GRADING SYSTEM: A GLANCE TO THE DEPARTING BASIC EDUCATION CURRICULUM

PETER PHILIP M. PEREZ

MA in Education Major in Administration and Supervision
Divine Word College of San Jose


I. INTRODUCTION:
Assessing the student performance, making appropriate marks is the responsibility of
the internal stakeholders of the schools all throughout the archipelago. The departing Basic
Education Curriculum is anchored on the set of mandates and guidelines which guides the
conduct of the said endeavor.
The rating and promotion of students in elementary level is stipulated in D.O. No. 80, s.
1993 and D.O. No. 66, s. 1995 while the secondary levels procedure can be seen on D.O. No.
70, s. 1998 and D.O. 52, s. 1989 respectively.

II. STATEMENT OF THE PROBLEM:

While it is true that the Department of Education is really trying its best to make a
holistic picture of success in the system, as seen in its past and present efforts, there are still
numerous loopholes which embed in its system; the grading system of the departing BEC is of
no exempt in this issue. The DECS Service Manual 2000 which is in effect up to these present
days of the existence of the department provides cue on the weakness of the grading procedure
that is soon to leave the system:

The weight of the final examination for each of the four (4) quarterly grading periods
shall be forty (40) percent. The remaining sixty percent will be used for other measures
of achievement, such as class quizzes, recitation, homework, and the like, provided that
they are all related to determining the academic performance of the student.

Non-academic elements such as behavior and absences should no longer be
imputed for subject grading purposes. Previously, the grade for the periodic
examination had been set at only twenty five (25) percent of the rating for quarterly
grading period.

Here, it is obvious that the grading system is purely academic; gauging from the concepts of the
pronouncements, one will inevitably say that it does not aim to develop the students in a holistic
manner for reasons of disregard to behavior and attendance.

Behavior has always been seen as a predictor of future success of individuals; for
instance, Lloyd, John Wills, 2009 made mentioned that behavior problem/s makes it impossible
for them to even complete fundamental tasks, such as acquiring skills and interacting with
teachers or peers. Thus, if we are not going to safeguard the school learners from such behavior
problems at the instance that we saw it, or are not going to show them that they err by through
grades, marks and remarks, it will mean their destruction in the future. In connection, a
frequent absence committed by a student is a manifestation of behavioral problem and/or
disposition; thus, needs to be addressed.


III. OBJECTIVES:
To ensure quality passage of knowledge coupled by holistic measurement
thereof in the field offices of DepEd.

IV. ALTERNATIVE COURSES OF ACTION/DISCUSSION:

1. Make a correspondence to lawmakers concerned with education to devise a law which
may prevent the same schema of grading in the present curriculum or K to 12.

A legislation which aims for the holistic development of the school learners is of
importance to the deemed good future of the nation.
Solution addressed in the national level has big impact even in the most remote
places in the Philippines.

2. Make a School, Division, Regional Initiated Interventions which takes into consideration,
other aspects of learning which are anchored on the multiple intelligences principle.

Local initiatives or intervention is more attune with the reality happening in the
place; thus, they can devise a far better plan of addressing the matters at hand
which can counter the negative schema and foster the positive ones.

V. RECOMMENDATION:
Local, National as well as international initiatives are needed to address issues of holistic
developments of the school learners. School initiated intervention, as mentioned earlier can be
of help in addressing the most peculiar types of problems which may hinder the holistic
development of the learners, the same goes with higher hierarchies, although with limitation as
regards to targeting the micro issues. Also, a law which allows or fosters federalism in
addressing issues like this comes in handy.


VI. REFERENCES:

DECS Order No. 80, s. 1993. Rating and Promotions in the Elementary Schools.
DECS Order66, s. 1995. Addendum on Rating and Promotions in the Elementary Schools.
DECS Order70, s. 1998. Addendum on Rating and Promotions in the Secondary Schools.
DECS Order s. 1989. Rating and Promotions in the Secondary Schools.
DECS Service Manual 2000 pages 77-83
Lloyd, John Wills. "Education of Students with Behavior Disorders." Microsoft Encarta 2009
[DVD]. Redmond, WA: Microsoft Corporation, 2008.