Professional Documents
Culture Documents
No. 8 s. 2015
Policy Guidelines on Classroom
Assessment for the K to 12
Basic Education Program
Classroom Assessment is an
integral part of curriculum
implementation. It allows the
teachers to track and measure
learners progress and to adjust
instruction accordingly.
Classroom Assessment informs
the learners as well as their
parents and guardians of their
progress.
POLICY GUIDELINES ON
CLASSROOM ASSESSMENT
FOR THE K TO 12 BASIC
EDUCATION PROGRAM
(BEP)
What
is classroom
assessment?
How
What
What is Classroom
Assessment?
Assessment is a process that is used to keep
in the classroom is
aimed at helping students
perform well in relation to the
learning standards.
Learning Standards
Content standards
Performance Standards
Learning Competencies
Concept Development
Content Standards
It
Performance Standards
It
Learning Competencies
This
Concept Development
The
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
Cognitive Process
Descriptors
Dimensions
Cognitive
Process
Dimensio
ns
Analyzing
Evaluating
Creating
Assessment
Formative Assessment
Summative Assessment
Formative Assessment in
Different Parts of the Lesson
Before
the Lesson
FA
During
FA
After
the Lesson
Before Lesson
Purpose
For the Learner
1. Get
information
about what the
learner already
knows and can
do about the
new lesson.
2. Share learning
intentions and
success criteria
to the learners
3. Determine
misconceptions
4. Identify what
hinders
Examples of
Assessment
Methods
1. Agree/disagree
activities
2. Games
3. Interviews
4. Inventories/checkli
st of skills
(relevant to the
topic in a learning
area)
5. KWL activities
(what I know,
what I want to
know, what I
learned)
6. Open ended
Lesson Proper
Purpose
For the Learner
1. Identify
ones
strengthens
and
weaknesses
2. Identify
barriers to
learning
3. Identify
factors that
help him/her
learn
4. Know what
s/he knows
and does
1. Provide immediate
feedback to learners
2. Identify what hinders
learning
3. Identify what facilitates
learning
4. Identify learning gaps
5. Track learner progress
in comparison to
formative assessment
results prior to the
lesson proper
6. To make decisions on
whether to proceed
with the next lesson,
Examples of
Assessment
Methods
1. Multimedia
presentation
2. Observations
3. Other
formative
performance
tasks (simple
activities that
can be drawn
from a specific
topic or
lesson)
4. Quizzes
(recorded but
not graded)
After Lesson
Purpose
For the Learner
1. Tell and
recognize
whether
s/she met
learning
objectives
and success
criteria
2. Seek support
through
remediation,
enrichment,
or other
strategies
1. Assess whether
learning objectives
have been met for
a specific duration
2. Remediate and /or
enrich with
appropriate
strategies as
needed
3. Evaluate whether
learning intentions
and success
criteria have been
met
Examples of
Assessment
Methods
1.
2.
3.
4.
Checklists
Discussion
Games
Performance
tasks that
emanate from the
lesson objectives
5. Practice exercises
6. Short quizzes
7. Written work
Summative Assessment
(SA)
Components of Summative
Assessment
Written
Work
Performance Task
Quarterly Assessment
Purpose of Performance
Tasks
1. Involve students in the learning process
2.
3.
4.
Quarterly Assessment
(QA)
The Grading
How is learner progress recorded and
System
computed?
How
Kindergarten
Grades 1 to 10
Academic Track
Academic Track
Technicalvocational and
Livelihood (TVL)/
Sports/
Arts and Design
All Other
Subject
Work
All other
Immersi Subjects
on/
Research
/
Exhibit
Work
Immersio
n/
Research
Exhibit
25%
25%
35%
20%
20%
Performan 50%
ce
Tasks
45%
40%
60%
60%
Quarterly
30%
25%
20%
20%
Written
Work
25%
Semester Final
Grade
Core Subjects
Reading and Writing Skills
80
83
82
86
85
86
82
87
85
Physical Science
88
87
89
90
88
89
Empowerment Technologies:
ICT for Professional Tracks
80
83
82
Business Math
87
86
87
Organization and
Management
85
81
83
90 100
Passed
Very Satisfactory
85 89
Passed
Satisfactory
80 84
Passed
Fairly Satisfactory
75 79
Passed
Below 75
Failed
For Grades 1 to
3 Learners
Requirements
Decision
1. Final Grade of at
least 75 in all
learning areas
Promoted to the
next grade level
RequirementsDecision
Decision
Requirements
1.Grade
Final Grade
at Promoted
the
1. Final
of at of
Promoted
to the to
next
least
75 in all grade next
least 75
in all
level grade level
learning
learning
areas areas
Not MeetMust pass
Mustremedial
pass remedial
2. Did2.
NotDid
Meet
Expectations
not classes
for learning
Expectations
in not in classes
for learning
areas
moretwo
than two with failing
areasmark
with failing
more than
to be
learning
mark
benext
learning
areas areas promoted
toto
the
to the the
grade promoted
level. Otherwise
grade level.
learnernext
is retained
in the
Otherwise
same grade
level.the
For Grades
learner is retained
3. Did Not Meet
Retained
in the
same
4 to 10
in the
same
grade
Expectations
in
grade
level
Learners
level.
three
or
more
areas
For Grades 4 to
3. Did Not Meet
Retained in the
4.
Must
Pass
all
1.
Earn
the Elementary
10 Learners
Expectations in
same grade level
learning areas in
Certificate
three or more areas
the Elementary
2. Promote to junior
4. Must Pass all
1. Earn the
5. Must pass all
1. Earn the junior High
learning areas in
Elementary
learning areas in
School
the Elementary
Certificate
the Junior High
2. Promote to the senior
2. Promote to
School
high school
Requirements
Decision
For
Grades
11 to 12
learners
Remedial Class
For
Remedial Class
For
Mission
Core Values
Maka-Diyos
Makatao
Makakalikasan
Makabansa
Maka-Diyos
Behavior Statements
Indicators
1. Engages oneself in
worthwhile spiritual
activities
2. Respect sacred places
3. Respect religious beliefs of
others
4. Demonstrates curiosity and
willingness to learn about
other ways to express
spiritual life
Makatao
Behavior
Statemen
ts
Indicators
Is sensitive
to
individual,
social, and
cultural
differences
1.
2.
3.
4.
5.
Demonstra
tes
contributio
ns towards
solidarity
Makakalikasan
Behavior Statements
Indicators
Makabansa
Behavior
Statements
Indicators
Demonstrates pride
in being a Filipino;
exercises the rights
and responsibilities
of a Filipino citizen
Demonstrates
1. Manages time and personal resources
appropriate behavior
efficiently and effectively
in carrying out
2. Perseveres to achieve goals despite
activities in the
difficult circumstances
school, community,
3. Conducts oneself appropriately in
and country
various situations
Always Observed
SO
Sometimes Observed
RO
Rarely Observed
NO
Not Observed
Sample
Prepared by:
Danny A. Asio
Senior Education Program
Specialist School Monitoring and
Evaluation