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DepEd Order No. 8, s.


Policy Guidelines on Classroom Assessment for the K to 12 BEP

1. Effective SY 2015 2016, the Policy Guidelines on Classroom Assessment for the K
to 12 BEP shall be implemented in public elementary and secondary schools
2. There are two (2) types of classroom assessment:
2.1. Formative assessment assessment for learning, may be given at any
time during the teaching and learning process (before the lesson,
during the lesson proper, & after the lesson). FA results are not
included in the computation of summative assessment & should not
be used as bases for grading.
2.2. Summative assessment assessment of learning, which occurs at the
end of a particular unit/lesson. It measures whether learners have met
the content and performance standards. The results of SA are recorded
and used to report on the learners achievement.
3. What is assessed in the classroom?
3.1. Content Standards What should the learners know
3.2. Performance Standards abilities & skills that learners are expected to
3.3. Learning Competencies refer to the knowledge, understanding, skills,
and attitudes that students need to demonstrate in every lesson.
3.4. Concept Development Cognitive Process Dimensions (remembering,
understanding, applying, analyzing, evaluating, creating)
4. How are learners assessed in the classroom?
4.1. Learners are assessed in the classroom through various processes and
measures appropriate to and congruent with learning competencies .
4.2. Individual Formative Assessment enables the learner to demonstrate
independently what has been learned or mastered, activities such as
check up quizzes, written exercises, performances, models, powerpoint
presentations, etc.
4.3. Collaborative Formative Assessment
(peer assessment) allows
students to support each others learning, activities such as:
discussions, role playing, games, & other group activities.
5. Components of Summative Assessment:
5.1. Written Work (WW) express skills and concepts in written form. WW
may include long quizzes, unit/long tests (give emphasis on the
cognitive process dimensions), essays, written reports, & other written
output. It can be given at the end of the topic or unit.
5.2. Performance Task (PT) allows students to show what they know and
are able to do in diverse ways. They may create or innovate products
or do performance-based tasks. Other skills such as demonstrations,
group presentations, oral work, multimedia, research projects,
interview, simulations, etc. It can be given at the end of a lesson/
several times during the quarter.
5.3. Quarterly Assessment (QA) measures student learning at the end of
the quarter. These may be in the form of objective tests, performancebased assessment, or a combination thereof. Given once, at the end of
the quarter.

6. What is the grading system?

6.1. The K to 12 BEP uses a standards and competency based grading
6.2. All grades will be based on the weighted raw score of the learners
summative assessments.
6.3. The minimum grade needed to pass a specific learning is 60, which is
transmuted to 75 in the report card.
6.4. The lower mark that can appear on the report card is 60 for Quarterly
Grades and Final Grades.
6.5. Learners from Grades 1 to 12 are graded on Written Work, Performance
Tasks, and Quarterly Assessment (periodical test) every quarter.
Specific percentage weights vary according to the nature of the
learning area:

Written Work
Performance Tasks
Quarterly Assessment

Grades 1 to 10
Science, Math


7. How is learner progress recorded and computed?

7.1. In a grading period, there is one Quarterly Assessment.
7.2. For Written Work & Performance Tasks, there is no required number,
but must be spread out over the quarter .
7.3. Grades/raw scores from each components are added up & converted to
a percentage score (PS).
7.4. PS are then converted to Weighted Score (WS) with specific percentage
weights in the different subjects.
7.5. Sum of the WS in each component is the INITIAL GRADE. The Initial
Grade will be transmuted using the given transmutation table to get
7.6. For MAPEH, individual grades are given to each area: Music, Arts,
Physical Education, and Health. The QG for MAPEH is the average of
the quarterly grades in the four (4) areas.
8. How are grades computed at the end of the school year?
8.1. The average of the Quarterly Grades (QG) produces the FINAL GRADE.
(1stQ + 2ndQ + 3rdQ + 4thQ/ 4) = Final Grade for each learning area.
8.2. The General Average (GA) is computed by dividing the sum of all Final
Grades by the total number of learning areas. Each learning area has
equal weight.
8.3. The Final Grade in each learning area and the GA are reported as
9. How is the learners progress reported?
90 100
Very Satisfactory
85 89
80 84
Fairly Satisfactory
75 79
Did Not Meet Expectations
Below 75


Shown/discussed quarterly to parents & guardians through a conference. Remarks are given
at the end of the grade level.


How are learners promoted or retained at the end of the school year?
10.1. Final Grade of 75 or higher in all learning areas allows student to be
PROMOTED to the next grade level.
10.2. Did Not Meet Expectations (below 75) in not more than 2 learning
areas must pass REMEDIAL CLASSES to be promoted to the next
grade level, if NOT the learner is RETAINED in the SAME GRADE LEVEL.
10.3. Did Not Meet Expectations (below 75) in 3 or more learning areas
RETAINED in the same grade level.
10.4. REMEDIAL CLASSES are conducted after the Final Grades have been
10.5. Summative Assessments are also given during remedial classes. These
are recorded, computed, weighted, and transmuted in the same way as
the Quarterly Grade.
10.6. The equivalent of the Final Grade for remedial classes is the Remedial
Class Mark (RCM).
10.7. The Final Grade at the end of the school year and the RCM are
AVERAGED. This results in the Recomputed Final Grade.
10.8. If the RFG is 75 or higher, the student is promoted to the next grade
10.9. If the RFG is below 75, students will be RETAINED in the grade level
The teacher of the remedial class issues the Certificate of
Recomputed Final Grade, which is noted by the school principal. This is
submitted to the division office and must be attached to both Form 137
and School Form Number 5.


How are the Core Values of the Filipino Child reflected in the Report card?
11.1. The Core Values: Maka-Diyos, Makatao, Makakalikasan, Makabansa
have been translated into behavior statement.
11.2. A non-numerical rating scale will be used to report on learners
behavior demonstrating the Core values.
11.3. Marking for the Observed Values:
Non-Numerical Rating
Always Observed
Sometimes Observed
Rarely Observed
Not Observed


How is attendance reported?

Learners class attendance shall be recorded by the teachers daily.
12.1. Attendance should be reflected in the Report Card.
12.2. Number of school days in each month should be reflected in the Report
Card and the number of days each learner is present or absent.
12.3. A learner who incurs absences of more than 20% of the prescribed
number of class days during the school year should be given a FAILING
GRADE and not earn credits for the learning area.
12.4. The SH 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