This document outlines the assessment and rating system for learning outcomes under the K to 12 Basic Education Curriculum. It discusses the philosophy, nature, levels, tools, and frequency of assessment. Assessment will be standards-based and focus on knowledge, skills, understanding, and performance. Student proficiency will be rated on a scale and determine promotion. Rubrics will provide clear guidelines for evaluating student work. Formative and summative assessments will track progress and measure proficiency. The system aims to support quality learning through self-reflection and accountability.

1. ASSESSMENT AND RATING OF LEARNING OUTCOMES
UNDER THE K to 12
BASIC EDUCATION CURRICULUM
DIVINE MERCY COLLEGE
FOUNDATION INC.
Caloocan City
Professional Education
Presented by:
CHRISTIAN D. EVANGELISTA
MARIANNE T. EVANGELISTA, MSHRM

2. DepEd ORDER No. 73 S. 2012
General Guidelines for the Assessment and
Rating of Learning Outcomes
• Effective School Year () 2012-2013, the standards-based
assessment and rating system shall be implemented to support
the progressive roll-out starting with grades 1 and 7 of the K to 12
Basic Education Curriculum in public and private elementary and
secondary schools nationwide.

3. OUTLINE OF PRESENTATION
• Philosophy of Assessment
• Nature of Assessment and Its Purpose
• Levels of Assessment
• Assessment Tools
• Levels of Proficiency and Equivalent Numeric Value
• Rating System
• Assessment Rubric
• Frequency of Assessment

4. WHAT IS
“K TO 12 PROGRAM”?

5. K TO 12 PROGRAM
• The K to 12 Program covers:
• Kindergarten and 12 years of basic education (six years of
primary education, four years of Junior High School, and two
years of Senior High School [SHS])

6. A. PHILOSOPHY
• Assessment shall be used primarily
as a quality assurance tool to track
student progress in the attainment of
standards, promote self-reflection
and personal accountability for one’s
learning, and provide a basis for the
profiling of student performance

7. B. NATURE AND PURPOSE
OF ASSESSMENT
• Assessment shall be holistic, with emphasis on
the formative or developmental purpose of
quality assuring student learning.
• It also standards-based as it seeks to ensure
that teachers will teach to the standards and
students will aim to meet or even exceed the
standards.
• The students’ attainment of standards in terms
of content and performance is, therefore, a
critical evidence of learning.

9. LEVEL OF PERFORMANCE AND
UNDERSTANDING

10. C. LEVELS OF ASSESSMENT
• The attainment of learning outcomes as
defined in the standards shall be the basis
for the quality assurance of learning using
formative assessments.
• They shall also be the focus of the
summative assessments and shall be the
basis for grading at the end of instruction.

11. LEVEL OF LEARNING OUTCOMES
• Knowledge
• Process or Skill
• Understanding
• Products and Performances
– The levels of Assessment are defined as
follows:

12. KNOWLEDGE
• The substantive
content of the
curriculum, the
facts and
information that
the student
acquires

13. PROCESS
• Skills or cognitive
operations that
the student
performs on facts
and information
for the purpose of
constructing
meanings or
understandings.

14. UNDERSTANDING(S)
• Enduring big ideas,
principles and
generalizations
inherent to the
discipline, which
may be assessed
using the facets of
understanding
which may be
specific to the
discipline

15. PRODUCTS / PERFORMANCES
• Real-life
application of
understanding
as evidenced by
the student’s
performance of
authentic tasks.

16. LEVELS OF ASSESSMENT
These levels shall be the outcomes reflected in the
class record and shall be given corresponding
percentage weights as follows:
LEVEL OF ASSESSMENT PERCENTAGE WEIGHT
Knowledge 15%
Process or Skills 25%
Understanding (s) 30%
Products / Performances 30%
TOTAL = 100%

17. ASSESSMENT TOOLS
KNOWLEDGE PROCESS / SKILLS UNDERSTANDINGS PRODUCTS &
PERFORMANCES
Traditional Tools: Transform a Textual
Presentation into a Diagram
Facets of Understandings Authentic products or
performance tasks that a
student is expected to do to
Paper and Pencil Tests ~ Outline, Organize, Analyze,
Interpret, Translate, Convert or
Express Information
~ Self Knowledge Demonstrate his or her
understanding.
~ Multiple Choice ~ Flow Chart ~ Empathy ~ Self Understanding
~ True or False ~ Construct Graphs ~ Perspective ~ Self Monitoring
~ Matching Type ~ Graphic Organizers ~ Explanation ~ Self Assessment
~ Constructed Response
Tests
~ Draw Analogies ~ Interpretation ~ Permit choices of
combinations of oral, written,
visual and kinesthetic modes

18. LEVELS OF PROFICIENCY
AND ITS
EQUIVALENT NUMERICAL VALUE

19.  The performance of the students shall be
described in the report card, based on the following
levels of proficiency
LEVEL OF PROFICIENCY
Beginning (B)
Developing (D)
Approaching Proficiency (AP)
Proficient (P)
Advanced (A)

20.  While, the level proficiency shall be based on a
numerical value which arrived form summing up the
results of the student’s performance on the various
level of assessment.
EQUIVALENT NUMERICAL VALUE
74% and Below
75 - 79%
80 - 84%
85 - 89%
90% and Above

21. LEVELS OF PROFICIENCY

22. LEVELS OF PROFICIENCY

23. FEED BACK
• Results of the
assessment across
levels should be fed
back immediately to
the students, so that
they know what to
improve further, and
then they can plan
strategically how they
can address any
learning deficiency

24. PROTOTYPE RUBRICS
FOR THE DIFFERENT
LEVELS OF ASSESSMENT

25. WHAT IS RUBRIC:
• A rubric is a guideline for rating student
performance.
• It must define the range of possible performance
levels.
• Within this range, there are different levels of
performance which are organized from the lowest
level to the highest level of performance.
• Usually, a scale of possible points is associated with
the continuum in which the highest level receives
the greatest number of points and the lowest level of
performance receives the fewest points.

26. BENEFITS OF RUBRIC
–The rubric provides assessment with
exactly the characteristics for each
level of performance on which the
students and the teacher should base
their judgment.
–The rubric provides the students with
clear information about how well they
performed and what they need to
accomplish in the future to better their
performance.

27. RUBRICS CRITERIA & PERCENTAGE
CRITERIA PERCENTAGE
Knowledge 15%
Skills 25%
Understanding (s) 30%
Transfer of Understanding 30%
TOTAL: 100%

28. LEARNING OUTCOME #O1
KNOWLEDGE

29. PAPER AND PENCIL INSTRUMENTS
• Paper-and-pencil
instruments refer to a
general group of
assessment tools in
which candidates read
questions and respond
in writing.
• This includes tests,
such as knowledge and
ability tests, and
inventories, such as
personality and
interest inventories.

30. MOST COMMON RESPONSE
FORMATS ARE:
1. MULTIPLE CHOICE
2. TRUE OR FALSE
3. MATCHING TYPE
4. IDENTIFICATION
5. CONSTRUCTED RESPONSE / ESSAY

31. A. KNOWLEDGE (15%)

32. LEARNING OUTCOME #O2
SKILLS

33. TRANSFORM TEXTUAL PRESENTATION
INTO A DIAGRAM
• Outline, Organize, Analyze, Interpret,
Translate, Convert or Express Information
by using:
1. Flow Chart
2. Graphs
3. Analogies
4. Graphic Organizers

34. PROTOTYPE PIE GRAPH
Result of Midterm Exam
PERCENTAGE LEVEL OF PROFICIENCY
B
D
AP
P
A
30%
10%
5%
15%
40%
LEGEND

35. B. SKILLS (25%)

36. CONTINUATION:

37. CONTINUATION: #02

38. CONTINUATION: #03

39. PROTOTYPE ASSESSMENT
MATRIX FOR “TLE”
(Technology Livelihood Education)

44. BASIS FOR PROMOTION AND RETENTION
LEVEL OF
PROFICIENCY
EQUIVALENT
NUMERICAL VALUE
Beginning (B) 74% and Below
Developing (D) 75 - 79%
Approaching Proficiency (AP) 80 - 84%
Proficient (P) 85 - 89%
Advanced (A) 90% and Above

45. PROMOTION AND RETENTION
• Promotion and Retention of students shall be by
subject
• Students whose proficiency level is Beginning (B)
at the end of the quarter or grading period shall
be required to undergo remediation after class
hours so that they can immediately catch up as
they move to the next grading period
• If by the end of school year, the students are still
at the Beginning level, then they shall be required
to take summer classes

46. RATING SYSTEM

47. LEARNING OUTCOME #O3
UNDERSTANDING

48. UNDERSTANDING
• Understanding as expressed using any
three of the six facets of understanding
• The facets are explained (adapted from
the paper, “Understanding by Design
Framework in the Philippines” by Mc
Tighe and Grant Wiggins, p.5)

49. FACETS OF UNDERSTANDING
CONCEPT
EXPLAIN
INTERPRET
APPLY
PERSPECTIVE
EMPATHY
SELF
KNOWLEDGE

50. FACET # 01 “EXPLANATION”
• Concepts, principles,
and processes by
putting them in their
own words, teaching
them to
others, justifying their
answers and showing
their reasoning.

51. • By making sense of
data, text, and
experience
through images,
analogies, stories
and models;
FACET # 02 “INTERPRETATION”

52. • Effectively using
and adapting
what they know
in new and
complex texts
FACET # 03 “APPLICATION”

53. • Demonstrate
perspective by
seeing the big
picture and
recognizing
different points of
view.
FACET # 04 “PERSPECTIVE”

54. FACET # 05 “EMPATHY”
• Display empathy by
perceiving
sensitively and
putting one’s self
in someone else’s
shoes;

55. • Have self knowledge
by showing met
cognitive awareness,
using productive
habits of mind and
reflecting on the
meaning of the
learning and
experience.
FACET # 06 “SELF KNOWLEDGE”

56. UNDERSTANDING MAYBE ASSESSED BASED ON THE FOLLOWING CRITERIA

57. Continuation:

58. LEARNING OUTCOME #O4
PRODUCT / PERFORMANCES

59. TRANSFER OF UNDERSTANDING
• Transfer of understanding to life situations
maybe assessed as demonstrated through the
following:
1. PRODUCTS – Outputs which are reflective
of learner’s creative application of
understanding;
2. PERFORMANCES – skillful exhibition or
creative execution of a process, reflective
of masterful application of learning or
understanding.

60. STUDENT IS EXPECTED TO
DEMONSTRATE HIS/HER
UNDERSTANDING BY MEANS OF:
• Self Understanding
• Self Monitoring
• Self Assessment

61. SELF UNDERSTANDING
• Also known as
Self knowledge
• Is the ability to
understand
one's own
actions

62. SELF MONITORING
• Used in behavioral
management where a
person will keep a
record of behavior
patterns.
• A personality trait for
the ability to change
behavior in response to
different situations.

63. • It is the process of
gathering information
about yourself in order
to make an informed
career decision.
• A self assessment
should include a look at
the following: values,
interests, personality,
and skills.
SELF ASSESSMENT

66. Continuation:

67. PROTOTYPE FORMATIVE
AND SUMMATIVE
ASSESSMENT TOOLS

68. PRE ASSESSMENT TOOL
• Pre-assessment allows the teacher and student to
discover what is already known in a specific topic
or subject.
• It is critical to recognize prior knowledge so
students can engage in
questioning, formulating, thinking and theorizing in
order to construct new knowledge appropriate to
their level.

69. PROTOTYPE PRE-ASSESSMENT TOOL

70. FORMATIVE ASSESSMENT
• The goal of formative assessment is to gather feedback
that can be used by the instructor and the students to guide
improvements in the ongoing teaching and learning context.
These are low stakes assessments for students and
instructors.
Examples:
1. Asking students to submit one or two
sentences identifying the main point of
a lecture
2. Have students submit an outline for a
paper.
3. Early course evaluations
4. Giving quizzes to check student
understanding

71. SUMMATIVE ASSESSMENT
• The goal of summative assessment is to measure the
level of success or proficiency that has been obtained at the
end of an instructional unit, by comparing it against some
standard or benchmark.
• The outcome of a summative assessment can be used
formatively, however, when students or faculty take the
results and use them to guide their efforts and activities in
subsequent courses.
• Examples of summative assessments include:
 a midterm exam
 a final project
 a paper
 a senior recital

72. PROTOTYPE SUMMATIVE ASSESSMENT TOOL
THROUGH AUTHENTIC PERFORMANCE TASK

73. Presented to:
DR. BELLA LAUREANO
And the students under Professional
Education of
The Divine Mercy College Foundation Inc
(Batch 2013)