FS 5 Episode 8

FS

THE K to 12 GRADING SYSTEM

Episode 8

My FS Learning Episode Overview With the implementation of the Enhanced Basic Education Curriculum of 2013, more popularly known as K to 12, is a new grading system that is aligned to the new assessment policy of the Department of Education based on DepEd Memo 8, s. 2015 In this Episode, you will be made to observe how this is implemented in schools. My Intended Learning Outcomes At the end of this Episode, I will able to:  compute students’ grade based on DepEd’s grading policy  give the descriptor of a numerical grade My Performance Criteria I will be rated along the following  quality of my observations and documentation,  completeness and depth of my analysis  depth and clarity of my classroom observation-based reflections,  completeness, organization, clarity of my portfolio and  time of submission of my portfolio. My Learning Essentials In the K to 12 curriculum, a student’s grade is based on his/her written work, performance task and quarterly assessment. The weights of the components (written work, performance task and quarterly assessment) vary among groups of subjects from grade 1 to Grade 10 and from Grade 11 and 12 See Tables below: Weight of the Components for Grades 1-10 Components 1 to 10 Written Work Performance Tasks Quarterly

Languages/AP/Es P 30% 50%

Science/Math 40% 40%

MAPEH/EPP/TL E 20% 60%

20%

20%

20%

Assessment

Weight of the Components for Grades 11-12 Core Subjects

Academic Track All other subjects

11 to 12

Written Work Performance Task Quarterly Assessment

25% 50%

25% 45%

Work Immersion/ Research/ Business Enterprise Simulation/ Exhibit/ Performance 35% 40%

25%

30%

25%

Technical-Vocational and Livelihood (TVL) / Sports/ Arts and Design Track All other Work Immersion/ subjects Research/ Exhibit/ Performance

20% 60% 20%

Components of Summative Assessment A. Written Work includes “long quizzes and unit or long tests. Other written work may include essays, written reports, and other written output…” It is strongly recommended that items in long quizzes and tests be distributed across the cognitive process dimensions of Anderom and Krathwohl (2001)” – DepEd Order 8, s. 2015. The written Work component “ensures that students are able to express skills and concepts in written form” If you are looking for the application KPUP (knowledge, process, understanding and performance of DepO. 73, s. 2012) This is it. In assessment, teacher sees to it that written tests assess the cognitive processes of remembering, understanding, applying, analysing, evaluating and creating with emphasis on the higher dimensions. B. “The Performance Task components allows learners to show what they know and are able to do in diverse ways. They may create or innovate products or do performance-based tasks. Performance-based tasks may include skills demonstration, group presentations, and work, multimedia presentations, and work, multimedia presentations and research projects.” (DepEd, Order 8, s. 2015). It also includes written outputs. C. Quarterly Assessment measures student learning at the end of the quarter. Thesemay be objectives tests, performance-based assessment or a combination of both. (DepEd Order 8, s.2015) Reporting Learner’s Program DepEd Order 8, s. 2015 states:

The summary of learner progress is shown quarterly to parents and guardians through parent-teacher conference, in which the report card is discussed. The table below presents the grading scale with its corresponding descriptors and remarks. Grading Scale DESCRIPTOR GRADING SCALE REMARKS Outstanding 90-100 Passed Very Satisfactory 85-89 Passed Satisfactory 80-84 Passed Fairly Satisfactory 75-79 Passed Did Not Meet Expectations Below 79 Passed My Map

1. I will interview one Resource Teacher and 5 students.

3. I will analyze and reflect on their responses and on my observations.

2. I will write answers of my informants, my Resource Teacher and the 5 students.

4. I will offer my help to my Resource Teacher for the computation of students’ grades.

5. Together with my learning partner, I will ask her/him and 5 students the interview questions.

6. Analyze my observations with the use of guide questions.

7. Reflect on my observations and analysis.

9. Come up with my portfolio.

8. Answer the LET – like test items.

My Learning Activities

Activity 1: Interview of Resource Teacher Interview Guide Questions for Resource Teacher Based on DepEd Order 8, s. 2015: 1. What are the bases for grading? 2. How do you compute grades per quarter for Grades 1 to 10 and Grades 11 to 12. Give an example. 3. How do you compute grades at the end of the school year? 4. What descriptors and grading scale are used in reporting progress of learners? 5. What are the bases for leaners’ promotion and retention at the end of the school year? 6. What is the report on learners’ observed values?

Activity 2: Interview of 5 Students Interview Guide Questions for 5 Students

1. What do you like in the new grading system? 2. Do you have problems with the new grading system. If there is, what?

3. Does the new grading system give you a better picture of your performance? Why or why not? Activity 3: Grade Computation Show sample computations of a grade in a subject of your choice either from Grade 1 to 10 or from Grades 11 to 12. Show the percentage contributions of written work, performance tasks and quarterly assessment. Then give the descriptor. (Ask you Resource Teacher for his/her help). Subject:

Grade:

Steps 1. Get the total score for each component. Written Work

Learner’s Raw Score

Highest Possible Score

Learner’s Raw Score

Highest Possible Score

Learner’s Raw Score

Highest Possible Score

1 2 3 4 5

Performance Task 1 2 3 4 Quarterly Assessment (Test)

2. Obtain the Percentage Score for each of the component by dividing the total raw score by the highest possible score then multiply the quotient by 100%. Percentage Score of Written Work ____ Percentage Score of Performance Task ____ Percentage Score of Quarterly Assessment ____

3. Convert Percentage Score to weighted scores by multiplying the percentage score by the weight of the component. Refer to Tables on weights of Components per subject for Grades 1 to 10 and for Grades 11 to 12 on pp. 91-92.

The Weighted Score of Written Work ____ The Weighted Score of Performance Task ____ The Weighted Score of Quarterly Assessment ____

4. Add the weighted Scores of each component. This will give you the initial grade. 5. Transmute the Initial Grade using the Transmutation Table in Appendix G. 6. Give the descriptor of the computed final grade of the subject. Refer to Table of Descriptors on p. 92.

My Analysis

Analyze data and information gathered from the interview. 1. Do teachers/students like the new grading system? Why or Why not?

2. What are the good points of the new grading system?

3. What are teachers challenged to do by this new grading system?

4. Do you favour the distribution of percentages of written work, performance tasks and quarterly assessment?

5. Do Anderson’s and Krathwohl’s cognitive process dimensions include Kendall’s and Marzano’s (retrieval, understanding, analysis and knowledge utilization)?

6. Did you like the experience of computing grades? Why or why not?

My Reflections In an era where the emphasis is self-directed learning, demonstration of knowledge, skills and values learned (outcomes-based education) do grades really matter?

What are your thoughts about the reflection of core values of the Filipino child in the Report Card?

2. Points for improvement

Integrating Theory and Practice

1. Which is the percentage contribution of quarterly assessment to the grade of the student from Grade 1 to 10? A. 15%

C. 25%

B. 20%

D. 30%

2. Does quarterly assessment have the same percentage weights for all the subject, for all the tracks in Grade 11-12? A. Yes

C. Yes, only for the academic track

B. No

D. It depends on schools.

3. Which is the percentage contribution of written work to the grade of the Grade 1-10? A. 50%

C. 40%

B. 20%

D. 30%

4. In MAPEH and TLE, which contribute/s heaviest to the student grade? A. Performance tasks

C. Quarterly assessment

B. Written work

D. Quarterly assessment and performance tasks

5. Based on percentage contribution to the grade, what can be inferred from the DepEd’s emphasis on learning and assessment? A. The emphasis depends on the grade level of the subjects. B. All components are being emphasized. C. The emphasis for all Grade 1-10 subjects is on performance tasks. D. The emphasis is on quarterly assessment. 6. A student gets a numerical grade of 80. What is his descriptor for his level of proficiency? A. Satisfactory

C. Very Satisfactory

B. Fairly Satisfactory

D. Dis not meet expectations

7. I get a grade of 90. What is its descriptor? A. Satisfactory

C. Very Satisfactory

B. Fairly Satisfactory

D. Did not meet expectations

8. Which is described as “did not meet expectations”? A. Below 75%

C. Below 74%

B. Below 76%

D. Below 72%

9. If a student failed to meet standards, which descriptor applies? A. Developing

C. Poor

B. Beginning

D. Did not meet expectations

10. How is the final grade per subject for Grade 11 to 12 obtained? A. Get the average of the grades for the 2 quarters B. Get the average of the grades for the 4 quarters C. Get the average of the grades of all subjects for the 2 semesters. D. Get the average of the grades of all subjects for the 4 semesters. 11. Which is/are TRUE of MAPEH when it comes to grade computation? I. The quarterly grade is the average of the quarterly grades in the four areas – Music Arts, Physical Education and Health (MAPEH) II. Individual grades are given to each area (MAPEH) III. There is one grade for Music and Arts, PE and Health because they are related. A. I only

C. I and II

B. I and II

D. II only

12. Which is TRUE of Kindergarten grades? A. Grades are computed like the grades in Grade 1.

B. There are numerical grades with descriptions C. There are no numerical grades. D. Remarks like Passed and Failed are used. 13. At the end of the school year, which is/are TRUE of grades? I. The General Average is computed by dividing the sum of all final grades by the total number of learning areas. II. Each learning area has equal weight in computing for the General Average. III. The Final Grade per learning area and the General Average are reported as whole numbers. A. I and II

C. I and III

B. II and III

D. I, II and III

14. Who is retained in the same grade level for Grades 1 to 10? Any students who did not meet expectations ______. A. in three or more learning areas B. in 2 learning areas C. in four learning areas D. as shown in the general average 15. What happens when a student in Grade 1 to 10 did not meet expectations in two learning areas? A. Retained in the same level B. Promoted to the next grade level after passing remedial classes for learning areas with failing mark C. Promoted in the next grade level but has back subjects in the lower grade level D. Is not accepted for enrolment in the school

My Learning Portfolio Show sample computations of a grade and a subject of your choice different from what you gave in Activity 3. Show the percentage contribution of written work, performance task and quarterly assessment.