DepEd Order No. 8, s.

2015

Joy C. Corres
 Gain a clear and functional understanding
on the policy guidelines on classroom
assessment for the K to 12 Basic
Education Program particularly on the
features of the K to 12 Assessment
Framework and the grading system as
stipulated in DepEd Order No. 8, s. 2015

 Articulate the importance of viewing

assessment as a means to inform
instruction and improve teaching
“What do you think?”
Statement 1:

Assessment is
standard-based.
 Statement 2:

The formative assessment needs

to scaffold students in the
summative assessment.
 Statement 3:

Assessment should become

more like instruction.
 Statement 4:

Assessment results need to be

used by teachers to mark
student’s performance.
 Statement 5:

Assessment is a technical
competency.
 Statement 6:

DepEd Order No. 8, s. 2015 says

goodbye to KPUP.
 Statement 7:

Summative assessment is
composed of Written Work,
Performance Task and Quarterly
Assessment.
 Statement 8:

The highest form of the cognitive

process as guide in formulating
assessment task is understanding.
 Statement 9:

No one is retained in the K

to 12 Basic Education
Program.
 Statement 10:

The raw score of the learner in a

given test under the K to 12
Curriculum is transmuted.
 Statement 11:

Learning is greatly facilitated by

guidance and assistance that is
pitched in the learner’s “zone of
proximal development” (zpd).
 Statement 12:

Classify materials based on the

ability to absorb water , float, sink
and undergo decay is a skill under
applying.
 Statement 13:

Synthesis in the old domain of

cognitive processes is the same
with creating in the new domain.
 Statement 14:

The lowest mark of the learner in

the report card based on DepEd
Order # 8, s. 2015 is 70.
 Statement 15:

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.
Thought Sharing….

1. What are the main points that were raised

in the activity?
2. Which of the ideas shared is essential for
you as a classroom assessor?

3. What have you realized from the activity?

Cognitive Processes Examples
Remembering—Produce the right information from
memory
Recognizing  Identify frogs in a diagram of
different kinds of amphibians.
 Find an isosceles triangle in your
neighborhood.
 Answer any true-false or multiple-
choice questions.
Recalling • Name three 19th-century women
English authors.
• Write the multiplication facts.
• Reproduce the chemical formula for
carbon tetrachloride.
Cognitive Processes Examples
Understanding—Make meaning from educational
materials or experiences
Interpreting • Translate a story problem into an
algebraic equation.
• Draw a diagram of the digestive
system.
• Paraphrase Jawaharlal Nehru's tryst
with destiny speech.
Exemplifying • Draw a parallelogram.
• Find an example of stream-of-
consciousness style of writing.
• Name a mammal that lives in our
area.
Cognitive Processes Examples
Understanding—Make meaning from educational
materials or experiences
Classifying • Label numbers odd or even.
• List the events of the Sepoy Mutiny of 1857.
• Group native animals into their proper species.
Summarizing • Make up a title for a short passage.
• List the key points related to capital punishment that
the Web site promotes
Inferring  Read a passage of dialogue between two characters
and make conclusions about their past relationship.
• Figure out the meaning of an unfamiliar term from the
context.
• Look at a series of numbers and predict what the next
number will be.
Comparing  Explain how the heart is like a pump.
• Compare Mahatma Gandhi to a present day leader.
• Use a Venn diagram to demonstrate how two books
by Charles Dickens are similar and different.
Cognitive Processes Examples
Understanding—Make meaning from educational
materials or experiences
Explaining  Draw a diagram explaining how air pressure affects
the weather.
• Provide details that justify why the French Revolution
happened when and how it did.
• Describe how interest rates affect the economy.

Applying—Use a procedure
Executing  Add a column of two-digit numbers.
• Orally read a passage in a foreign language.
• Have a student open house discussion.

Implementing  Design an experiment to see how plants grow in

different kinds of soil.
• Proofread a piece of writing.
• Create a budget.
Cognitive Processes Examples
Analyzing—Break a concept down into its parts and
describe how the parts relate to the whole
Differentiating • List the important information in a mathematical
word problem and cross out the unimportant
information.
• Draw a diagram showing the major and minor
characters in a novel.

Organizing  Place the books in the classroom library into

categories.
• Make a chart of often-used figurative devices and
explain their effect.
• Make a diagram showing the ways plants and animals
in your neighborhood interact with each other.
Cognitive Processes Examples
Analyzing—Break a concept down into its parts and
describe how the parts relate to the whole
Attributing  Read letters to the editor to determine the authors’
points of view about a local issue.
• Determine a character’s motivation in a novel or short
story.
• Look at brochures of political candidates and
hypothesize about their perspectives on issues.

Evaluating—Make judgments based on criteria and

syllabus guidelines
Checking  Participate in a writing group, giving peers feedback
on organization and logic of arguments.
• Listen to a political speech and make a list of any
contradictions within the speech.
• Review a project plan to see if all the necessary steps
are included.
Cognitive Processes Examples
Critiquing  Judge how well a project meets the criteria of a rubric.
• Choose the best method for solving a complex
mathematical problem.
• Judge the validity of arguments for and against
astrology.

Creating—Put pieces together to form something new or

recognize components of a new structure.
Generating  Given a list of criteria, list some options for improving
race relations in the school.
• Generate several scientific hypotheses to explain why
plants need sunshine.
• Propose a set of alternatives for reducing dependence
on fossil fuels that address both economic and
environmental concerns.
• Come up with alternative hypotheses based on criteria.
Cognitive Processes Examples
Creating—Put pieces together to form something new or recognize components of
a new structure.
Planning  Make a storyboard for a multimedia presentation on
insects.
• Outline a research paper on Mark Twain’s views on
religion.
• Design a scientific study to test the effect of different
kinds of music on hens’ egg production.
Producing • Write a journal from the point of view of mountaineer.
• Build a habitat for pigeons.
• Put on a play based on a chapter from a novel you’re
reading.
 How is learner progress recorded and
computed?

For Grades 1 to 12
Steps for computing for the Final Grades
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
 How is learner progress recorded and
computed?

For Grades 1 to 12
Steps for computing for the Final Grades
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%.

𝐿𝑒𝑎𝑛𝑒𝑟 ′ 𝑠 𝑡𝑜𝑡𝑎𝑙 𝑟𝑎𝑤 𝑠𝑐𝑜𝑟𝑒

PS = x 100%
𝐻𝑖𝑔ℎ𝑒𝑠𝑡 𝑝𝑜𝑠𝑠𝑖𝑏𝑙𝑒 𝑠𝑐𝑜𝑟𝑒
 How is learner progress recorded and
computed?
For Grades 1 to 12
Steps for computing for the Final Grades
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 as stipulated in
the following tables. The product is known
as the Weighted Score (WS).

WS = Percentage Score x Weight of Component

 How is learner progress recorded and
computed?
For Grades 1 to 12
Weight of the Component for Grades 1-10
Component Languages AP EsP Science Math MAPEH EPP/TLE

Written Work 30% 40% 20%

Performance 50% 40% 60%

Task
Quarterly
Assessment 20% 20% 20%
For Grades 1 to 12
Weight of the Component for SHS
Academic Track Technical-Vocational
and Livelihood
(TVL)/Sports/Arts and
Design Track
Work Work
All Other Immersion/ All Other Immersion/
Core Research Research/
Subjects Subjects Subjects
/Business Exhibit/
Enterprise Performance
Simulation/
Exhibit/
Performance
Written Work 25% 25% 35% 25% 20%

Performance 50% 45% 40% 45% 60%

Task

Quarterly 25% 30% 25% 30% 20%

Assessment
 How is learner progress recorded and
computed?
For Grades 1 to 12
Steps for computing for the Final Grades
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).

5. The Quarterly Grade for each learning area

is written in the report card of the
student.
Sample Class Record for English 4 (FQ)

Written Work (30%)

1 2 3 4 5 6 7 Total PS WS
Highest
Possible 20 25 20 20 25 30 20 160 100 30%
Score
Learner
A 18 22 20 17 23 26 19 145 90.63 27.19

Learner
B 19 15 15 9 13 14 9 94 58.75 17.63

Learner
C 9 11 5 8 8 9 4 54 33.75 10.13
Sample Class Record for English 4 (FQ)

Performance Task (50%)

1 2 3 4 5 6 Total PS WS
Highest
Possible 15 15 25 20 20 25 120 100 50%
Score
Learner
A 12 13 19 15 16 25 100 83.33 41.67

Learner
B 15 15 23 15 18 23 109 90.83 45.42

Learner
C 10 6 7 12 10 18 63 52.50 26.25
Sample Class Record for English 4 (FQ)

Quarterly Assessment (20%)

1 PS WS

Highest Possible 50 100 20%

Score
Learner
A 40 80 16

Learner
B 48 96 19.20

Learner
C 29 58 11.60
Sample Class Record for English 4 (FQ)

Written Performance Quarterly Initial Quarterly

Work Task (50%) Assessment Grade Grade
(30%) (20%)
Highest
Possible 30% 50% 20% 100 100
Score
Learner
A 27.19 41.67 16 84.86 90

Learner
B 17.63 45.42 19.20 82.25 88

Learner
C 10.13 26.25 11.60 47.98 71
 Transmutation Table
Initial Grade Transmuted Initial Grade Transmuted
Grade Grade
100 100 82.40- 83.99 89

98.40– 99.99 99 80.80- 82.39 88

96.80- 98.39 98 79.20- 80.79 87

95.20- 96.79 97 77.60- 79.19 86

93.69- 95.19 96 76.00- 77.59 85

92.00- 93.59 95 74.40- 75.99 84

90.40- 91.99 94 72.80- 74.39 83

88.80- 90.39 93 71.20- 72.79 82

87.20- 88.79 92 69.60- 71.19 81

85.60- 87.19 91 68.00- 69.59 80

84.00- 85.59 90 66.40- 67.99 79

 Transmutation Table
Initial Grade Transmuted Initial Grade Transmuted
Grade Grade
64.80 – 66.39 78 28.00 – 31.99 67

63.20 - 64.79 77 24.00 – 27.99 66

61.60 – 63.19 76 20.00 – 23.99 65

60.00 – 61.59 75 16.00 – 19.99 64

56.00 – 59.99 74 12.00 - 15.99 63

52.00 – 55.99 73 8.00 - 11.99 62

48.00 – 51.99 72 4.00 - 7.99 61

44.00 – 47.99 71 0- 3.99 60

40.00 – 43.99 70
36.00 – 39.99 69

32.00 – 35.99 68
Quarterly Grade for MAPEH is the average
of the quarterly grades in the four areas.

Quarterly Grade
𝑄𝐺 𝑓𝑜𝑟 𝑀𝑢𝑠𝑖𝑐+𝑄𝐺 𝑓𝑜𝑟 𝐴𝑟𝑡𝑠+𝑄𝐺 𝑓𝑜𝑟 𝑃𝐸 +𝑄𝐺 𝑓𝑜𝑟 𝐻𝑒𝑎𝑙𝑡ℎ
(QG) for MAPEH=
4
Computation of Grades at the end of
the School Year
For Kindergarten

 No numerical grades. Descriptions of the

learner’s 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.
Computation of Grades at the end of
the School Year
For Grades 1-10
 The average of the Quarterly Grades (QG)
produces the final grade.
Final Grade
1𝑠𝑡 𝑄𝐺 +2𝑛𝑑 𝑄𝐺 +3𝑟𝑑 𝑄𝐺+4𝑡ℎ 𝑄𝐺
by Learning =
4
Area

 The general average is computed by

dividing the sum of all final grades by the
total number of learning areas. Each
learning areas has equal weight.
Computation of Grades at the end of
the School Year
For Grades 1-10
 The general average is computed by
dividing the sum of all final grades by the
total number of learning areas. Each
learning areas has equal weight.
Sum of Final Grades of All Learning Areas
Gen. Ave. =
8

The Final Grade in each learning area and

the General Average are reported as
whole numbers.
Example of Final Grades and General
Average (Grades 1-10)
Quarter
Learning Area 1 2 3 4 Final Grade

Filipino 80 89 86 84 85
English 89 90 92 87 90
Mathematics 82 85 83 83 83
Science 86 87 85 84 86
Araling Panlipunan 90 92 91 89 91
Edukasyon sa Pagpapakatao 89 93 90 88 90
Edukasyon Pantahanan at 80 81 84 79 81
Pangkabuhayan
MAPEH 85 86 85 84 85
General Average 86
Example of Final Grades and General Average (
Grades 11 and 12), 2nd Semester of ABM Strand
Quarter Second
Subjects 3 4
Semester
Final Grade
Core Subjects
Reading and Writing Skills 80 83 82
Pagbasa at Pagsusuri ny Iba’t Ibang Teksto tungo sa Pananaliksik 86 85 86
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 for Professional Tracks 80 83 82
Business Math 87 86 87
Organization and Management 85 81 83
Fundamentals of Accounting, Business and Management I 84 81 83
General Average
for the Semester 85
How is the learner’s progress reported?

When a learner’s raw score are consistently

below expectations in WW and PT, the
learner’s parents or guardians must be
informed not later than the 5th 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.
 A

A
Learner Promotion and Retention

Requirements Decision

1. Final Grade of at least 75 in Promoted to the next

all learning areas grade level

2. Did not meet expectations in Must pass remedial

not more than two learning classes for learning
For Grades areas areas with failing
1 to 3 mark to be promoted
Learners to the next grade
level. Otherwise the
learner is retained in
the same grade level.

3. Did not meet expectations in Retained in the same

three or more learning areas grade level
Learner Promotion and Retention
Requirements Decision

1. Final Grade of at least 75 in Promoted to the next

all learning areas grade level

2. Did not meet expectations Must pass remedial

in not more than two classes for learning
learning areas areas with failing mark
For Grades to be promoted to the
4 to 10 next grade level.
Learners Otherwise the learner
is retained in the same
grade level.
3. Did not meet expectations Retained in the same
in three or more learning grade level
areas
4. Must pass all learning areas 1. Earn the Elementary
in the Elementary Certificate
2. Promoted to Junior
High School
Learner Promotion and Retention
Requirements Decision

For Grades 5. Must pass all learning areas 1. Earn the Junior High
4 to 10 in the Junior High School School Certificate
Learners 2. Promoted to Senior
High School
1. Final Grade of at least 75 in Can proceed to the
all learning areas in a next semester
For Grades semester
11 to 12
Learners
2. Did not meet Expectations Must pass remedial
in a prerequisite subject in classes for failed
a learning area competencies in the
subject before being
allowed to enroll in the
higher-level subject
Learner Promotion and Retention
Requirements Decision

3. Did not meet expectations Must pass remedial

in any subject or learning classes for failed
area at the end of the competencies in the
semester subject or learning
areas to be allowed to
For Grades enroll in the next
11 to 12 semester. Otherwise
Learners the learner must retake
the subject failed.
4. Must pass all subjects or Earn the Senior High
learning areas in Senior School Certificate
High School
 Sample Certificate of Recomputed Final
Grade
Certificate of Recomputed Final Grade

Name of student:
Grade level:
School Year
Learning Area Final Grade Remedial Class Recomputed Final
Mark Grade

Prepared by: ________________________ Date: ______________

Remedial Class Teacher
Noted by: _______________________ Date : ___________
School Principal
Received by ___________________ Date : ___________
Division Office
4

5
List of Summative Assessment Tools
Components
Learning Areas
Written Work (WW) Performance Tasks (PT)
A. Unit/Chapter Tests A. Products
B. Written Output 1. Campaigns
1. Book/article 2. Case Studies
reviews 3. Collages
2. Essays 4. Compositions
Languages 3. Journals 5. Literary Analyses
4. Letter writing 6. Multimedia productions
5. Reaction/ 7. Portfolios
reflection papers 8. Research projects
6. Reports 9. Story/Poem Writing

B. Performance-based tasks
1. Debates
2. Interviews
3. Multimedia presentations
4. Panel discussions
5. Presentations
6. Project making
7. Role plays
8. Speech delivery
9. Storytelling/reading
List of Summative Assessment Tools
Components

Learning Written Work (WW) Performance Tasks (PT)

Areas
A. Unit/chapter Tests A. Products
B. Written Output 1. Diagrams
1. Data recording 2. Mathematical Investigatory
and analyses projects
2. Geometric and 3. Models/making models of
statistical geometric figures
analyses 4. Number representations
3. Graphs, charts,
or maps B. Performance-based tasks
Math 4. Problem sets
5. Surveys
1. Constructing graphs from
survey conducted
2. Multimedia presentation
3. Outdoor math
4. Probability experiments
5. Problem-posing
6. Reasoning and proof through
recitation
7. Using manipulative to show
Math concepts/solve problem
8. Using measuring tools/devices
List of Summative Assessment Tools
Components
Learning Written Work (WW) Performance Tasks (PT)
Areas
A. Unit/Chapter Tests A. Products
B. Written Output 1. Investigatory projects
1. Concept maps 2. Models and diagrams
2. Data recording construction
and analyses 3. Prototype building
3. Laboratory reports and 4. Research Papers
Science documentations
4. Reaction/ B. Performance-based tasks
reflection papers 1. Debates
5. Surveys 2. Designing and
implementation of action
plans
3. Designing various models
4. Doing scientific investigations
5. Issue-awareness campaigns
6. Laboratory activity
7. Multimedia presentations
8. Simulation
9. Skills Demonstration
10. Verification experiments
List of Summative Assessment Tools
Components
Learning Written Work (WW) Performance Tasks (PT)
Areas
A. Unit/Chapter Tests A. Products
B. Written Output 1. Collages and diorama making
1. Concept maps and 2. Leaflet, poster, and slogan
organizers making
2. Essays 3. Map construction
3. Journals 4. Research Work
Araling 4. News writing 5. Timelines
Panlipunan 5. News/article
reviews B. Performance-based tasks
(AP) 6. Reaction/ 1. Community Involvement
reflection papers 2. Debate
3. Interviews
4. Issue-awareness campaigns
5. News reporting
6. Presentations and
Multimedia presentations
7. Role plays
8. Simulations
List of Summative Assessment Tools
Components
Learning Written Work (WW) Performance Tasks (PT)
Areas
A. Unit/Chapter Tests A. Products
B. Written Output 1. Argument analyses
1. Essays 2. Expressing their feelings and
2. Journal Writing ideas through art activities
3. Journal /article 3. Journal responses
reviews 4. Letter Writing
Edukasyon sa 4. Reaction/ 5. Song and poem writing
Pagpapakata reflection papers
o (EsP) B. Performance-based tasks
1. Issue-awareness campaigns
2. Presentations and
Multimedia presentations
3. Role plays
4. Preparation of action plans
(Plano ng Pagsasabuhay)
5. Implementation of action
plans (Pagsasagawa ng
Plano)
6. Situation Analysis
(Pagsusuri)
List of Summative Assessment Tools
Components
Learning Written Work (WW) Performance Tasks (PT)
Areas
A. Unit/Chapter Tests A. Products
B. Written Output 1. Creating simple musical
1. Essays arrangement
2. Reaction/ 2. Musical analysis/song analysis
reflection papers 3. Musical research
3. Research paper 4. Writing Program notes
Music
B. Performance-based tasks
1. Multimedia presentations
2. Musical presentations
3. Skills demonstration (singing.
playing musical instruments
List of Summative Assessment Tools
Components
Learning Written Work (WW) Performance Tasks (PT)
Areas
A. Unit/Chapter Tests A. Products
B. Written Output 1. Art criticism and appreciation
1. Essays compilations
2. Reaction/ 2. Art exhibit
reflection papers 3. Art projects
3. Research paper 4. Portfolio
Arts
B. Performance-based tasks
1. Art production
2. Multimedia presentations
3. Portfolio
4. Skills demonstration (drawing,
coloring, painting
5. Stage/bulleting board
production
List of Summative Assessment Tools
Components
Learning Written Work (WW) Performance Tasks (PT)
Areas
A. Unit/Chapter Tests A. Products
B. Written Output 1. Article/journal review
1. Essays 2. Personal fitness and health logs
2. Reaction/ 3. Portfolio
reflection papers
3. Research paper B. Performance-based tasks
Physical 1. Creating personalized exercise
Education program
(PE) 2. Physical activity participation
3. Physical activity/fitness
assessment
4. Role plays
5. Skills demonstration
List of Summative Assessment Tools
Components
Learning Written Work (WW) Performance Tasks (PT)
Areas
A. Unit/Chapter Tests A. Products
B. Written Output 1. Journal responses
1. Essays 2. Personal fitness and health logs
2. Journal/article 3. Portfolio
review
3. Reaction/ B. Performance-based tasks
Health reflection papers 1. Debates
4. Research paper 2. Design and implementation of
5. Journal Writing fitness and health program
3. Issue-awareness campaigns
4. Role plays
List of Summative Assessment Tools
Components
Learning Written Work (WW) Performance Tasks (PT)
Areas
A. Unit/Chapter Tests A. Products
B. Written Output 1. Technical drawing output
Edukasyong 1. Essays 2. Prototype building
Pantahanan at 2. Diagrams, charts, 3. Products/projects using
Pangkabuhayan/ and models locally available materials
Technology and 3. Work designs and
Livelihood plans B. Performance-based tasks
Education 1. Skills demonstration
2. Skills application
3. Laboratory exercises
4. Oral tests
5. Design, creation, and
layout of outputs/
diagnose and repair
equipment
Major features: DepEd K to 12
Classroom Assessment
Workshop

Create an instructional plan

integrating assessment and
instruction for one learning
competency.
 Some Thoughts To Ponder
“If we always do what we’ve always done,
we will get what we’ve always got.”
- Adam Urbandi-

“Students can escape bad teaching but

they cannot escape bad assessment.”
-David Boud-

“The important question is not how

assessment is defined but whether
assessment information is used.”
-Palomba & Banta-