginagawa
Hindi Ginagawa
4. Kumakain ako ng
masusustansyang pagkain tulad
ng prutas, gulay at mga pagkaing
nagbibigay lakas tulad ng gatas at
tinapay.
Developing (D)
75-79 %
May 1 health
habit na
paminsanminsan
ginagawa at 4
na hindi
ginagawa o
kaya 0 o
walang health
habit na
ginagawa
Approaching
Proficiency (AP)
80-84 %
May 3 health habits
na palaging
ginagawa at 2
health habits na
paminsan-minsan
ginagawa
Proficient (P)
85-89 %
Advanced (A)
90 % and above
KASANAYAN
Beginning(B)
74% and below
Developing (D)
75-79 %
Approaching
Proficiency (AP)
80-84 %
Advanced (A)
Proficient (P)
85-89 %
90 %and above
Unang Markahan
1. Pananagutang
Pansarili at Pagiging
Kasapi ng Pamilya
(Self-Worth and
Family Solidarity)
May kasiya-siyang
antas ng
pagkatuto o
kakayahan batay
sa itinakdang mga
kakayahan sa
pagkatuto sa
unang markahan
May mahusay na
antas ng pagkatuto o
kakayahan batay sa
itinakdang mga
kakayahan sa
Pampagkatuto s
unang markahan
May napakahusay na
antas ng pagkatuto o
kakayahan batay sa
itinakdang mga
kakayahan sa
Pampagkatuto sa
unang markahan
May napakaliit na
antas ng pagkatuto
o kakayahan batay
sa itinakdang mga
Kakayahan sa
Pampagkatuto sa
ikalawang
markahan
May bahagyang
antas ng pagkatuto
o kakayahan batay
sa itinakdang mga
kakayahan sa
pagkatuto sa
ikalawang
markahan
May kasiya-siyang
antas ng pagkatuto
o kakayahan batay
sa itinakdang mga
kakayahan sa
pagkatuto sa
ikalawang
markahan
May mahusay na
antas ng pagkatuto
o kakayahan batay
sa itinakdang mga
kakayahan sa
Pampagkatuto sa
ikalawang
markahan
May napakahusay
na antas ng
pagkatuto o
kakayahan batay sa
itinakdang mga
kakayahan sa
Pampagkatuto sa
ikalawang
markahan
May napakaliit na
antas ng pagkatuto o
kakayahan bataysa
itinakdang mga
Kakayahan sa
Pampagkatuto sa
ikatlong markahan
May kasiya-siyang
antas ng pagkatuto o
kakayahan batay sa
itinakdang mga
kakayahan sa
pagkatuto sa ikatlong
markahan
May mahusay na
antas ng pagkatuto
o kakayahan batay
sa itinakdang mga
kakayahan sa
Pampagkatuto sa
ikatlong markahan
May napakahusay
na antas ng
pagkatuto o
kakayahan batay sa
itinakdang mga
kakayahan sa
Pampagkatuto sa
ikatlong markahan
May napakaliit na
antas ng pagkatuto o
kakayahan batay sa
itinakdang mga
kakayahan sa
pampagkatuto sa
unang markahan
Ikalawang Markahan
II. Pakikipagkapwa-tao
(Harmony with Other
People)
Ikatlong Markahan
III. Pagmamahal sa
Bansa at Pakikibahagi
sa Pandaigdigang
Pagkakaisa (Love of
Country and Global
Solidarity)
Ikaapat na Markahan
IV. Pagkamaka-Diyos at
Preperensya sa
Kabutihan ( Love for
God and Preference for
the Good)
May napakaliit na
antas ng pagkatuto o
kakayahan bataysa
itinakdang mga
Kakayahan sa
Pampagkatuto sa
ikaapat na markahan
May bahagyang
antas ng pagkatuto
o kakayahan batay
sa itinakdang mga
kakayahan sa
pagkatuto sa ikaapat
na markahan
May kasiya-siyang
antas ng pagkatuto
o kakayahan batay
sa itinakdang mga
kakayahan sa
pagkatuto sa
ikaapat na
markahan
May mahusay na
antas ng pagkatuto
o kakayahan batay
sa itinakdang mga
kakayahan sa
Pampagkatuto sa
ikaapat na
markahan
May napakahusay
na antas ng
pagkatuto o
kakayahan batay sa
itinakdang mga
kakayahan sa
Pampagkatuto sa
ikaapat na
markahan
LEVEL
NO. OF
Quality of Inputs
Task Performance
Level of Engagement
Contributes knowledge,
skills and understanding in
a very significant way to
class discussion
Attitude Manifested
POINTS
ADVANCED
PROFICIENT
APPROACHING
Knowledge shared is
accurate and broad
Knowledge shared is
accurate but limited
Demonstrates excellent
preparation, relate ideas
to prior knowledge and
experiences
Demontrates good
preparation
Contributes well
(knowledge, skills and
understanding) to class
discussion
Knowledge shared is
somewhat accurate
and limited
DEVELOPING
Knowledge shared is
inaccurate and
limited
BEGINNING
Attempted to share
knowledge
Demonstrates very
minimal involvement in
class discussion
PROFICIENCY
Advanced
Proficient
Approaching
Developing
Beginning
Proficiency
Knowledge
Nagpapakita ng kaalaman
Nagpapakita ng kaalaman
Nagpapakita ng
Nagpapakita ng
Nagpapakita ng
nang h ig it pa sa hinihingi
ayon sa hinihingi sa
sa pam am agitan ng
sa hinihingi sa
mga kalituhan sa
pag-aalinlangan at
pagsagot sa mga
pam am agitan ng
pagsagotsam ga
pagkakamali sa
katanungan na may
kaakibat na pagpapalawak a t
wastong pagsagot sa
katanungan.
pagsagotsam ga
kaakibat na pagpapalawak
pagpapaliwanag.
mga katanungan.
Naisasagawa ang
Naisasagawa ang
Nagsikap maisagawa
tungkulin subalit
nangangailangan ng
walang kahandaan sa
inaasahan a t hindi
a t hindi nangangailangan ng
kaukulang
pamamaraan.
pagpapatuloy nito.
nangangailangan ng
tulong kaninuman.
pagpapatnubay.
katanungan.
a t pagpapaliwanag.
tulong kaninuman.
Understanding
Products and
Performances
M ay kumpleto at
Walang
detalyadong pagkaunawa
detalyadong pagkaunawa sa
pagkaunawa sa mga
pagkaunawa sa
pagpapasyang
sa pinakamakabuluhang
pinakamakabukuhang
impormasyon subalit
maibibigay.
impormasyon tungkol sa
impormasyon tungkol sa
kakikitaan ng
kakikitaan ng kalituhan
paksa.
paksa.
pagkaunawa sa paksa.
tungkol sa paksa.
Nakapagpakita ng
Nakapagpakita ng kasiya-
Nakapagpakita ng
Nakapagpakita ng gawain
Walang naipakitang
pinakamahusay na antas
gawain.
ng malikhaing
pagpapahayag a t paggawa.
ng malikhaing
pagkamalikhain.
pagpapahayag a t
pagpapahayag a t
paggawa.
paggawa.
Ave. Rating
Rating
G roup A ctivity:
Aralin 4: Mahal Ko ang Aking Kapwa
Gawain 3 -p. 83
Panuto: Gumawa ng poster. Iguhit ang ginagawa mong pagtulong sa inyong paaralan. Lagyan ng usapan.
Sa Silid Aralan
Sa Kantina
SA Palaruan
Sa Mga Kaklase
Puwede igrupo ang mga bata at gabayan sila kung paano nila ito gagawin.
Orihinal ang
ginawang poster at
walang eksaktong
pinagkopyahan
Kuwento ng
Iginuhit na
Larawan
Naipaliliwanag ng
grupo ang lahat na
iginuhit na mga
gawain ayon sa
kanilang natutunan
na leksyon
Naipaliliwanag ng grupo
ang tatlo o dalawang
iginuhit na mga gawain
ayon sa kanilang
natutunan na leksyon
Naipaliliwanag ng
grupo ang isa iginuhit
na gawain ayon sa
kanilang natutunan
na leksyon
Hindi maipaliwanag ng
grupo ang anumang
kanilang iginuhit ayon sa
kanilang natutunan na
leksyon
attractiveness
Nakikita ang
anumang dumi o
marka na nakasira
sa iginuhit na mga
gawain na may
kinalaman sa
leksyong natutunan
Category
Pagkamalikhain
Puntos
Gamit ng Oras
Nagamit ng ayos at
tama ang oras na
inilaan ng may
pagsisikap na
tapusin ang mga
gawain
Hindi nagamit ng
ayos at tama ang
oras ngunit may
ipinakitang
pagsisikap na tapusin
ang gawain
Kooperasyon
ng bawat
miyembro
Nakikiisa at
nagtutulungan ang
bawat miyembro sa
mga gawain
Halos kalahati ng
grupo ay
nakatunganga
lamang habang ang
iba ay nakikiisa at
nagtutulungan sa
mga gawain
Lahat ng myembro ay
hindi nakikiisa at hindi
nakikipagtulungan sa mga
gawain
Kabuuang Puntos
18
Grade 1
P e r i o d i c R at i ng
Learning Areas
Filipino
Final Rating
English
M a t h e m a tic s
AP
AP
Araling Panlipunan
MAPEH
M u s ic
Art
P.E.
Health
M o t h e r Tongue
AP
Edukasyon sa Pagpapakatao
A
AP
(EsP)
Gen. Average
P (88)
Legend:
A d v a n c e d (A )
Proficient (P)
85-89%.
75-79%
Beginning (B)
74 % and belo w
Attendance Record
Jun
Jul
Aug
S ept
Oct
N ov
Dec
Jan
Feb
M ar
19
21
22
21
21
20
14
21
21
18
Apr
Total
198
19
21
22
21
21
20
14
21
21
18
198
1.
Honesty
2.
Courtesy
3.
4.
5.
Consideration fo r Others
6.
Sportsm anship
7.
O bedience
8.
Self-Reliance
9.
Industry
. B
G u id e lin e s fo r R atin g
A
Oustanding
Very G ood
Good
Fair
Poor
Second Grading
Third Grading
Fourth Grading
N am e:_____________________________________________________________________________________
A g e :___________________________________________ S e x :_______________________________
G rade :____________________ S e c tio n :____________________________
School Y ear:_____________________
D ear P arent:
This report card show s the a bility and progress y our child has m ade in the d ifferen t learning
areas as w ell as his/her progress in ch aracter developm ent.
The school w elcom es you if you desire to know m ore about the progress o f you r child.
Teacher
Principal
C ertificate o f Transfer
Teacher
________________________
Principal
Q uarter
L e a rn in g A reas
Filipino
English
M athem atics
Science
A raling Panlipunan
(AP)
T echnology and
Livelihood Education
(TLE)
M APEH
Music
Arts
Physical Education
Health
Edukasyon sa
Pagpapakatao (EsP)
Legend:
A (A d v an ced ).............................. ...90%
P (P ro ficien t).............................. ....85%
AP (A pproaching Proficiency) - 80%
D (D ev elo p in g )........................... ..75%
B (B eg in n in g ).............................. ..74%
Remark
P R O G R E S S ON S T U D E N T S V A LU ES AND A T T IT U D E S
1
P
AP
D
D
2
P
AP
AP
D
3
A
AP
AP
AP
4
A
AP
AP
AP
Promoted
Promoted
Promoted
Promoted
AP
AP
AP
AP
Promoted
Promoted
B
D
D
B
B
B
B
D
B
B
B
B
D
D
B
D
D
D
D
B
Retained
and above
- 89%
- 84%
- 79%
and below
(Need not
repeat Arts)
Promoted
Instructions:
W rite appropriate letters for each value/virtue in the appropriate column as indicated in the
legend
SO
MO
NO
NOO
Strongly Observed
M oderately Observed
N ot Observed
No Opportunity to Observe
QUARTER
2
3
SO
SO
MO
so
MO
so
MO
so
MO
so
so
so
MO
so
MO
so
SO
MO
MO
so
NO
so
so
so
MO
so
so
so
SO
MO
so
so
MO
so
so
so
SO
MO
so
so