LESSON 4.2 DepEd Grading Systems

Classroom assessment

is the process of gathering evidence of what a learner knows, what the learner understands, and what the learner is able to do.

Formative Assessment

This is an on-going process to provide learners with immediate feedback on how well they are learning. Results of this assessment are documented but not included in computing grades

Summative Assessment

This is used to measure whether learners have met the content and performance standards. The results of this assessment are used as bases for computing grades

Written Work

This component ensures that learners can express skills and ideas in written form through: essays, written reports, and other written output.

Performance Tasks

This component allows learners to show what they know and what they can do in diverse ways through: group presentations, oral work, research projects, etc.

Quarterly Assessment

This component measures student learning at the end of the quarter through: objective tests. performance-based assessments, or both.

Before the Lesson

Determines what the learner knows and can do.

During the Lesson

Tracks learning progress in comparison to formative assessment results before the lesson.

After the Lesson

Assesses whether learning objectives have been met

DepEd Order No. 8, s. 2015

DepEd Grading System

Written Work (WW)

ensures that students are able to express skills and concepts in written form

Written Work (WW)

Includes long quizzes, unit or long tests, essays, written reports, and other written output

Performance Tasks (PT)

allow learners to show what they know and are able to do in diverse ways

Performance Tasks (PT)

performance-based tasks may include skills demonstration, group presentations, oral work, multimedia presentations, and
research projects

Quarterly Assessment (QA)

Measures student learning at the end of the quarter

Quarterly Assessment (QA)

May be in the form of objective tests, performance-based assessment, or a combination thereof

Knowledge

refers to substantive content of the curriculum, facts and information that the student acquires

Process

refers to cognitive operations that the student performs on facts and information for the purpose of constructing meanings and understandings

Understanding

refers to enduring big ideas, principles and generalizations inherent to the discipline

Products/Performances

refer to real-life application of understanding as evidenced by the student’s performance of authentic tasks

74 % and below

Beginning

75 % - 79 %

Developing

80 % - 84 %

Approaching Proficiency

85 % - 89 %

Proficient

90 % and above

Advanced

Beginning

student struggles with his/her understanding, prerequisite and fundamental knowledge and/or skills have not been acquired or developed adequately to aid understanding

Developing

student possesses the minimum knowledge and skills and core understandings, but needs help throughout the performance of authentic tasks

Approaching Proficiency

student has developed the fundamental knowledge and skills and core understandings and, with little guidance from the teacher and/or with some assistance from peers, can transfer these understandings through authentic performance tasks.

Proficient

student has developed the fundamental knowledge and skills and core understandings and can transfer them independently through authentic performance tasks.

Advanced

Student exceeds the core requirements in terms of knowledge, skills, and understandings, and can transfer them automatically and flexibility through authentic performance tasks