Assessment in Learning 2

Dr. Teody M. Corachea

Module 4
Communicating Authentic Assessment Results
Lesson 1: Reporting Assessment Results
Overview

In a classroom, learners experienced both the traditional and alternative

assessments. They are exposed to different activities whether a pencil-and-paper test
or a performance-based assessment. Teachers are expected to prepare the
performance task or examination instrument while students are also expected to exert
all efforts to apply or perform the activities given by their teachers. After all the process,
teachers are tasked to report the assessment results by providing judgment in all the
activities given to the learners. This feedback will surely give an idea to the teachers
on what to improve in the teaching and learning process while the learners will surely
be aware of their strengths and weaknesses in the activities they performed. In like
manner, the parents will also be aware of the academic achievement of the children
through reporting of assessment results, and by this, parents will be guided of what
help they could extend to encourage their children to strive more to maintain their
strength or to focus on their weaknesses. Feedback is a powerful means of improving
the teaching and academic performance of the learners. Thus, in this module, you will
determine how to give feedback to learners based on the results of authentic forms of
assessment.

Learning Outcomes

At the end of this module, you are expected to:

1. Provide appropriate feedback based on authentic methods of assessment;

2. Communicate learners’ progress based on authentic methods of assessment;
and
3. Report to parents the results of authentic methods of assessment.

Lesson 1: Reporting Assessment Results

The final steps of the Assessment Cycle involve reporting assessment results
and, most importantly, using those results to make programmatic changes to improve
student learning.

During these steps of the process, you will need to consider questions
such as:
 How can assessment results be communicated in a way that is clear, concise,
compelling, and useful?
 If assessment results are positive, how should they be disseminated and used?
 If assessment results are negative, how should they be disseminated and
used?

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 Once a programmatic change has been made based on assessment results,

how do we know if this change was an improvement?

When communicating assessment results, the primary goal should always be

to encourage action. Along these lines, results have the best chance of being used
when they 1) tell a meaningful story, 2) are clear, concise, and compelling, and 3)
adequately address reasonable critiques.

Tell a Meaningful Story

 Tailor assessment results to your audience (understand their needs,

perspectives, and priorities)
 Highlight interesting and unanticipated findings
 Emphasize meaningful differences
 Focus on matters your audience can do something about
 Provide context for your results
 Offer informed commentary

Be Clear, Concise, and Compelling

 Avoid jargon
 Use numbers sparingly
 Use data visualization techniques when appropriate to communicate
clearly and compellingly

Prepare for Critics

 Provide corroborating information (triangulation)

 Document the quality of your assessment strategy
 Acknowledge possible flaws in your assessment strategy

Feedback a Powerful means to help Learners Improve their Performance

Feedback is a powerful means of helping the learners improve their academic

performance. Feedback is a specific means that allows the learners to determine
which part of their performance needs improvement. Feedback provides specific
information to learners on what they need to do to revise or redo their task in a better
way.
The content can be:
 The part of the answer or response that needs to be corrected.
 The specific strategy to be used to perform the task.
 The suggested procedure needs to be undertaken by the learner.
 A direction to the learner where to find the answer.
 A challenge to the learner to think about the appropriate response.
 Clarification on some misconceptions of the learner.
Feedback is given every time students perform a task whether it is a paper-
and-pencil test or performance task. Feedback is provided either during or after the
performance.
1. Feedback during the performance. Feedback during performance can be
verbal or nonverbal. Verbal feedback can be written in big signage visible to

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Dr. Teody M. Corachea

the learner. This is possible to do when performance cannot be stopped like

when one is currently dancing or singing. The teacher can also provide
feedback in segments of the performance where the learner can pause like
when performing drama or doing some presentations. The feedback during
the performance is useful to immediately correct the performance to avoid
further mistakes.
2. Feedback after the performance. Feedback can also be given after the
performance of the task. This is appropriate when learners are provided
another opportunity to revise and show again the performance. This is
applicable for writing essays and compositions where students submit the
completed work before full feedback is provided. Students in these tasks
have the opportunity to rewrite their work and resubmit for another round of
feedback.

To make feedback a powerful means to help learners improve, the following

can be considered:

1. Feedback needs to be specific and concrete.

General Feedback Specific Feedback

The essay is good. You started the paragraph in your essay
with a topic sentence and supporting
Note: Saying that the essay is good sentences were provided after. This
does not provide an idea to the learner helped strengthen the point you want to
of which part was good. The learner make.
might think that the essay is good in all
aspects. Note: This feedback is specific saying
why the feedback is well based on the
structure of the sentences in the
paragraph
The painting needs improvements. I Perhaps you may want to use other
can’t see any object. colors in your paintings so that we can
distinguish the objects.
Note: This is broad feedback because
it does not say what specific part Note: This feedback is specific in
needs to be improved. recommending what can be done about
the painting.

2. Feedback needs to be based on the agreed criteria. The criteria serve as a

guide to provide feedback on the work.

Feedback NOT based on Criteria Feedback based on Criteria

There are several grammatical errors Check again the idea conveyed by the
in the paper. author in the journal because there are
discrepancies.
The heading needs to be in bold font. Add one more reference to support
further your claim on the benefits of using
organic fertilizers.

3. Feedback should provide recommendations or suggestions on how to

improve performance.

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Bad Feedback Good Feedback

I cannot hear your voice. Make your voice louder.
Why are you looking at the ceiling Look at your classmates when you speak
while speaking? in front.

Different Forms of Feedback

There are three areas to focus on when giving feedback. These areas are
feedback on the product or performance, on the procedure or process performed, and
on the strategy in improving the work.

1. Focus on the product or performance.

This kind of feedback describes how well the performance was done.

Example: All the parts of the paper are complete.

You have used up-to-date references in your paper

Include a definition of the term based on the main author.

Rephrase the findings stated by the author.

2. Focus on the procedure.

This kind of feedback focuses on the step-by-step process that needs to
be done by the learner,

Example: Follow the guidelines stated in the workbook in conducting

the experiment to get accurate results.

Try a different procedure in solving the problem.

Use more adjectives to describe the main character in your story.

3. Focus on the strategy to improve the work.

Strategies refer to the different cognitive and metacognitive actions that
the learner needs to think about to arrive at a better work or performance.

Example: Given the criteria on delivering a speech, which parts did you
achieve well and provide evidence.

Use a different method to check if your answers are correct,

Compare your work with the model, which parts are different.
How can you improve these parts further?

How to organize a meeting with parents?

Assessment results are also communicated to parents. The parents are

partners in the child’s learning, and information about the academic standing of their

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Dr. Teody M. Corachea

child should be communicated with them. They are needed to provide further support
in their learning.

Assessment results are communicated through the process of parent and

teacher conferences. The school usually sets schedules and guidelines for teachers
to confer with parents. These guidelines are communicated during the parents’
orientation at the beginning of the school year.

The following are guidelines that can be followed in conducting parent and
teacher conferences:

1. Send a letter inviting parents to a meeting. Indicate availability for this meeting
to happen.
2. Greet the parents in a positive tone. Express how you care about their child that
is why you set a meeting with them.
3. Let the parents talk. Avoid interrupting them while they say their concerns.
4. When responding to parents’ concerns’ you may want to restate or clarify their
ideas, report relevant incidents, or ask further questions.
5. When reporting assessment results, avoid judging the ability of the child. Focus
on the performance based on the criteria. Prepare evidence of the performance
and show the parents how the rating was done. Describe the performance
based on the rubric.
6. When describing the performance of the child, use words that are
understandable to the parents. Avoid too technical terms. If technical terms
cannot be avoided, explain the terms to the parents.
7. Commit to the parents a course of action that you can do but do not guarantee
a result. Some course of action would be to verify an incident further, check
documents, and try to ask the child again.

Summary
The final steps of the Assessment Cycle involve reporting assessment results
and, most importantly, using those results to make programmatic changes to improve
student learning and when communicating assessment results, the primary goal
should always be to encourage action. Along these lines, results have the best chance
of being used when they 1) tell a meaningful story, 2) are clear, concise, and
compelling, and 3) adequately address reasonable critiques.

Feedback is a powerful means of helping the learners improve their academic

performance. Feedback is a specific means that allows the learners to determine
which part of their performance needs improvement. Feedback provides specific
information to learners on what they need to do to revise or redo their task in a better
way.

Feedback is given every time students perform a task whether it is a paper-

and-pencil test or performance task. Feedback is provided either during or after the
performance.

There are three areas to focus on when giving feedback. These areas are
feedback on the product or performance, on the procedure or process performed, and
on the strategy in improving the work.

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Dr. Teody M. Corachea

Assessment results are also communicated to parents. The parents are

partners in the child’s learning, and information about the academic standing of their
child should be communicated with them. They are needed to provide further support
in their learning.

Assessment results are communicated through the process of parent and

teacher conferences.

Suggested Readings
https://manoa.hawaii.edu/assessment/resources/report-use-assessment-results/
https://www.slideshare.net/MadJutt/recordind-and-reporting-assessment-results-1
http://www.integrated-
assessment.eu/eu/guidebook/reporting_assessment_results_0.html

References

Cajigal, R., & Mantuano, M.L. (2014). Assessment of Learning 2. Adriana Publishing
Co., Inc. Quezon City, Philippines.
Calmorin, L. (2011). Assessment of Students Learning 2. Rex Book Store, Manila
Philippines.
Corpuz, B., & Cuartel, I. (2021). Assessment in learning 2: Authentic Assessment,
Lorimar publishing Inc., Quezon City, Philippines.
David, A., Golla, E., Magno, C., & Valladolid, V. (2020). Assessment in Learning 2.
Rex Book Store, Manila Philippines.
Gabuyo, Y. & Dy, G. (2013). Assessment of Learning 2. Rex Book Store, Manila
Philippines.
Santos, R. (2007). Assessment of Learning 2. Lorimar publishing Inc., Quezon City,
Philippines.

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Module 4
Communicating Authentic Assessment Results
Lesson 2: Portfolio Assessment
Overview

The Department of Education provides an avenue for the teachers, students,

parents, and other stakeholders to give a clear picture of the achievement or
performance of the learners in a particular grading period by showcasing tangible
learning outcomes through Portfolio Day. Portfolio Day is the means of the DepEd in
communicating authentic assessment results to the stakeholders, particularly to the
parents. This program ensures outcome-based learning where student's outputs are
presented. Thus, this module will provide you, would-be teacher, a clear picture of
what is portfolio and how to use this in communicating authentic assessment results.

.
Learning Outcomes

At the end of this module, you are expected to:

1. Define portfolio and its types;

2. Give the advantages and disadvantages of portfolio assessment;
3. Identify the different kinds of portfolio and their purposes;
4. Determine the uses of portfolio assessment;
5. Determine the steps in developing portfolio;
6. Identify the guidelines in assessing the portfolio of the students; and
7. Determine the steps in creating ePortfolio

Lesson 2: Portfolio

Portfolio refers to the collection of projects and works of students that

exemplifies their skills, attitudes, and interest with a certain period. It is the compilation
of students’ best works and materials which are essential to assess their progress and
achievement. Examples of portfolio work samples are poems, songs, letters, drama
scripts, drafted and revised stories written by the students.

Portfolio assessment becomes useful and widely used in assessing and

measuring the progress of the students. It documents the process of learning and the
changes that occur during the process.

A student portfolio is a purposeful collection of student work that exhibits the

student’s efforts, progress, and achievements in one or more areas. The collection
must include student participation in selecting contents, the criteria for selection, the
criteria for judging merit, and evidence of student self-reflection.

Types of Portfolio

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There are three basic types of the portfolio to consider for classroom use. These
are working portfolio, showcase portfolio, and progress portfolio.

1. Working Portfolio
The first type of portfolio is the working portfolio which is also
known as the teacher-student portfolio. It contains the work in progress,
as well as the finished samples of work used to reflect on the activities
done by the student and the teacher. It documents the stages of learning
and provides a progressive record of student growth. This is an
interactive teacher-student portfolio that aids in communication between
the teacher and the student.

2. Showcase Portfolio
Showcase portfolio is the second type of portfolio also known as
the best work portfolio or display portfolio. This kind of portfolio focuses
on the student’s beat and most representative work; it exhibits the best
performance of the student. The best work portfolio documents the
students’ effort concerning curriculum objectives.

3. Progress Portfolio
The third type of portfolio is the progress portfolio and it is also known as
the teacher alternative assessment portfolio. It contains examples of
students’ work with the same types done over a period which are then
utilized to assess their progress.

Uses of Portfolios

1. It provides both formative and summative opportunities for monitoring progress

toward reaching identified outcomes.
2. It communicates concrete information about what is expected to students in
terms of the content and quality of performance in specific curriculum areas.
3. It allows students to document aspects of their learning that do not show up
well in traditional assessments.
4. It is useful to showcase periodic or end-of-the-year accomplishments of
students such as poetry, reflections on growth, a sample of best works, etc.
5. It is used to facilitate communication between teachers and parents regarding
the child’s achievement and progress in a certain period.
6. Administrators may use the portfolio for national competency testing to grant
high-school credit and to evaluate educational programs.

How to use Portfolios to help Learners Improve?

One of the important roles of the teacher is to communicate the progress of the
learners based on the learning targets. Progress of the learner is better communicated
if there is good documentation of their formative assessment. The works that learners
have produced can be collected and compiled in a portfolio. This is a visual
representation of what the learners have achieved from their initial work to their
improved work.
The following are some tips in making portfolios a powerful vehicle in
communicating learning progress and areas needing improvement.

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1. Schedule a time slot to sit beside each child to show progress in learning. The
teacher may focus on the first work to the present work for one learning target
at a time. The teacher may need about 5 minutes with each learner to show
evidence of attainment of each learning target.
2. Let the learners reflect on each entry in the portfolio. This can be guided when
the teacher starts to ask questions about the learning strategy used.
3. Let the learners report their observation on the transition of one work to another.
Ask questions for the learners to describe and compare their previous work with
their present work by pointing at the difference, things that are present and
missing among the entries, and the changes that happened from one entry to
another.
4. Ask the learners to reflect on the other areas that need to be continued and
improved for the succeeding work. Make the learners commit to their plan of
strategy when engaging in the same task. Help the learners focus on making
specific and achievable plans.
5. End the conversation with the learners with encouragement and a belief that
they can improve and are capable of mastering the task.

Purposes of the Different Types of Portfolio

Mueller (2010) suggested different purposes of each type of portfolio and some
samples of students’ products needed to be accomplished.

Purposes of Working Portfolio

Purposes of Working
Samples of Student’s Accomplishment
Portfolio
1. To show growth or change  Previous and recent pieces of work in any
over time. subject areas
 Previous and recent tests/scores in any
subject areas
 Rough drafts and final drafts of essay
writings in English and Filipino subjects
 Reflections on students’ growth about a
certain topic
 Goal setting sheets
 Reflections on progress toward goal/s
2. To identify the strengths  Samples of work reflecting specifically
and weaknesses of the identified strengths and weaknesses
learners.  Reflections on strengths and weaknesses of
samples
 Goal-setting sheets
 Reflections on progress toward goals
3. To track the development  Drafts of the specific product or performance
of one or more products or to be tracked
performances.  Self-reflections on drafts
 Reflection sheets from teacher or peer
4. To help develop process  Samples that reflect growth or process skills
skills.  Self-reflection sheets accompanying
samples of work
 Reflection sheets from teacher or peer

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 Identification of strengths/weaknesses
 Goal-setting sheets
 Reflections on progress toward goals

Purposes of Showcase Portfolio

Purposes of Showcase
Samples of Student’s Accomplishment
Portfolio
1. To showcase end-of-  Samples of best work
year/semester  Samples of previous and recent work to
accomplishments document progress final tests or scores
 Discussion of growth over semester/year
 Awards or other recognitions
 Teacher or peer comments
2. To showcase student  Samples of student’s favorite, best, or most
perceptions of favorite, important work
best, or most important  Drafts of the work to illustrate the path taken
work. before its final form
 Commentary on strengths/weaknesses of
work
 Reflection on why it is favorite, best, or most
important
 Teacher or peer comments
3. To represent a sample of  Match of work with standards accomplished
current work.  Self-reflection on current aptitudes,
teacher’s reflection on students aptitudes
 Identification of future gaols
4. To prepare a sample of  Cover letter
best work for employment  Sample of work
or college admission.  Reflection on process of creating a sample
of work
 Reflection on growth
 Teacher or peer comments
 Description of knowledge/skills work
indicates the best accomplishments

Purposes of Progress Portfolio

Purposes of Progress
Samples of Student’s Accomplishment
Portfolio
1. To document achievement  Samples of representative work in each
for grading subject/unit/topic to be graded
 Samples of work documenting level of
achievement on the course/grade-level
goals/standards/ objectives
 Tests/scores
 Rubrics/criteria used for evaluation of work
 Self-reflection on how well samples indicate
attainment of course/grade-level
goals/standards/ objectives
 Teacher’s reflection on the attainment of
goals/standards

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 Identification of strengths/weaknesses
2. To place students  Representative samples of recent work
appropriately  Representative samples of previous work to
indicate a rate of progress
 Classroom tests/scores
 External tests/evaluations
 Match of work with standards accomplished
 Self-reflection on current aptitudes
 Teacher’s reflection on student's aptitudes
 Parents’ reflection on student’s aptitudes
 Other professionals’ reflection on student’s
aptitudes
3. To document progress  List of applicable goals and standards
toward standards  Representative samples of works aligned
with respective goals/ standards
 Self-reflection on how well samples indicate
attainment of course/grade-level
goals/standards/ objectives
 Teacher’s reflection on the attainment of
goals/standards
 Analysis of evidence of progress made
toward standards over semester/year

Advantages of Portfolio

1. It is consistent with the theories of instruction and philosophies of schools

promoting students’ involvement in learning.
2. It is an excellent way to document student’s development and growth over time.
3. It provides students the opportunity to have extensive input from the learning
process.
4. It fosters a sense of ownership of the work and the skills in critical self-reflection
and decision-making.
5. Portfolio contents may be used to illustrate the processes and procedures
students follow.
6. It combines paper-and-pencil tests with performance and product assessments
7. It promotes student self-evaluation, reflection, and critical thinking.
8. It measures performance-based assessment from genuine samples of student
work.
9. It provides opportunities for students and teachers to discuss learning goals
and the steps to achieve those goals in structures and unstructured
conferences.
10. It enables the measurement of multiple dimensions of subject progress by
including different types of data and materials.

Disadvantages of Portfolio

1. Logistics involved in designing and maintaining a portfolio system may be

overwhelming with little or no support.
2. All stakeholders need the training to design, implement, manage, and assess
portfolios.

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3. A portfolio is a new assessment strategy to most teachers, relative to previous

approaches, with many unresolved issues.
4. Gathering all the necessary data and work samples can make the portfolio
bulky and difficult to manage.
5. Requiring extra time to plan an assessment and conduct the assessment.
6. Scoring portfolio involves the extensive use of subjective evaluation
procedures, such as rating scales and professional judgment; this limits
reliability.
7. Developing a systematic and deliberate management system is difficult, but this
step is necessary to make a portfolio more than a random collection of student
work.
8. Scheduling individual portfolio conferences are difficult and the length of each
conference may interfere with other instructional activities.

Developing Portfolio Assessment

There are eight basic steps in developing a portfolio assessment system.

1. Determine the curricular objectives to be addressed through the portfolio.

2. Determine the decisions that will be made based on the portfolio assessments.
3. Design assessment tasks for the curricular objectives.
4. Define the criteria for each assessment task and establish performance
standards for each criterion.
5. Determine who will evaluate the portfolio entries.
6. Train teachers or other evaluators to score the assessments.
7. Teach the curriculum, administer assessments, and collect them in portfolio or
score assessments.
8. Make decisions based on the assessments in the portfolios.

Guidelines for Assessing Portfolio

1. Include enough documents on which to base a judgment.

2. Structure the contents to provide scorable information
3. Develop judging criteria and a scoring scheme for raters to use in assessing
the portfolio.
4. Use observation instruments such as checklists and rating scales when
possible to facilitate scoring.
5. Use trained evaluators or assessors.

Contents of Portfolio

1. Table of contents
2. The single best piece, which is selected by the students and can come from
any class and need not address an academic subject.
3. Letter explaining the composition and selection of the best piece.
4. A poem, short story, or personal narration.
5. Personal response to a book, event, current issue, mathematical problem, or
scientific phenomenon.
6. Prose piece from any subject area other than English or Language Arts.

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Creating ePortfolio as a Technology Tool

Portfolios are one good means of keeping things in order. In a semestral work,
a learning portfolio is a collection of student work that exhibits’ effort, progress,
achievements, and competencies gained during the course.

Portfolios may come in many forms. It can look like an album or scrapbook or
even a filer where the documents and evidence are kept. However, nowadays, it is
possible to have online portfolios by creating sites. This is also called the ePortfolio or
the digital portfolio. This can be used as a digital achieve archive that can contain the
same materials as a physical portfolio but can have more such as multimedia
productions, relevant online links or references, digital stories or video blogs,
PowerPoint presentations, photographs, and other ICT materials. The ePortfolio can
be private or can be published and shared publicly with stakeholders like parents and
friends.

Uses of ePortfolio.

1. Student ePortfolios can evaluate students’ academic progress. They can inform
the teacher to adapt and use instructional strategies when pieces of evidence
indicate that they are either learning or not. In other words, the construction of
ePortfolios should start from the beginning and should be an ongoing process.
They should not be reviewed only at the end of the term but navigated around
and provided feedback to let students know how they are doing.
2. Monitoring student's progress can be highlighted in a portfolio. It may not only
contain finished products but also several versions of how the students
improved their work based on the feedback provided by mentors. Moreover,
portfolios can determine whether the students have transferred what they have
learned in new projects or other domains.
3. Portfolios document students’ learning growth. They encourage the students’
sense of accountability for their learning process. This may lead them to see
that the learning process is theirs and not anybody else’s. This can make
learners reflect from where they have begun to how far they have developed.
When they make decisions on what or what not to include, they get engaged in
the process of creating their voice in this portfolio.

Creating an Online Portfolio Using a Google Site

Many sites can be used in creating an ePortfolio. One of which is the google
site. If you have a google account, you can start using the available applications.
You can also try Weebly, or Wix, among others.

Here is a sample of the google site in creating ePortfolio.

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Steps in constructing an ePortfolio

icon sites.google.com
1. Enter your Gmail account and look for Sites.
If it is the first time that you have done
this, you need to read the directions.
2. You scroll down and read further until
you see the icon for sites.
3. When you click it, it will lead you to
another section. This will let you
create a site that you can use as an
ePortfolio.
4. Consider a good label or a title for
your ePortfolio and prepare the texts,
links, multimedia outputs, images, or
jpeg files that you want to upload to
the pages of the ePortfolio.

Parts of an ePortfolio
Just like a book, the ePortfolio has pages or sections. The organization can
follow a chronological order based on the activities that you go through or you can
have a thematic arrangement. Whatever you choose, it will be a display of your
organizational skills.

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Home Page. The first section is the

Home or your cover page. This is the first thing
that your readers will see. So you need to
Home Page
introduce yourself and the objectives of your
ePortfolio. Usually, there are templates
available and each provides sections. You can
add persona touches such as images or a
change of color themes.

Pages. The pages that you can add

depending on how you would like to organize
your ePortfolio. What is important is that you
need to construct your ePortfolio at the start of
the class. In that way, you can have a fresh start
as you try to be conscious of documenting the
activities and learning that goes with each
Add/New
session.
Page
When adding the pages, click the icon
and decide whether it will be parallel to your
Home page or it will be under it. Just remember
that when you have a template. So, if you are
starting, it would be detrimental if you conform
to the template.

Reflections. A major element in a portfolio whether it is online or not is the

writing of the reflection. It is thinking-aloud, a way of documenting what they are
thinking. How students are processing the input and the application of what they
have learned into an activity or a project needs to be captured.
Sometimes it is difficult to write a reflection and a structure can be helpful.
Many models can be used as a guide in writing reflections. One is Gibb’s reflective
cycle model (1988).

DESCRIBE: What happened to create that activity, teach that class, design that
lesson?

FEEL: What were you thinking or feeling as you were creating, teaching, or
designing?

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EVALUATE: What was good and bad about that activity, class, or lesson?

ANALYZE: What else can you make of the situation? Why did it go well or not so
well? Do you think students were experiencing the same thing? What
kind of feedback do you have about this activity, class, or lesson?

CONCLUDE: What conclusions can you draw? What specific (personal)

conclusions do you have?

PLAN: What will you do the next time? What will you do differently, the same?

Summary

Portfolio refers to the collection of projects and works of students that

exemplifies their skills, attitudes, and interest with a certain period. It is the compilation
of students’ best works and materials which are essential to assess their progress and
achievement. Examples of portfolio work samples are poems, songs, letters, drama
scripts, drafted and revised stories written by the students.

Portfolio assessment becomes useful and widely used in assessing and

measuring the progress of the students. It documents the process of learning and the
changes that occur during the process.

A student portfolio is a purposeful collection of student work that exhibits the

student’s efforts, progress, and achievements in one or more areas. The collection
must include student participation in selecting contents, the criteria for selection, the
criteria for judging merit, and evidence of student self-reflection.

There are three basic types of the portfolio to consider for classroom use. These
are working portfolio, showcase portfolio, and progress portfolio.

The guidelines for assessing portfolio include enough documents on which to

base a judgment; structure the contents to provide scorable information; develop
judging criteria and a scoring scheme for raters to use in assessing the portfolio; use
observation instruments such as checklists and rating scales when possible to
facilitate scoring and use trained evaluators or assessors.

The contents of the portfolio are the table of contents; single best piece, which
is selected by the students and can come from any class and need not address an
academic subject; a letter explaining the composition and selection of the best piece;
a poem, short story, or personal narration; personal response to a book, event, current
issue, mathematical problem, or scientific phenomenon; and prose piece from any
subject.

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Dr. Teody M. Corachea

Suggested Readings
https://education.stateuniversity.com/pages/1769/Assessment-PORTFOLIO-
ASSESSMENT.html
https://www.thoughtco.com/the-purpose-of-building-a-portfolio-assessment-3194653
http://www.ibe.unesco.org/en/glossary-curriculum-terminology/p/portfolio-
assessment

References

Cajigal, R., & Mantuano, M.L. (2014). Assessment of Learning 2. Adriana Publishing
Co., Inc. Quezon City, Philippines.
Calmorin, L. (2011). Assessment of Students Learning 2. Rex Book Store, Manila
Philippines.
Corpuz, B., & Cuartel, I. (2021). Assessment in learning 2: Authentic Assessment,
Lorimar publishing Inc., Quezon City, Philippines.
David, A., Golla, E., Magno, C., & Valladolid, V. (2020). Assessment in Learning 2.
Rex Book Store, Manila Philippines.
Gabuyo, Y. & Dy, G. (2013). Assessment of Learning 2. Rex Book Store, Manila
Philippines.
Santos, R. (2007). Assessment of Learning 2. Lorimar publishing Inc., Quezon City,
Philippines.

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Dr. Teody M. Corachea

Module 4
Communicating Authentic Assessment Results
Lesson 3: Grading and Reporting Systems
Overview

Assigning students' grades is an important component of teaching and many

schools issue progress reports. Traditionally these reports were printed on paper and
sent home through the parents after the parent-teacher conference quarterly. Also,
report cards typically summarize in a brief format a variety of assessments and cannot
provide much information about students’ strengths and weaknesses. Some decisions
have to be made when assigning students’ grades and schools often have detailed
policies that teachers have to follow. Thus, in this module, we will discuss the grading
and reporting system particularly of the Department of Education.

Learning Outcomes

At the end of this module, you are expected to:

1. Identify the different components of grading in elementary and secondary levels

under the K to 12 curricula.
2. Identify the different purposes of grading and reporting;
3. Differentiate norm-referenced grading and criterion-referenced grading;
4. Identify the different guidelines in grading students;
5. Identify the different guidelines for effective and fair grading;
6. Compute the grades of students correctly and fairly.

Lesson 3: Grading and Reporting Systems

Grading and Reporting System

Grading is one of the many activities of a classroom teacher to professionally

judge the achievements of the students. Thisi s the collection and evaluation of proofs
regarding the performance or achievement of the learners within a specified time.
Through this process, different types of descriptive information and ways of measuring
the performance of the students that summarize their accomplishments are converted
to grades or marks.

Grading and reporting the progress of the students are two of the most difficult
tasks of teachers because there are so many factors and decisions to be considered.

Grading is the process of judging the quality of the performance of a student.

The reasons why teachers find grading demanding are they have insufficient, formal
instruction in grading; they have to make a judgment based on incomplete evidence;

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they have conflicting classroom roles, and there is no single universally accepted
grading system.

The grade is a symbol used to represent the achievement or progress of a

student.
Purposes of Grading and Reporting Systems

Grading and reporting systems serve many purposes, but no single method
serves all the purposes. They are used to communicate the achievement of the
students; provide students information to improve their self-evaluation; provide
incentives for students to learn; select or group students for a certain educational path
or progress; evaluate the effectiveness of the program; inform the teacher about what
students have and have not learned; and motivate and encourage good work by
students (Erickson and Strommer, 1991).
Linn (2009) provide the following purposes of grading and reporting systems:

1. Instructional uses
2. Reports to parents/guardians.
3. Administrative and guidance use.

Types of Grading System

Norm-referenced grading system. In using a norm-referenced grading

system, student performance is evaluated relative to the performance of other
students within the group. The performance of a student will depend on the
performance of other students in the class. This grading system is also known as
grading on the curve. The teacher will be the one to set how many percent of the
students in the class assigned each grade if it is not stated in the grading policy of the
institution.

Criterion-referenced grading system. In this type of grading system, the

student performance is evaluated against certain criteria or standards. The student
must get a grade higher than or equal to a given standard to pass a certain test. The
criteria or standard is absolute in this grading system and it is also possible that all
students may receive the highest possible grade or all of them may pass the said test,
subject, or course. It is also possible that all students may receive a failing grade if
they will not teach the standard set by the teacher.
Types of Reporting System

There is no single way of reporting the level of achievement of the students.

Different colleges and universities utilize different symbols to describe and report the
level of performance or achievement of their students.

Percentages Numbers Letters Descriptions

98 – 100 1.00 A+ Outstanding/Excellent
95 - 97 1.25 A Outstanding/Excellent

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Dr. Teody M. Corachea

92 – 94 1.50 A- Very Good

89 – 91 1.75 B+ Very Good
86 – 88 2.00 B Good
83 – 85 2.25 B- Good
80 – 82 2.50 C+ Fair
77 – 79 2.75 C Fair
75 – 76 3.00 C- Passed
Below 75 5.00 D Failed

DepEd K to 12 Grading System Steps for Computing Grades

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

grading system. These are found in the curriculum guides. All grades will be based on
the weighted raw score of the learners’ summative assessments. The minimum grade
needed to pass a specific learning area is 60, which is transmuted to 75 in the report
card. The lowest mark that can appear on the report card is 60 for Quarterly Grades
and Final Grades.

For these guidelines, the Department will use a floor grade considered as the
lowest possible grade that will appear in a learner’s report card. Learners from Grades
1 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.

How is learner progress recorded and computed?

For Kindergarten

For Kindergarten, checklists and anecdotal records are used instead of

numerical grades. These are based on learning standards found in the Kindergarten
curriculum guide. Teachers need to keep a portfolio, which is a record or compilation
of the learner’s output, such as writing samples, accomplished activity sheets, and
artwork. The portfolio can provide concrete evidence of how much or how well the
learner can accomplish the skills and competencies. Through checklists, the teacher
will be able to indicate whether or not the child can demonstrate knowledge and/or
perform the tasks expected of Kindergarten learners. Through anecdotal records or
narrative reports, teachers will be able to describe learners’ behavior, attitude, and
effort in school work.

For Grades 1 to 12

In a grading period, there is one Quarterly Assessment but there should be

instances for students to produce Written Work and to demonstrate what they know
and can do through Performance Tasks. There is no required number of Written Work
and Performance Tasks, but these must be spread out over the quarter and used to
assess learners’ skills after each unit has been taught.

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How to Compute for Final Grades and General Average in DepEd K to 12 Grading
System?

The following are the steps in computing for the Final Grades.

Step 1: Grades from all student work are added up.

This results in the total score for each component, namely Written Work, Performance
Tasks, and Quarterly Assessment. Raw scores from each component have to be
converted to a Percentage Score. This is to ensure that values are parallel to each
other.

Step 2: The sum for each component is converted to the Percentage Score.

To compute the Percentage Score (PS), divide the raw score by the highest possible
score then multiply the quotient by 100%. This is shown below:

𝐿𝑒𝑎𝑟𝑛𝑒𝑟 ′ 𝑠 𝑡𝑜𝑡𝑎𝑙 𝑟𝑎𝑤 𝑠𝑐𝑜𝑟𝑒

𝑃𝑒𝑟𝑐𝑒𝑛𝑡𝑎𝑔𝑒 𝑆𝑐𝑜𝑟𝑒 (𝑃𝑆) = 𝑥 100%
𝐻𝑖𝑔ℎ𝑒𝑠𝑡 𝑝𝑜𝑠𝑠𝑖𝑏𝑙𝑒 𝑠𝑐𝑜𝑟𝑒

Step 3: 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 Percentage Score is multiplied by the weight of the component found
in Table 4 for Grades 1 to 10. The product is known as the Weighted Score (WS).

𝑊𝑒𝑖𝑔ℎ𝑡𝑒𝑑 𝑆𝑐𝑜𝑟𝑒 (𝑊𝑆) = 𝑃𝑒𝑟𝑐𝑒𝑛𝑡𝑎𝑔𝑒 𝑆𝑐𝑜𝑟𝑒 𝑥 𝑊𝑒𝑖𝑔ℎ𝑡 𝑜𝑓 𝐶𝑜𝑚𝑝𝑜𝑛𝑒𝑛𝑡

Table 4. Weight of the Components for Grades 1-10

Components Languages AP EsP Science Math MAPEH EPP/TLE

Written Work 30% 40% 20%
Performance
1 to 10 50% 40% 60%
Tasks
Quarterly
Assessment
20% 20% 20%

Step 4: The sum of the Weighted Scores in each component is the Initial Grade.

This Initial Grade will be transmuted using the given transmutation table to get
the Quarterly Grade (QG).

Step 5: The Quarterly Grade for each learning area is written on the report card of the
student.

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Dr. Teody M. Corachea

Table 5. Sample Class Record for English Grade 4 (First Quarter)

𝐿𝑒𝑎𝑟𝑛𝑒𝑟 ′ 𝑠 𝑡𝑜𝑡𝑎𝑙 𝑟𝑎𝑤 𝑠𝑐𝑜𝑟𝑒

𝑃𝑒𝑟𝑐𝑒𝑛𝑡𝑎𝑔𝑒 𝑆𝑐𝑜𝑟𝑒 (𝑃𝑆) = 𝑥 100%
𝐻𝑖𝑔ℎ𝑒𝑠𝑡 𝑝𝑜𝑠𝑠𝑖𝑏𝑙𝑒 𝑠𝑐𝑜𝑟𝑒

𝑊𝑒𝑖𝑔ℎ𝑡𝑒𝑑 𝑆𝑐𝑜𝑟𝑒 (𝑊𝑆) = 𝑃𝑒𝑟𝑐𝑒𝑛𝑡𝑎𝑔𝑒 𝑆𝑐𝑜𝑟𝑒 𝑥 𝑊𝑒𝑖𝑔ℎ𝑡 𝑜𝑓 𝐶𝑜𝑚𝑝𝑜𝑛𝑒𝑛𝑡

Steps for Computing Grades

1. Get the total score for each component.

2. Divide the total raw score by the highest possible score then multiply the
quotient by 100%.
3. Convert Percentage Scores to Weighted Scores. Multiply the Percentage Score
by the weight of the component indicated in Table 4
4. Add the Weighted Scores of each component. The result will be the Initial
Grade.
5. Transmute the Initial Grade using the Transmutation Table.

Table 6. Steps for Computing Grades

Steps Example
Learner’s Highest
Raw Score Possible
Score
Written Work 1 18 20
Written Work 2 22 25
Get the total score
Written Work 3 20 20
for each
Written Work 4 17 20
component
Written Work 5 23 25
Written Work 6 26 30
Written Work 7 19 20

Total 145 160

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Dr. Teody M. Corachea

Learner’s Highest
Raw Score Possible
Score
Performance Task 1 12 15
Performance Task 2 13 15
Performance Task 3 19 25
Performance Task 4 15 20
Performance Task 5 16 20
Performance Task 6 25 25

Total 100 120

Learner’s Highest
Raw Score Possible
Score
Quarterly Assessment 40 50
𝐿𝑒𝑎𝑟𝑛𝑒𝑟 ′ 𝑠 𝑡𝑜𝑡𝑎𝑙 𝑟𝑎𝑤 𝑠𝑐𝑜𝑟𝑒
𝑃𝑒𝑟𝑐𝑒𝑛𝑡𝑎𝑔𝑒 𝑆𝑐𝑜𝑟𝑒 (𝑃𝑆) = 𝑥 100%
𝐻𝑖𝑔ℎ𝑒𝑠𝑡 𝑝𝑜𝑠𝑠𝑖𝑏𝑙𝑒 𝑠𝑐𝑜𝑟𝑒

145
𝑃𝑒𝑟𝑐𝑒𝑛𝑡𝑎𝑔𝑒 𝑆𝑐𝑜𝑟𝑒 (𝑃𝑆) = 𝑥 100%
160

Percentage Score of Written Work is 90.63

Divide the total 100

𝑃𝑒𝑟𝑐𝑒𝑛𝑡𝑎𝑔𝑒 𝑆𝑐𝑜𝑟𝑒 (𝑃𝑆) = 𝑥 100%
raw score by the 120
highest possible
score then Percentage Score of Performance Task is 83.33
multiply the 40
quotient by 100% 𝑃𝑒𝑟𝑐𝑒𝑛𝑡𝑎𝑔𝑒 𝑆𝑐𝑜𝑟𝑒 (𝑃𝑆) = 𝑥 100%
50

Percentage Score of Quarterly Assessment is 80.00

Written work for English Grade 4 is 30%

Weighted Score = 90.63 x 0.30
Convert
The Weighted Score of Written Work is 27.19
Percentage scores
to weighted
Performance task for English Grade 4 is 50%
scores. Multiply
Weighted Score = 83.33 x 0.50
the percentage
The Weighted Score of Performance Task is 41.67
score by the
weight of the
Quarterly Assessment for English Grade 4 is 20%
component
Weighted Score = 80 x 0.20
indicated in table 4
The Weighted Score of Quarterly Assessment is 16

Add the Weighted Component Weighted Score

Scores of each Written Works = 27.19
component. The Performance Tasks = 41.67
Result will be the Quarterly Assessment = 16.00
initial grade

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Dr. Teody M. Corachea

Total = 84.86
The Initial Grade is 84.86
The Initial Grade is 84.86
Transmute the
The Transmuted Grade is 90
initial grade using
(SEE DepED Transmutation Table)
the DepED
The Quarterly Grade in English for the 1st Quarter is 90.
Transmutation
table
This is reflected in the Report Card

For MAPEH, individual grades are given to each area, namely, Music, Arts,
Physical Education, and Health. The quarterly grade for MAPEH is the average of the
quarterly grades in the four areas.

𝑸𝑮 𝒇𝒐𝒓 𝑴𝒖𝒔𝒊𝒄 + 𝑸𝑮 𝒇𝒐𝒓 𝑨𝒓𝒕𝒔 + 𝑸𝑮 𝒇𝒓𝒐 𝑷𝑬 + 𝑸𝑮 𝒇𝒐𝒓 𝑯𝒆𝒂𝒍𝒕𝒉

𝑸𝒖𝒂𝒓𝒕𝒆𝒓𝒍𝒚 𝑮𝒓𝒂𝒅𝒆 𝒇𝒐𝒓 𝑴𝑨𝑷𝑬𝑯 =
𝟒

For MAPEH, individual grades are given to each area, namely, Music, Arts,
Physical Education, and Health. The quarterly grade for MAPEH is the average of the
quarterly grades in the four areas.

How are grades computed at the end of the school year?

For Kindergarten

There are no numerical grades in Kindergarten. Descriptions of the learners’

progress in the various learning areas are represented using checklists and student
portfolios. These are presented to the parents at the end of each quarter for discussion.
Additional guidelines on the Kindergarten program will be issued.

For Grades 1-10

The average of the Quarterly Grades (QG) produces the Final Grade.

𝟏𝒔𝒕 𝑸𝑮 + 𝟐𝒏𝒅 𝑸𝑮 + 𝟑𝒓𝒅 𝑸𝑮 + 𝟒𝒕𝒉 𝑸𝑮

𝑭𝒊𝒏𝒂𝒍 𝑮𝒓𝒂𝒅𝒆 𝒃𝒚 𝑳𝒆𝒂𝒓𝒏𝒊𝒏𝒈 𝑨𝒓𝒆𝒂 =
𝟒

The General Average is computed by dividing the sum of all final grades by the
total number of learning areas. Each learning area has equal weight.

𝑺𝒖𝒎 𝒐𝒇 𝑭𝒊𝒏𝒂𝒍 𝑮𝒓𝒂𝒅𝒆𝒔 𝒐𝒇 𝑨𝒍𝒍 𝑳𝒆𝒂𝒓𝒏𝒊𝒏𝒈 𝑨𝒓𝒆𝒂𝒔

𝑮𝒆𝒏𝒆𝒓𝒂𝒍 𝑨𝒗𝒆𝒓𝒂𝒈𝒆 =
𝑻𝒐𝒕𝒂𝒍 𝒏𝒖𝒎𝒃𝒆𝒓 𝒐𝒇 𝑳𝑬𝒂𝒓𝒏𝒊𝒏𝒈 𝑨𝒓𝒆𝒂𝒔 𝒊𝒏 𝒂 𝑮𝒓𝒂𝒅𝒆 𝑳𝒆𝒗𝒆𝒍

The Final Grade in each learning area and the General Average are reported as
whole numbers. Table 7 shows an example of the Final Grades of the different learning
areas and the General Average of a Grade 4 student.

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Table 7. Final Grades and General Average

Learning Quarter Final

Area 1 2 3 4 Grade
Filipino 80 89 86 84 85
English 89 90 92 87 90
Mathematic 82 85 83 83 83
Science 86 87 85 84 86
Araling Panlipunan 90 92 91 89 91
Edukasyong sa 89 93 90 88 90
Pagpapakatao
Edukasyong Pantahanan 80 81 84 79 81
at Pangkabuhayan
MAPEH 85 86 85 84 85
General Average 86

For Grades 11 and 12

The two quarters determine the Final Grade in a semester. Table 8 shows an
example in Grade 11, second semester for the Accounting, Business, and
Management (ABM) strand.

Table 8. Grade 11, 2nd Semester of ABM strand

Quarter Second
Subjects Semester
3 4
Final Grade
Core Subjects
Reading and Writing 80 83 82
Pagbasa at Pagsusuri ng Iba’t 86 85 86
Ibang Teksto tungo sa Pananaliksik
Statistics and Probability 82 87 85
Physical Science 88 87 88
Physical Education and Health 90 88 89
Applied and Specialized Subjects
Empowerment Technologies: ICT 80 83 82
for Professional Tracks
Business Math 87 86 87
Organization and Management 85 81 83
Fundamentals of Accounting, 84 81 83
Business and Management 1
General Average for the 85
Semester

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How is the learner’s progress reported?

The summary of learner progress is shown quarterly to parents and guardians

through a parent-teacher conference, in which the report card is discussed. The grading
scale, with its corresponding descriptors, is in Table 9. Remarks are given at the end of
the grade level.

Table 9. Descriptors, Grading Scale, and Remarks

Descriptor Grading Scale Remarks

Outstanding 90 – 100 Passed
Very Satisfactory 85 – 89 Passed
Satisfacotry 80 – 84 Passed
Fairly Satisfactory 75 – 79 Passed
Did Not Meet Below 75 Failed
Expectations

Using the sample class record in Table 6, LEARNER A received an Initial Grade
of 84.86 in English for the First Quarter, which, when transmuted to a grade of 90, is
equivalent to Outstanding. LEARNER B received a transmuted grade of 88, which is
equivalent to Very Satisfactory. LEARNER C received a grade of 71, which means
that the learner Did Not Meet Expectations in the First Quarter of Grade 4 English.

When a learner’s raw scores are consistently below expectations in Written

Work and Performance Tasks, the learner’s parents or guardians must be informed
not later than the fifth week of that quarter. This will enable them to help and guide
their child to improve and prepare for the Quarterly Assessment. A learner who
receives a grade below 75 in any subject in a quarter must be given intervention
through remediation and extra lessons from the teacher/s of that subject.

How are learners promoted or retained at the end of the school year?

This section provides the basis for promoting a learner to the next grade level
or for retaining a learner in the same grade level. These decisions must be applied
based on evidence and judiciously.

A Final Grade of 75 or higher in all learning areas allows the student to be

promoted to the next grade level. Table 11 specifies the guidelines to be followed for
learner promotion and retention.

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Table 10. Learner Promotion and Retention

For Grades 1 to 3 Learners Promotion and Retention

Requirements Decision
Final Grade of at least 75 in Promoted to the next grade level
all learning areas
Did Not Meet Expectations in Must pass remedial classes for learning areas with
not more than two learning failing marks to be promoted to the next grade level.
areas Otherwise, the learner is retained in the same grade
level.
Did Not Meet Expectations in Retained in the same grade level
three or more learning areas

For Grades 4 to 10 Learners Promotion and Retention

Requirements Decision
Final Grade of at least 75 in all Promoted to the next grade level
learning areas
Did Not Meet Expectations in Must pass remedial classes for learning areas with failing
not more than two learning marks to be promoted to the next grade level. Otherwise,
areas the learner is retained in the same grade level.
Did Not Meet Expectations in Retained in the same grade level
three or more learning areas
Must pass all learning areas Earn the Elementary Certificate
in the Elementary
Promoted to Junior High School
Must pass all learning areas Earn the Junior High School Certificate
in the Junior High School
Promoted to Senior High School

For Grades 11 to 12 Learners Promotion and Retention

Requirements Decision
Final Grade of at least 75 in all Can proceed to the next semester
learning areas in a semester
Did not Meet Expectations in aMust pass remedial classes for failed competencies in
prerequisite subject in a the subject before being allowed to enroll in the higher-
learning area level subject
Did Not Meet Expectations in Must pass remedial classes for failed competencies in
any subject or learning area at
the subjects or learning areas to be allowed to enroll in
the end of the semester the next semester. Otherwise, the learner must retake the
subjects that failed.
Must pass all subjects or Earn the Senior High School Certificate
learning areas in Senior High
School

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For Grades 1-10, a learner who Did Not Meet Expectations in at most two
learning areas must take remedial classes. Remedial classes are conducted after the
Final Grades have been computed. The learner must pass the remedial classes to be
promoted to the next grade level. However, teachers should ensure that learners
receive remediation when they earn raw scores which are consistently below
expectations in Written Work and Performance Tasks by the fifth week of any quarter.
This will prevent a student from failing in any learning area at the end of the year.

For Grade 11-12, learners who fail a unit/set of competencies must be

immediately given remedial classes. They should pass the summative assessments
during remediation to avoid a failing grade in a learning area/subject. This will prevent
students from having back subjects in Senior High School (SHS). However, if the
learner still fails remedial classes, s/he must retake the subject/s failed during the
summer or as a back subject. Guidance teachers/career advocates must provide
support to the SHS student for his/her choices in SHS tracks.

Summative Assessments are also given during remedial classes. These are
recorded, computed, weighted, and transmuted in the same way as the Quarterly
Grade. The equivalent of the Final Grade for remedial classes is the Remedial Class
Mark (RCM). The Final Grade at the end of the school year and the Remedial Class
Mark are averaged. This results in the Recomputed Final Grade. If the Recomputed
Final Grade is 75 or higher, the student is promoted to the next grade level. However,
students will be retained in the grade level if their Recomputed Final Grade is below
75.
The teacher of the remedial class issues the Certificate of Recomputed Final
Grade, which is noted by the school principal.

The learner can enroll in the next grade level for Grades 1-10 and the next
semester for Grades 11-12 upon presentation of the Certificate of Recomputed Final
Grade. This certificate can be verified in the division offices as needed.

Methods of Computing Final Grade

There are two common methods of computing the final grade. These are the
averaging method and cumulative method. The computation of the final grade will
depend on the grading policy of the school, or colleges, and universities. In the case
of public elementary and secondary schools, the averaging method is utilized as
defined in DepEd Order No. 33, s. 2004.

Averaging Method. In this method, the weights of the grade in each grading
period are equal. The formula is:

𝟏𝒔𝒕 𝑸𝑮 + 𝟐𝒏𝒅 𝑸𝑮 + 𝟑𝒓𝒅 𝑸𝑮 + 𝟒𝒕𝒉 𝑸𝑮

𝑭𝒊𝒏𝒂𝒍 𝑮𝒓𝒂𝒅𝒆 =
𝟒

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Example: The grade of Steve in Mathematics is shown below. Find the final grade.

First Second Third Fourth

Final
Subject Grading Grading Grading Grading
Grade
Grade Grade Grade Grade
Mathematics 89 92 94 96 92.75

𝟏𝒔𝒕 𝑸𝑮 + 𝟐𝒏𝒅 𝑸𝑮 + 𝟑𝒓𝒅 𝑸𝑮 + 𝟒𝒕𝒉 𝑸𝑮

𝑭𝒊𝒏𝒂𝒍 𝑮𝒓𝒂𝒅𝒆 =
𝟒

𝟖𝟗 + 𝟗𝟐 + 𝟗𝟒 + 𝟗𝟔
𝑭𝒊𝒏𝒂𝒍 𝑮𝒓𝒂𝒅𝒆 =
𝟒

𝟑𝟕𝟏
𝑭𝒊𝒏𝒂𝒍 𝑮𝒓𝒂𝒅𝒆 =
𝟒

𝑭𝒊𝒏𝒂𝒍 𝑮𝒓𝒂𝒅𝒆 = 𝟗𝟐. 𝟕𝟓

Cumulative Method. In this method, the final grade gives a higher weight on the
present grade than the previous grade. The percentage of the present and previous
grades will depend on the policy of the school, most especially in the private schools
as defined by the manual of private schools or as defined in their grading policies. An
example of the cumulative method is the sum of 1/3 of the third grading grade and 2/3
of the fourth grading grade. The Formula is:

1 2
𝐹𝑖𝑛𝑎𝑙 𝐺𝑟𝑎𝑑𝑒 = (𝑇𝐺𝐺) + (𝐹𝐺𝐺)
3 3

Example: The grade of Steve in Mathematics is shown below. Find the final grade.

First Second Third Fourth

Final
Subject Grading Grading Grading Grading
Grade
Grade Grade Grade Grade
Mathematics 89 92 94 96 95.33
1 2
𝐹𝑖𝑛𝑎𝑙 𝐺𝑟𝑎𝑑𝑒 = (94) + (96)
3 3

94 2(96)
𝐹𝑖𝑛𝑎𝑙 𝐺𝑟𝑎𝑑𝑒 = +
3 3

𝐹𝑖𝑛𝑎𝑙 𝐺𝑟𝑎𝑑𝑒 = 31.33 + 64

𝐹𝑖𝑛𝑎𝑙 𝐺𝑟𝑎𝑑𝑒 = 95.33

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Guidelines for Effective and Fair Grading

1. Describe the grading procedures to the students at the beginning of

instruction.
2. Make clear to the students that the course grade will be based on
achievement only.
3. Explain how other elements will be reported such as efforts, work habits,
and personal-social characteristics.
4. Relate the grading procedures to the intended learning outcomes.
5. Obtain valid evidence as to the basis for reporting grades.
6. Take precautions to prevent cheating on tests and assessments.
7. Return and review all tests and assessment results as soon as possible.
8. Properly weigh the various types of achievement included in the grade.
9. Do not lower an achievement grade for tardiness, weak effort, or
misbehavior.
10. Be fair. Avoid bias, and when in doubt, review the pieces of evidence, such
as scores on the borderline. If still in doubt, assign the higher grade.

Summary
Grading is one of the many activities of a classroom teacher to professionally
judge the achievements of the students. This s the collection and evaluation of proofs
regarding the performance or achievement of the learners within a specified time.
Through this process, different types of descriptive information and ways of measuring
the performance of the students that summarize their accomplishments are converted
to grades or marks.

Grading is the process of judging the quality of the performance of a student.

The reasons why teachers find grading demanding are they have insufficient, formal
instruction in grading; they have to make a judgment based on incomplete evidence;
they have conflicting classroom roles, and there is no single universally accepted
grading system.

The grade is a symbol used to represent the achievement or progress of a

student.

Grading and reporting systems serve many purposes, but no single method
serves all the purposes. They are used to communicate the achievement of the
students; provide students information to improve their self-evaluation; provide
incentives for students to learn; select or group students for a certain educational path
or progress; evaluate the effectiveness of the program; inform the teacher about what
students have and have not learned, and motivate and encourage good work by
students.

Norm-referenced grading system. In using a norm-referenced grading system,

student performance is evaluated relative to the performance of other students within
the group. The performance of a student will depend on the performance of other
students in the class. This grading system is also known as grading on the curve. The

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Dr. Teody M. Corachea

teacher will be the one to set how many percent of the students in the class assigned
each grade if it is not stated in the grading policy of the institution.

Criterion-referenced grading system. In this type of grading system, the student

performance is evaluated against certain criteria or standards. The student must get
a grade higher than or equal to a given standard to pass a certain test. The criteria or
standard is absolute in this grading system and it is also possible that all students may
receive the highest possible grade or all of them may pass the said test, subject, or
course. It is also possible that all students may receive a failing grade if they will not
teach the standard set by the teacher.
A Final Grade of 75 or higher in all learning areas allows the student to be
promoted to the next grade level.

For Grades 1-10, a learner who Did Not Meet Expectations in at most two
learning areas must take remedial classes. Remedial classes are conducted after the
Final Grades have been computed. The learner must pass the remedial classes to be
promoted to the next grade level. However, teachers should ensure that learners
receive remediation when they earn raw scores which are consistently below
expectations in Written Work and Performance Tasks by the fifth week of any quarter.
This will prevent a student from failing in any learning area at the end of the year.

For Grade 11-12, learners who fail a unit/set of competencies must be

immediately given remedial classes. They should pass the summative assessments
during remediation to avoid a failing grade in a learning area/subject. This will prevent
students from having back subjects in Senior High School (SHS). However, if the
learner still fails remedial classes, s/he must retake the subject/s failed during the
summer or as a back subject. Guidance teachers/career advocates must provide
support to the SHS student for his/her choices in SHS tracks.

There are two common methods of computing the final grade. These are the
averaging method and cumulative method. The computation of the final grade will
depend on the grading policy of the school, or colleges, and universities. In the case
of public elementary and secondary schools, the averaging method is utilized as
defined in DepEd Order No. 33, s. 2004.

Suggested Readings
https://www.teacherph.com/deped-grading-system/
https://www.deped.gov.ph/alternative-learning-system/resources/downloads/e-class-
record-templates/
https://www.youtube.com/watch?v=pCAMMKVjXsQ
https://www.depedtambayanph.net/2020/10/deped-releases-guidelines-for_4.html

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Dr. Teody M. Corachea

References

Cajigal, R., & Mantuano, M.L. (2014). Assessment of Learning 2. Adriana Publishing
Co., Inc. Quezon City, Philippines.
Calmorin, L. (2011). Assessment of Students Learning 2. Rex Book Store, Manila
Philippines.
Corpuz, B., & Cuartel, I. (2021). Assessment in learning 2: Authentic Assessment,
Lorimar publishing Inc., Quezon City, Philippines.
David, A., Golla, E., Magno, C., & Valladolid, V. (2020). Assessment in Learning 2.
Rex Book Store, Manila Philippines.
Gabuyo, Y. & Dy, G. (2013). Assessment of Learning 2. Rex Book Store, Manila
Philippines.
Llego, M. (2021). DepEd K to 12 Grading System Steps goes Computing Grades.
Retrieved from https://www.teacherph.com/deped-grading-system/

Santos, R. (2007). Assessment of Learning 2. Lorimar publishing Inc., Quezon City,

Philippines.

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