The New K to 12

Assessment

The K to 12
Instructional
&Assessment
Paradigm

Conditional
Knowledge
Contextual
Knowledge
Methods of Inquiry,
finite skills,
methods/strategies
Classifications,
Principles, and
Generalizations
Essential
Facts and
Details

K-12 Philippine
Basic Education
Standards

PERFORMANCE
STANDARDS

Metacognition

Procedural Knowledge

Conceptual Knowledge

CONTENT
STANDARDS

Factual Knowledge

Dimensions of
Thinking

The K to 12
Instructional
Planning

Higher Order Thinking Skills

Creating

Performance

Evaluating
Analyzing

Cognitive
Process

Applying

Enrichment Activity
(Transfer)
Enrichment Activity
(Values)
Engagement
Activity

Lower Order Thinking Skills

Understanding
Remembering

Content

Developmental
Activity
Motivation Activity

QA

QA

QA

Activity 4:
Performance
QA
Activity 3:
Conceptual &
Procedural

Activity 2: Knowledge

Activity 1: Relevance/Context

LET US TRY THIS

QA
QA

QA
QA

Activity 4:
Solve Crises or H2O
shortage

Activity 3: Illustrate and

Experiment the H2O Cycle

Activity 2: Discuss H2O Cycle

Activity 1: Climate and Weather

NOW, YOU TRY THESE

QA

Activity 4:
___________________
___________________

QA

QA
QA

Activity 3: _____________
_______________________

Activity 2: _____________
Activity 1: ___________

G1. Math: Discounts

G2. Filipino: Pangngalan
G3. English: Nouns
G4. Science: Parts of a Plant

G5. AP: Mga Bahagi ng Komunidad

G6. ESP: Pangangalaga sa Kapaligiran

The K to 12
Formative
Assessment
Paradigm

 Formative

assessment must also

provide students with immediate
feedback on how well they are
learning throughout the teachinglearning process.

Recommendations on how they can

improve themselves should also be

given by the teachers.

 Formative assessment enables students

to take responsibility for their own

learning, and identify areas where they
do well and where they need help. As a
result, students will appreciate and
make their own decisions about their
progress.
Results are used as FEEDBACK

to
prepare learners for the summative
assessment. These SHOULD NOT BE
USED AS BASES FOR GRADING.

 Enables the learner to

demonstrate independently
what has been learned or
mastered through a range of
activities such as check-up
quizzes, written exercises,
performances, models, and
even electronic
presentations.

 (Peer Assessment) allows students to support each

others learning.
Discussions, role
playing, games,
experimentation, and
other group activities
may be used as
performance-based
formative assessment

 Formative assessment may be integrated in all parts

of the lesson. Basically, every lesson has three parts:

before the lesson, the lesson proper, and
after the lesson. Formative assessment
conducted in each part serves a different purpose.
Read Department of Education Order Number 8,

series of 2015, released April 1, 2015 for further

understanding of formative assessment.

After the
Lesson

Assess if I have met the learning

objective and success criteria
Seek support, appropriate corrective
and/or enrichment measures.

During
the Lesson

Identify strengths and weaknesses

Identify barriers to learning
Monitor progress

Before the
Lesson

Know what I know about the lesson

Understand the purpose of the lesson
Identify misconceptions and barriers

Question-Answer
Relationship or QAR

Ask questions that

facilitate the
comprehension of both the
content and language of
the lesson/subject matter.
COMPREHENSION

PRODUCTION

Maria, a young lady, went to the

market because she wanted to buy a
dozen eggs. She planned to bake a
cake for her mom. It was her 60th
birthday.
1. Who went to the market?
2. Why did Maria go to the market?
3. What will she do with the eggs?
4. What is the cake for?
5. How do you celebrate your birthday?
6. How do you celebrate your mothers birthday?

Answer

Description

Right
There

Often, the answer will be in a

single sentence or place in the
text or utterance, and the words
used to create the question are
often also in that same place.

The answer is broken up or

Think and
scattered or requires a grasp
Search
of multiple ideas across
paragraphs, pages or
utterances.

Answer

Description

Author/
Speaker
and I

The answer is combines

information that the author or
teacher has provided with what
the student already know.

On My
Own

The answer is not in the text or

the discussion, and in fact you
don't even have to have read
the text or listen to the lesson to
be able to answer it.

On My
Own

Author/
Speaker & I
Think &
Search
Right
There

Performance
Procedural
Knowledge
Procedural
Knowledge
Conceptual
Knowledge
Factual
Knowledge

LET US TRY THIS

QA

QA

QA
QA

Day 4: Short Quiz and/or Performance

Activity 4:
Solve Crises or H2O shortage

Day 3: Experimentation (Conceptual and

Procedural)

Activity 3: Illustrate and Experiment the

H2O Cycle
Day 2: Quiz (Factual)

Activity 2: Discuss H2O Cycle

Day 1: Thought provoking questions (Contextual)

Activity 1: Climate and Weather

NOW, YOU TRY THESE

G1. Math: Discounts

G2. Filipino: Pangngalan
G3. English: Nouns
G4. Science: Parts of a Plant

G5. AP: Mga Bahagi ng Komunidad

G6. ESP: Pangangalaga sa Kapaligiran

QA

Day __: ______________________

Activity 4:
___________________________

QA Day __: __________________________

Activity 3: __________________
QA

Day __: ___________________________

Activity 2: ______________________
QA

Day __: __________________________

Activity 1: ______________________

QA

Day 1: Thought provoking questions (Contextual)

What has climate and/or weather

got to do with the physical change
of water?
What will happen to water if heated
to a 100 0C?
What will happen to water if it
keeps on raining?

QA
1.
2.
3.

4.
5.

Day 2: Quiz (Factual)

Enumeration/Supply Answer Test

This is the process of changing water into water
vapor. EVAPORATION
The process of water sipping through the soil to
the ground water passages and back to different
bodies of water. ACCUMULATION
The 0C for water to boil and become water vapor.
100 0C
It is the change of gas into liquid. PRECIPITATION
The collection of water vapor to form clouds.
CONDENSATION

6. The process of plants releasing water into the air.

TRANSPIRATION
7. The process of distilling and filtering used water
into fresh water. WATER CYCLE
8. The process of animals and human beings
releasing body water into the air. PERSPIRATION
9. It is the chemical composition of water. H2O
10. It is the science dealing with properties,
distribution, and circulation of water on and
below the earths surface and in the atmosphere.
HYDROLOGY

QA Day 3: Experimentation (Conceptual & Procedural)

Create Your Own Water Cycle

A. Things you will need:
1. a large metal or plastic bowl
2. a pitcher or bucket
3. a sheet of clear plastic wrap
4. a dry ceramic mug (like a coffee mug)
5. a long piece of string or large rubber band
water

QA Day 3: Experimentation (Conceptual & Procedural)

B. Steps to creating your own water cycle.
1. Put the bowl in a sunny place outside.
2. Using the pitcher or bucket, pour water into
the bowl until it is about full.
3. Place the mug in the center of the bowl. Be
careful not to splash any water into it.
4. Cover the top of the bowl tightly with the
plastic wrap.
5. Tie the string around the bowl to hold the
plastic wrap in place.
6. Watch the bowl to see what happens.

QA

Day 4: Short Quiz and Performance

Solve Crises or H2O Shortage

A. Contexts:
Group 1: Drought
Group 2: No fresh water only salt water
Group 3: Calamity-stricken place and no
source for fresh and clean water
B. Conditions:
Solution/s must be scientific in approach.
Must not destroy or disrupt the ecosystem.
Must consider and psychological and
physical conditions of the environment.

The K to 12
Summative Assessment
Paradigm

 This

form of assessment measures the

different ways learners use and apply all
relevant knowledge, understanding, and
skills.

It must be spaced properly over the quarter.

It is usually conducted after a unit of work

and/or at the end of an entire quarter to

determine how well learners can demonstrate
content
knowledge
and
competencies
articulated in the learning standards.

 Learners synthesize their

knowledge, understanding, and

skills during summative
assessments.
The results of these assessment are

USED AS BASES FOR

COMPUTING GRADES.

 Assesses learners

understanding of
concepts and application
of skills in written form.
Prepare learners for
quarterly assessments.
Given at the end of the
topic or unit.

 Involve learners in the learning process individually

or in collaboration with teammates over a period

of time
Give students
opportunities to
demonstrate and integrate
their knowledge,
understanding, and skills
in a specific real-life
situation.

 Give students the freedom to express their

learning in appropriate and diverse ways.

Encourage student inquiry, integration of

knowledge, understanding, and skills in various

contexts beyond the assessment period.
Given at the end of the lesson focusing on a

topic/skill/ lesson; hence, given several times

during the quarter.

 Synthesizes

all the
learning concepts, skills,
and values learned in
the entire quarter.

Given only once at the

end of the quarter.

LET US TRY THIS

QA

Day 4: Short Quiz and/or Performance

Solve Crises or H2O shortage

QA

QA

Day 3: Experimentation (Conceptual and

Procedural)
Replicate the processes involved in the water
cycle.

Day 2: Quiz (Factual)

Enumerate the phases of the water cycle.

QA

Day 1: Thought provoking questions (Contextual)

Understand the conditions and factors that affect water cycle.

QA

QA

QA
QA

Day 4: Short Quiz and/or Performance

Activity 4:
Solve Crises or H2O shortage

Day 3: Experimentation (Conceptual and

Procedural)

Activity 3: Illustrate and Experiment the

H2O Cycle
Day 2: Quiz (Factual)

Activity 2: Discuss H2O Cycle

Day 1: Thought provoking questions (Contextual)

Activity 1: Climate and Weather

TOS for the Summative Assessment

Learning
Objective

Enumerate the
phases of the
water cycle.

Understand
the conditions
and factors
that affect
water cycle.

Replicate the
processes
involved in the
water cycle.

Solve Crises or
H2O shortage

No. Type Total

Hours of # of
Test tems

Placement of Items
R

Ap

An

Cognitive
Process
Dimensions

Descriptors

The learner can recall information and retrieve

Remembering relevant knowledge from long-term memory:
identify, retrieve, recognize, duplicate, list,
memorize, repeat, reproduce, etc.
The learner can construct meaning from oral,
Understanding written, and graphic messages: interpret, exemplify,
classify, summarize, infer, explain, paraphrase,
discuss, etc.
The learner can use information to undertake a
procedure in familiar situations or in a new way:
Applying
execute, implement, demonstrate, dramatize,
interpret, solve, use, illustrate, convert, discover,
etc.

Cognitive
Process
Dimensions

Descriptors

The learner can distinguish between parts and

Analyzing determine how they relate to one another, and to the
overall structure and purpose: differentiate, distinguish,
compare, contrast, organize, outline, attribute,
deconstruct, etc.
The learner can make judgments and justify decisions:
Evaluating coordinate, measure, detect, defend, judge, argue,
debate, critique, appraise, evaluate, etc.
The learner can put elements together to form a
Creating functional whole, create a new product or point of
view: generate, hypothesize, plan, design, develop,
produce, construct, formulate, assemble, design,
devise, etc.

NOW, YOU TRY THESE

G1. Math: Discounts

G2. Filipino: Pangngalan
G3. English: Nouns
G4. Science: Parts of a Plant

G5. AP: Mga Bahagi ng Komunidad

G6. ESP: Pangangalaga sa Kapaligiran

QA

Day __: ______________________

Activity 4:
___________________________

QA Day __: __________________________

Activity 3: __________________
QA

Day __: ___________________________

Activity 2: ______________________
QA

Day __: __________________________

Activity 1: ______________________

 Determine

how well learners can

demonstrate content knowledge and
competencies articulated in the learning
standards.
Measures the different ways learners use
and apply all relevant knowledge,
understanding, and skills.
Determine if learners can synthesize
their knowledge, understanding, and
skills.

 Blueprint of the test (plan, proposal).

Contains the set of competencies in a

lesson/unit/quarter
with
specified
number of minutes or hours devoted to
each; how it will be constructed; and
what will be dimensions of thinking
required to answer the test/s.
The specifications should be developed
before any item or task is designed.

Suggested TOS for the

Summative Assessment
Learning
Objective

No. Type Total

Hours of # of
Test tems

Placement of Items
R

Ap

An

 Write and moderate test items.

Trial the items informally then reject or modify

problematic ones as necessary.

Analyse the results of the trial.
Calibrate scales: decisions on what is excellent or
poor performance
Validate: the more different types of validity is
established, the better
Write instructions for test takers, test users and
administrators
Train any necessary staff (examiners, markers etc.)

The K to 12 Grading
System

 There is only one QA but there should be

instances for students to produce WW and

demonstrate what they know and can do
through PT.
There is no required number of WW and PT,

but these must be spread out over the quarter

and used to assess learners skills after each
unit has been taught.

 Grades from all students work added up. This

results in the total scores for each

component: WW, PT, and QA.
Raw scores from each component have to be

converted to a Percentage Score. This is to

ensure that values are parallel to each other.

 The sum for each component is converted to the

Percentage Score (PS). To compute the PS, divide

the raw score by the highest possible sore then
multiply the quotient by 100%.

 Percentage scores are then converted to

Weighted Scores to show the importance of

each component in promoting learning in the
different subjects.
To do this, the PS is multiplied by the weight

of the component provided for in the DO

No. 8, series of 2015.

Weight Components for Grade 1-10

Weight Components for SHS

 Add the Weighted Scores of each component. The

result will be the Initial Grade (IG)

 Transmute the Grade using the Transmutation

Table in Appendix B in DO No. 8 series of

2015. This is what will appear in the Report
Card (Form 138).

 Individual grades are given to each area. The

Quarterly Grade (QG) for MAPEH is the average

of the quarterly grades in the four areas.

The K to 12
Promotion of
Students

 We dream of Filipino who passionately love

their country and whose values and

competencies enable them to realize their
full potential and contribute meaningfully to
building the nation.
As a learner-centered public institution, the

Department of Education continuously

improves itself to better serve its
stakeholders.

 To protect and promote the right of every

Filipino to quality, equitable, culture-based,

and complete basic education.
Students learn in a child-friendly, gender-

sensitive,
safe,
environment.

and

motivating

Teachers facilitate learning and constantly

nurture every learner.

 Administrators and staff, as stewards of the

institution, ensure an
supportive environment
learning to happen.

enabling and
for effective

Family, community, and other stakeholders

are
actively
engaged
and
share
responsibility for
developing life-long
learners.

Maka-Diyos
Makatao
Makakalikasan
Makabansa

 School may craft additional indicators for the

behavior statements. Schools must ensure

that these are child-centered, gender-fair, 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 discussion in all learning areas.

 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.

 It is important for learners to be in school

everyday. Learners class attendance shall

be recorded by teachers daily. At the end of
each quarter, the attendance is reflected in
report card.
The number of school days in each month is

presented, which is based on the school

calendar for a given school year. The number
of days that each learner is present and
absent is indicated. Recording of attendance
is done from Kindergarten to Grade 12.

 A learner who incurs absences of more

than 20% of the prescribed number of

class or laboratory periods during the
school year or semester should be
given a failing grade and not earn
credits for the learning area or subject.
Furthermore, the school head may, at

his/her discretion and in the individual

case, exempt a learner who exceeds
the 20% limit for reasons considered
valid and acceptable to the school.

 The discretionary authority is vested in the

school head, and may not be availed of by a

student or granted by a faculty member
without the consent of the school head.

 The discretionary authority is vested in

the school head, and may not be

availed of by a student or granted by a
faculty member without the consent of
the school head.

 Such discretion shall not excuse the

learner from the responsibility of

keeping up with lessons and taking
assessments.
When absences cannot be avoided, the

school must give the learner alternative

methods and materials that corresponds
to the topics/competencies that were or
will be missed.

 These include modules and materials

for the Alternative Delivery Mode,

and/or Alternative Learning System as
well as those that are found on the
Learning Resources Management and
Development System (LRMDS).

 When students successfully accomplish

the learning activities through these

materials, they shall be exempted.
However, the report card should still
reflect the number of absences. Parents
of learners who are accumulating many
absences
must
be
immediately
informed through a meeting to discuss
how to prevent further absences.

 Habitual tardiness, especially during the

first periods in the morning and in the

afternoon, is discouraged. Teachers
shall inform the parents/guardians
through a meeting if a learner has
incurred 5 consecutive days of
tardiness.

 Classroom assessment serves to help

teachers and parents understand the

learners progress on curriculum
standards.
The results of assessment are reported

to the child, the childs remedial class

teacher, if any, and the teacher of the
nest grade level, as well as the childs
parents/guardians.

Read DepEd Order No.

8, series of 2015 for
further information.

Read DepEd Order No.

9, series of 2015 for
S.Y. 2015-2016
calendar.

THANK
YOU