National

Educators
Academy of
the
Philippines

National Training of Trainers

for Grade 11 Teachers

Classroom Assessment for the K to 12 Basic

Education Program
D.O. # 8, s. 2015
Linking Assessment to Learning Standards
and Pedagogies
K to 12 Learning
Standards

The
Learner
Pedagogies
Assessment
 Learning Objectives:
At the end of the session, the participants will be
able to :

 explain the general principles of classroom

assessment in the K to 12 Basic Education Program

 discuss the different types of assessment and their

uses

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 Learning Objectives:
At the end of the session, the participants will be
able to :
 explain how learners are graded and how their
progress is reported and used for decisions on
instruction, promotion and retention
 propose a mechanism for evaluating his/her own
knowledge and skills in constructing a wide variety
of assessment instruments that s/he uses in day to
day classroom teaching

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 What is Classroom Assessment?

http://www.uen.org/k-2educator/assessment.shtml
 What is Classroom Assessment?

It is an ongoing process of i___________,

g________, o_________, & i___________
information about what the
learners k____, u_________, and c___ __.

DO #8,s.2015
 What is Classroom Assessment?

It is an ongoing process of identifying,

g________, o_________, & i___________
information about what the
learners k____, u_________ and c___ __.

DO #8,s.2015
 What is Classroom Assessment?

It is an ongoing process of identifying,

gathering, o_________, & i___________
information about what the
learners k____ and c___ __.

DO #8,s.2015
 What is Classroom Assessment?

It is an ongoing process of identifying,

gathering, organizing, & i___________
information about what the
learners k____ and c___ __.

DO #8,s.2015
 What is Classroom Assessment?

It is an ongoing process of identifying,

gathering, organizing, & interpreting
information about what the
learners k____ and c___ __.

DO #8,s.2015
 What is Classroom Assessment?

It is an ongoing process of identifying,

gathering, organizing, & interpreting
information about what the
learners know and c___ __.

DO #8,s.2015
 What is Classroom Assessment?

It is an ongoing process of identifying,

gathering, organizing, & interpreting
information about what the
learners know , understand, and can do .

DO #8,s.2015
 Activity 1. Discuss with your group mates what
your thoughts are about this picture.

http://activelearner.ca/assessment-as-learning
1. Assessment should be aligned with objectives,
learning standards, and competencies.
2. Assessment should be more like instruction.
3. Assessment should recognize the diversity of learners,
hence, varied methods appropriate to the type of
learners are utilized.
4. The Formative Assessment should scaffold the
learners in Summative Assessment.
5. Assessment results should be used by teachers to
help students learn better.
6. Assessment involves both teachers and learners.
 Principle 1. Assessment should be aligned with
objectives, learning standards and competencies

What is assessed in the classroom?

Classroom assessment is aimed at helping students

perform well in relation to learning standards which
comprise content standards, performance standards
and learning competencies that are outlined in the
Curriculum.
 Unity of instruction and assessment

What is What is not

known known

LEARNING

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Source: Magno, 2015 17 for Grade 11 Teachers
 Some Assessment Practices to be avoided

• A tendency for teachers to assess quantity and

presentation of work rather than quality of learning.

• Greater attention given to marking and grading, much

of it tending to lower self esteem of students, rather
than providing advice for improvement.

• A strong emphasis on comparing students with each

other, which demoralizes the less successful learners.

www.govwentworth.k12.nh.us/ASSESSMENT.ppt

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 Principle 3: Assessment should recognize diversity of learners

Self-evaluation
Where would you place your assessment practice on the
following continuum?
The main focus is on:
Quantity of work/Presentation Quality of learning

Marking/Grading Advice for improvement

Comparing students Identifying individual

progress

www.govwentworth.k12.nh.us/ASSESSMENT.ppt

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19 for Grade 11 Teachers
Principle 4: The Formative Assessment should scaffold the
learners in Summative Assessment
Balanced Assessment

Formative Summative
Formal and informal processes teachers and Provides evidence achievement to
students use to gather evidence to directly certify student competence or
improve the learning of students assessed program effectiveness

Formative uses of
Assessment as summative data
Assessment for Use of summative evidence to
learning learning inform what comes next for
Use to help students assess individuals or groups of students
Use to inform teacher’s
and adjust their own
decisions
learning

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How are learners assessed in the
classroom?
Formative
Individual Collaborative
Check-up quizzes Discussions
Written Exercises Role Playing
Performances Games
Models Other Group
Electronic Activities
presentations
Summative

Individual Collaborative
Unit Test Group Project
Quarterly Assessment
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Principle 5: Assessment results should be used by teachers to help
students learn better

Think about these...

 Are our current approaches to assessment
improving student learning?
 How can we use assessment to help all our
students want to learn?
 How can we help them feel that they are able to
learn?
 How can we be sure that our assessment
instruments, procedures, and scores serve to help
learners want to learn and feel able to learn?
Principle 6: Assessment is a joint process that involves both
teacher and learners

Think about this:

Do my learners and I share agreements
about how success is determined and
measured?
 What is the Grading System?
• Standards and competency-based
• Based on the learner’s weighted score
on summative assessments
• Minimum grade to pass a learning area
is 60, which is transmuted to 75 in the
Report card
• The lowest mark that can appear in the
RC is 60 for quarterly Grades and Final
Grades
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for Grade 11 Teachers
 What is the Grading System?
• Learners from Grades 1 to 12 are
graded on:
Written Work
Performance Tasks
Quarterly Assessment

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for Grade 11 Teachers
How is learner’s progress recorded and computed?

• For Grades 1 to 12
– No required number of written work and
performance task but these must be
spread out over the Quarter and used to
assess learner’s skills after each unit has
been taught

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for Grade 11 Teachers
 Steps in computing the Final Grades
Step 1
• Grades from all student work are added
up. This results in the total score for each
component, namely Written Work,
Performance Tasks, and Quarterly
Assessment.

• Raw Scores from each component have to

be converted to a Percentage Score. This
is to ensure that values are parallel to
each other.

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28 for Grade 11 Teachers
 Step 2
• The sum for each component is converted
to the Percentage Score. TO compute the
Percentage Score (PS), divide the raw score
by the highest possible score then multiply
the quotient by 100%.

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29 for Grade 11 Teachers
 Step 3
• The Percentage Scores are converted to
Weighted Scores to show the importance of
each component in promoting learning in
different subjects.

• Percentage Score is multiplied by the weight

of the component. The product is known as
the Weighted Score (WS).

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30 for Grade 11 Teachers
 Weights of the Components for SHS

Multiply the Percentage Score by the weights of the components

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for Grade 11 Teachers
 Step 4
• The sum of the Weighted Scores in
each component is the Initial Grade.
This initial Grade will be transmuted
using the given transmutation table to
get the Quarterly Grade (QG).

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32 for Grade 11 Teachers
Initial Grade Transmute Initial Grade Transmuted Initial Grade Transmute
d Grade Grade d Grade
100 100 52.00 – 55.99 73
98.40 - 99.99 99 77.60 – 79.19 86 48.00 – 51.99 72
96.80 – 98.39 98 76.00 – 77.59 85 44.00 – 47.99 71
95.20 – 96.79 97 74.40 – 75.99 84 40.00 – 43.99 70
93.60 – 95.19 96 72.80 – 74.39 83 36.00 – 39.99 69
92.00 – 93.59 95 71.20 – 72.79 82 32.00 – 35.99 68
90.40 – 91.99 94 69.60 – 71.19 81 28.00 – 31.99 67
88.80 – 90.39 93 68.00 – 69.59 80 24.00 – 27.99 66
87.20 – 88.79 92 66.40 – 67.99 79 20.00 – 23.99 65
85.60 – 87.19 91 64.80 – 66.39 78 16.00 – 19.99 64
84.00 – 85.59 90 63.20 – 64.79 77 12.00 – 15.99 63
82.40 – 83.99 89 61.60 – 63.19 76 8.00 – 11.99 62
80.80 – 82.39 88 60.00 – 61.59 75 4.00 – 7.99 61
79.20 – 80.79 87 56.00 – 59.99 74 0 – 3.99 60

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 Step 5
• The Quarterly Grade for each learning
area is written in the Report Card of the
student.

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 How is the learner’s progress
reported?
• The summary of learner progress is
shown quarterly to parents and
guardians through a parent-teacher
conference, in which the Report Card is
discussed. Remarks are given at the
end of the grade level.

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38 for Grade 11 Teachers
 How are grades computed at the
end of the school year?
• For SHS:
The two quarters determine the
Final Grade in a semester.

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How are the learners promoted or
retained?

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 For Grades 11-12,
learners who fail a unit/set of competencies must
be immediately given remedial classes. They
should pass the summative assessments during
remediation to avoid a failing grade in a learning
area/subject. This will prevent students from
having back subjects in Senior High School
(SHS). However, if the learner still fails remedial
classes, s/he must retake the subject/s failed
during the summer or as back subject. Guidance
teachers/career advocates must provide support
to the SHS student for his/her choices in SHS
tracks.
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41 for Grade 11 Teachers
 Summative Assessments

are also given during remedial classes. These are recorded,

computed, weighted, and transmuted in the same way as
the Quarterly Grade. The equivalent of the Final Grade for
the remedial classes is the Remedial Class Mark (RCM). The
Final Grade at the end of the school year and the Remedial
Class Mark are averaged. This results in the Recomputed
Final Grade. If the Recomputed Final Grade is 75 or higher,
the student is promoted to the next level. However,
students will be retained in the grade level if their
Recomputed Final Grade is below 75..

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How are Core Values of the Filipino
child reflected in the report card?

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 How are Core Values of the Filipino
child reflected in the report card?
• Schools may craft additional indicators for
the behavior statements. Schools must
ensure that these are child-centered, gender-
fair, and age- and culture-appropriate. To
support the development of these Core
Values schools must make sure that their
homeroom guidance program promotes
them. Additional opportunities may be
integrated into class discussions in all
learning areas.

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46 for Grade 11 Teachers
 How are Core Values of the Filipino
child reflected in the report card?
• A non-numerical rating scale will be used to
report on learners’ behavior demonstrating
the Core Values. The Class Adviser and other
teachers shall agree on how to conduct these
observations. They will also discuss how each
child will be rated.

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 Sample Class Record for English
WRITTEN WORK (30%) PERFORMANCE TASKS (50%)

1 2 3 4 5 6 7 Total PS WS 1 2 3 4 5 6 Total PS WS

Highest 20 25 20 20 25 30 20 160 100 30% 15 15 25 20 20 25 120 100 50%

Possible
Score

Learner A 18 22 20 17 23 26 19 145 90.63 27.19 12 13 19 15 16 25 100 83.33 41.67

Learner B 19 15 15 9 13 14 9 94 58.75 17.63 15 15 23 15 18 23 109 90.83 45.42

Learner C 9 11 5 8 8 9 4 54 33.75 10.13 10 6 7 12 10 18 63 52.50 26.25

Quarterly
Assessment INITIAL QUARTER
GRADE LY
(20%)
GRADE
1 PS WS

Highest 50 100 20% 100 100

Possible
Score

Learner A 40 80 16 84.86 90

Learner B 48 96 19.20 82.25 88

Learner C 29 58 11.60 47.98 71

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 Sample Certificate of Recomputed Final
Grade
Certificate of Recomputed Final Grade

Name of Student: ____________________

Grade Level: ________________________
School Year: ________________________
Learning Area Final Grade Remedial Class Mark Recomputed Final
Grade

Prepared by: ________________________ Date: _____________

Remedial Class Teacher
Noted by: __________________________ Date: _____________
School Principal
Received by: ________________________ Date: _____________
Division Office

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 Sample of e-class record
Grade 10 Science

Quarterly Grade
ASSESSMENT
G10-EINSTEIN

QUARTERLY

Initial Grade
TOTAL

TOTAL

(1st)
BOYS WRITTEN WORK PS WS PERFORMANCE TASKS PS WS PS WS

1 1 1 1 1 1 1 1 1 1 2 100. 40 1 1 1 1 1 1 1 1 1 1 2 100. 40 100. 20 100.

1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 0 00 % 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 0 00 % PT 00 % 00 100

2 2
HIGHEST 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 100. 40. 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 100. 40. 100. 20. 100.
POSSIBLE SCORE 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 00 00 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 00 00 60 00 00 00 100
0.0 0.0 0.0
1 0 0.00 0 0 0.00 0 0.00 0 0.00 60
0.0 0.0 0.0
2 0 0.00 0 0 0.00 0 0.00 0 0.00 60
0.0 0.0 0.0
3 0 0.00 0 0 0.00 0 0.00 0 0.00 60
0.0 0.0 0.0
4 0 0.00 0 0 0.00 0 0.00 0 0.00 60
0.0 0.0 0.0
5 0 0.00 0 0 0.00 0 0.00 0 0.00 60
0.0 0.0 0.0
6 0 0.00 0 0 0.00 0 0.00 0 0.00 60

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 Sample of e-Grading Sheet
Grading Sheet

Subject Teacher:
Grade and Section

Subject:
NAMES 2nd 3rd 4th FINAL
1st QUARTER
QUARTER QUARTER QUARTER GRADE
BOYS
10 60.00 60.00 60.00 60.00 60.00

20 60.00 60.00 60.00 60.00 60.00

30 60.00 60.00 60.00 60.00 60.00

40 60.00 60.00 60.00 60.00 60.00

50 60.00 60.00 60.00 60.00 60.00

60 60.00 60.00 60.00 60.00 60.00

70 60.00 60.00 60.00 60.00 60.00

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