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1. I appreciate that the new grading system focuses on competency-based assessment and real-time feedback,
which encourages continuous improvement and more accurately reflects student understanding.

2. Yes, I have some problems with the new grading system, such as adjusting to the continuous assessment
methods and managing the increased workload for providing detailed feedback. Additionally, ensuring
consistency in grading across different competencies can be challenging.

3. Yes, the new grading system provides a better picture of my performance because it focuses on
competency-based assessments and ongoing feedback.. This allows for a clearer understanding of my
strengths and areas for improvement, rather than just relying on final grades.

4. I prefer the new grading system because it offers a more accurate assessment of my abilities through
competency-based evaluations and real-time feedback allowing me to understand my progress and improve
continuously.

D. REVIEW OF DepEd #8, s. 2015.

1. ) Based on DepEd Order 8, s. 2015, the bases for grading include learner performance, assessment results,
curriculum standards, and alignment with intended learning outcomes.
2. ) Grades 1 to 10:

Example Calculation:

- Formative Assessment Score: 85 (out of 100)

- Summative Assessment Score: 90 (out of 100)

- Quarter Grade Calculation:

- Formative: 85 x 0.40 = 34

- Summative: 90 x 0.60 = 54

- Quarter Grade: 34 + 54 = 88

Grades 11 to 12:

Example Calculation:

- Written Works Score: 88

- Performance Tasks Score: 92

- Quarterly Assessment Score: 85

- Quarter Grade Calculation:

- Written Works: 88 x 0.40 = 35.2

- Performance Tasks: 92 x 0.40 = 36.8

- Quarterly Assessment: 85 x 0.20 = 17

- Quarter Grade: 35.2 + 36.8 + 17 = 89

1. 2. To compute grades at the end of the school year, average the quarterly grades for Grades 1 to 10
and Grades 11 to 12 using the formula: (Quarter 1 + Quarter 2 + Quarter 3 + Quarter 4) / 4.

3. 4. Descriptors used in reporting learner progress include Written Works (30%), Performance Tasks
(50%), Quarterly Assessment (20%), while the grading scale ranges from (90-100%) to (below 75%).

5. 6. The bases for a learner's promotion and retention at the end of the school year include achievement
of learning outcomes, an overall passing grade (typically 75% or higher), consistent attendance, and
positive behavior and attitude.

7. 8. The report on a learner's observed values assesses their behavior, attitudes, and interpersonal skills,
reflecting key values like respect, responsibility, honesty, and cooperation, providing insights into
their character development and social interactions.

1. Teachers generally like the new grading system for its emphasis on competency-based assessments and
real-time feedback, which can improve student learning. However, they may struggle with the added
workload. Students often appreciate the focus on skill development and growth but might feel stressed by the
constant assessments.

2. According to Teachers:Teachers appreciate the new grading system for enhancing learning through
competency-based assessment, providing real-time feedback, and promoting holistic evaluation.

According to Students:Students like the new system for its focus on understanding, continuous improvement,
and increased engagement through varied assessments.
3. Teachers are challenged to adapt to the new grading system by managing increased workloads, providing
detailed and timely feedback, designing diverse assessments, ensuring consistency in grading, and effectively
communicating learning outcomes to students and parents.

4. Yes, I favor the distribution of percentages for written work, performance tasks, and quarterly assessments, as it
provides a balanced approach to evaluation. This system ensures that various aspects of student learning are
assessed, promoting a comprehensive understanding of their knowledge and skills.

5. I liked the experience of computing grades because it helped me understand the assessment process and
how different components reflect student learning. However, it could be time-consuming and challenging to
ensure accuracy and fairness in the calculations.

I liked the experience of computing grades because it helped me understand the assessment process and
how different components reflect student learning. However, it could be time-consuming and challenging to
ensure accuracy and fairness in the calculations.
1. On Card Distribution Day, teachers prepare report cards in advance and call students
individually or in groups to receive them, often recognizing achievements and allowing for
discussions about performance with parents and teachers.

2. Resource teachers communicated learners' assessment results and grades to

parents through report cards, parent-teacher conferences, progress reports, and
online portals, ensuring regular updates on student performance.

3. Yes, parents often raised questions or concerns regarding their child's grades,
understanding the assessment criteria, areas for improvement, and how they could
support their child's learning at home.

4. The Resource Teacher addressed parents' questions and concerns with patience
and clear explanations about the grading system, assessment criteria, and their
child’s performance. They also provided guidance on how parents could assist
their child’s progress and clarified any misunderstandings about the evaluation
process.

1. I give feedback to my students by offering specific, constructive insights on

their strengths and areas for improvement, focusing on how they can enhance their
learning. Feedback is given regularly, both during and after assessments, and also
during informal activities, to guide their progress in real-time.

2. I report students' performance to parents through parent-teacher conferences,

progress reports, and report cards, ensuring clear communication about their
child's progress. Yes, the school typically has a regular system for reporting
grades, often through scheduled report card distribution days and online portals for
real-time updates.

3. I encountered issues like misunderstandings about grading and dissatisfaction

with grades. I addressed these by explaining the grading system and offering
advice on how parents could support their child's improvement.

Yes, the grades in the School Report Card provide a clear understanding of
student performance, reflecting their strengths, areas for improvement, and overall
progress in relation to learning objectives.
Yes, knowing my grade motivates me to work harder as it helps me see my
progress, identify areas for improvement, and set clear goals for better
performance.
1.Yes, the report card provides a clear picture of my child's performance by
detailing their grades, strengths, and areas that need improvement, helping me
understand their overall progress in school.
2. I would suggest adding “teacher comments” on a child's participation, effort,
and social skills to the Report Card for a more comprehensive view of their overall
development.
3.Yes, I find Card Distribution Day important because it provides a dedicated opportunity
for students and parents to review academic progress, celebrate achievements, and discuss
areas for improvement, fostering communication and engagement in the learning process.
4. To make Card Distribution Day more meaningful, incorporate **interactive
sessions for teachers to discuss student progress with parents and host a
celebration event featuring student presentations to highlight achievements and
foster community engagement.
1. The most common issues raised about students' performance included concerns about low
grades, difficulties understanding certain subjects, inconsistent effort, and challenges with
homework or class participation. Parents also frequently expressed worries about their child's
motivation and overall engagement in learning.

a) Practices to be Maintained:

1. Regular Communication: Continuously updating parents and students on

progress through meetings, reports, and informal discussions.

2. Detailed Feedback: Providing specific comments on strengths and areas for

improvement to guide student growth.

b) Practices to be Improved:

1. Clarity in Grading Criteria: Enhancing transparency around how grades are

determined to avoid misunderstandings.

2. Incorporation of Skills Assessment: Including evaluations of soft skills and

participation alongside academic grades for a more holistic view of student
performance.
To ensure effective learning through reporting, use clear language to explain
grading criteria, provide specific feedback on strengths and areas for improvement,
incorporate examples of student work, encourage open dialogue with parents and
students, and set achievable learning goals together.