Episode 8

Guiding The K to 12 Grading System

The K to 12 Basic Education Program uses a standard- and competency-based

grading system. Learners from Grades 11 to 12 are graded on Written Work,
Performance Tasks, and Quarterly Assessment every quarter. These three are given
specific percentage weights that vary according to the nature of the learning area.
For Grades 11 and 12, the two quarters determine the Final Grade in a semester.
Written Works-These include the following: quizzes, unit or long tests,
assignments, article reviews, journals, reaction/reflection papers, news writing,
surveys data recording and analyses, geometric and statistical analyses, graphs,
charts, problem sets, laboratory reports and documentations, work designs and
plans, diagrams, maps, and models. Ensures the students to express their skills and
concepts in written form.
Performance Tasks-These include student-designed experiments, plates, hands-on
exercises /skills demonstration, multimedia presentations, live dioramas, research
paper/investigatory projects with oral defense, debates, speech tests, panel
discussions, issue awareness campaigns, graph constructions from surveys
conducted, etc. Allows learners to show what they know and are able to do in
diverse ways through performance based task.
Quarterly Assessment-These include periodical exams, exhibits, portfolio, practical
tests, and major skill tests. Measures student learning at the end of the quarter.

Analysis

Confirm your research work by interviewing a teacher about the grading system,
component and grading scale that they use to rate the learners.
 The bases for grading are the following the written work (WW) which asses
learners’ understanding and application of skills in written form, Performance
Task (PT) gives the students an opportunities to demonstrate and integrate their
knowledge, and Quarterly assessment (QA) which synthesize all the learning skills,
concepts and values learned in an entire quarter. There are instances that learners
were given failing grades. One of these instances were did not meet the
expectations in any subject or learning area at the end of the semester, did not pass
all subjects or learning areas.
Interview also 5 students using the guide questions below:
I am fairly and correctly graded using the new grading system where grading
system did not focuses only on the retrieval part of learning’s but also it assess the
overall from written down to performances and also the quarterly assessment. It
uses a standard- and competency-based grading system. Learners from Grades 11 to
12 are graded on Written Work, Performance Tasks, and Quarterly Assessment
every quarter. The summary of learner progress is shown quarterly. The grading
scale, with its corresponding descriptors are present in the progress card where the
learners are able to see and aware if there grades are failed or not. The grading
system, its components, scale and descriptors were followed.

Reflection
I have learned from this activity which I can apply when I become a teacher
where learners are assessed in the classroom through various processes and measures
appropriate to and congruent with learning competencies defined in the K to 12
curriculum. Some of these processes and measures may be used for both formative
and summative assessment for which have different goals. Learners may be assessed
individually or collaboratively. Summative assessments are classified into three
components, namely Written Work (WW), Performance Tasks (PT), and Quarterly
Assessment (QA). These three will be the bases for grading. The nature of the
learning are defines the way these three components are assessed. Written works
assess learners’ understanding of concepts and application of skills in written form,
Performance Task (PT) which give the students opportunities to demonstrate and
integrate their knowledge, understanding and skills about the topics or lessons
learned in a specific real-life situation by performing and or producing evidence of
their learning, and quarterly assessment (QA) where it synthesize all the learning
skills, concepts, and values learned in an entire quarter. There must be sufficient
and appropriate instructional interventions to ensure that learners are ready before
summative assessments are given. The evidence produce through summative
assessment enables teachers to describe how well the students have learned the
standards or competencies for a given quarter.