The New K to

12
Assessment
Prof. Roderick Motril Aguirre
Languages and Literature Department
College of Liberal Arts and Communication
De La Salle University - Dasmarinas

The K to 12
Instructional
&Assessment
Paradigm

Metacogni
tive
Knowledg
e
Procedural
Knowledge
Conceptual
Knowledge

Conditional
Knowledge
Contextual
Knowledge
Methods of Inquiry,
finite skills,
methods/strategies

Factual Knowledge

Classifications,
Principles, and
Generalizations
Essential
Facts and
Details

PERFORMA
NCE
STANDARDS

Co Le
m ar
pe n
t e in g
nc
ie
s

K-12
Philippine
Basic
Education
Standards

CONTENT
STANDAR
DS

Metacogniti
on
Procedural
Knowledge

Conceptual
Knowledge

Factual
Knowledge

Dimensions
of Thinking

The K to 12
Instructional
Planning

Higher Order Thinking

Skills
Enrichment

Creating

Performance

Applying

Activity
Enrichment
(Transfer)
Activity
(Values)
Engagement
Activity

ng
Rememberin
g

Activity
Motivation
Activity

Evaluating
Analyzing

Cognitive
Process

Lower Order Thinking

Skills
Developmental
Understandi
Content

Co
nt
xt e

Q
A

Q
A

Activity 4:
Q Performance
A
Activity 3:
Conceptual &
Procedural
Activity 2:

Knowledge
Activity 1:
Relevance/Context
Q
A

LET US TRY
THIS

Q
A

Activity 4:
K
Solve Crises
M or
H2O shortage
Q
Activity
3: Illustrate
A
and Experiment
the
K
K
C
P
H2O Cycle
Q
A
Activity
2: KDiscuss H2O
F
Q
Cycle
t 1: Climate and
Activity
x
A
e
t
n Weather
o
C

NOW, YOU TRY

THESE

Q
A

Activity 4:
K
___________________
M
Activity
3:
Q ___________________
A _____________
______________________
K
K
C
P
_
Q
A

K
F
Q Activity 2: _____________
t
x
A
e
t
n
o
Activity
1: ___________
C

G1. Math: Discounts

G2. Filipino: Pangngalan
G3. English: Nouns
G4. Science: Parts of a
Plant
G5. AP: Mga Bahagi ng
Komunidad
G6. ESP: Pangangalaga sa

The K to 12
Formative
Assessment
Paradigm

Formative

assessment must also

provide students with immediate
feedback on how well they are
learning throughout the teachinglearning process.

Recommendations on how they can

improve themselves should also be

given by the teachers.

Formative

assessment
enables
students to take responsibility for their
own learning, and identify areas where
they do well and where they need help.
As a result, students will appreciate and
make their own decisions about their
progress.

Results are used as FEEDBACK

to
prepare learners for the summative
assessment. These SHOULD NOT BE
USED AS BASES FOR GRADING.

Individual Formative
Assessment
Enables the learner

to demonstrate
independently what
has been learned
or mastered
through a range of
activities such as
check-up quizzes,
written exercises,

Collaborative Formative
Assessment
(Peer Assessment) allows students

to support each others learning.

Discussions, role
playing, games,
experimentation,
and other group
activities may be
used as
performance-

Different Parts of the

Lesson
Formative

assessment may be
integrated in all parts of the lesson.
Basically, every lesson has three
parts: before the lesson, the
lesson proper, and after the
lesson.
Formative
assessment
conducted in each part serves a
different purpose.

After
the
Lesson

Assess if I have met the

learning objective and
Seek success
support,criteria
appropriate

During
the
Lesson

corrective and/or enrichment

measures.
Identify strengths and
Identify weaknesses
barriers to learning
Monitor progress

Before
the
Lesson

Know what I know about the

lesson
Understand
the purpose of
the lesson
Identify misconceptions
and

Question-Answer
Relationship or
QAR

Ask questions that

facilitate the
comprehension of
both the content and
language of the
lesson/subject matter.
COMPREHENSI
ON

PRODUCTIO
N

Maria, a young lady, went to

the market because she
wanted to buy a dozen eggs.
She planned to bake a cake
for her mom. It was her 60th
birthday.
1. Who went to the market?
2. Why did Maria go to the market?
3. What will she do with the eggs?
4. What is the cake for?
5. How do you celebrate your birthday?
6. How do you celebrate your mothers birthday?

Answer

Description

Right
There

Often, the answer will be in a

single sentence or place in the
text or utterance, and the words
used to create the question are
often also in that same place.

Think and
Search

The answer is broken up or

scattered or requires a grasp
of multiple ideas across
paragraphs, pages or
utterances.

Answer

Description

Author/
Speaker
and I

The answer is combines

information that the author or
teacher has provided with what
the student already know.

On My
Own

The answer is not in the text or

the discussion, and in fact you
don't even have to have read
the text or listen to the lesson to
be able to answer it.

On My
Own
Author/
Speaker
&I
Think &
Search
Right
There

TRANSFE
R

Performance

Creativ
e
Thinkin
Critical
g
Thinkin
g
Literal
Thinkin

Procedural
Knowledge
Procedural
Knowledge
Conceptual
Knowledge
Factual
Knowledge

LET US TRY
THIS

QA

Day 4:
Short Quiz
Activity
4: and/or
SolvePerformance
Crises or H2O

shortage

QA

QA
QA

Day 3: Experimentation
(Conceptual and Procedural)

Activity 3: Illustrate and

Experiment the H2O Cycle
Day 2: Quiz (Factual)

Activity 2: Discuss H2O Cycle

Day 1: Thought provoking questions

(Contextual)

Activity 1: Climate and Weather

NOW, YOU TRY

THESE

G1. Math: Discounts

G2. Filipino: Pangngalan
G3. English: Nouns
G4. Science: Parts of a
Plant
G5. AP: Mga Bahagi ng
Komunidad
G6. ESP: Pangangalaga sa

QA Day __: ______________________

Activity 4:
___________________________
QA Day __: __________________________
Activity 3: __________________
QA Day __: ___________________________
Activity 2: ______________________
QA

Day __: __________________________

Activity 1: ______________________

QA

Day 1: Thought provoking questions

(Contextual)

What has climate and/or

weather got to do with the
physical change of water?
What will happen to water
if heated to a 100 0C?
What will happen to water
if it keeps on raining?

Day 2: Quiz (Factual)

QAEVAPORATION
2. The process of water sipping
through the soil to the ground
water passages and back to
different bodies of water.
ACCUMULATION
3. The 0C for water to boil and
become water vapor. 100 0C
4. It is the change of gas into liquid.
PRECIPITATION
5. The collection of water vapor to
form clouds. CONDENSATION

filtering used water into fresh

water. WATER CYCLE
8. The process of animals and human
beings releasing body water into
the air. PERSPIRATION
9. It is the chemical composition of
water. H2O
10.It is the science dealing with
properties, distribution, and
circulation of water on and below
the earths surface and in the
atmosphere. HYDROLOGY

QA Day 3: Experimentation (Conceptual &

Create Your Procedural)

Own Water Cycle

A. Things you will need:

1. a large metal or plastic bowl
2. a pitcher or bucket
3. a sheet of clear plastic wrap
4. a dry ceramic mug (like a
coffee mug)
5. a long piece of string or large
rubber band water

outside.
Day
3:
Experimentation
(Conceptual
&
QA
2. Using the pitcher or bucket, pour
Procedural)
water into the bowl until it is
about full.
3. Place the mug in the center of
the bowl. Be careful not to splash
any water into it.
4. Cover the top of the bowl tightly
with the plastic wrap.
5. Tie the string around the bowl to
hold the plastic wrap in place.
6. Watch the bowl to see what
happens.

 Group 2: No fresh water only

Day
4:
Short
Quiz
and
Performance
QA
salt water
Group 3: Calamity-stricken
place and no source for fresh
and clean water
B. Conditions:
Solution/s must be scientific in
approach.
Must not destroy or disrupt the
ecosystem.
Must consider and
psychological and physical
conditions of the environment.

The K to 12
Summative Assessment
Paradigm

This

form of assessment measures the

different ways learners use and apply all
relevant knowledge, understanding, and
skills.

It must be spaced properly over the quarter.

It is usually conducted after a unit of work

and/or at the end of an entire quarter to

determine how well learners can demonstrate
content
knowledge
and
competencies
articulated in the learning standards.

Learners synthesize their

knowledge, understanding, and

skills during summative
assessments.
The results of these assessment

are USED AS BASES FOR

COMPUTING GRADES.

Individual
Summative
Assessment
Collaborative
Summative
Assessment

Component 1: Written
Work (WW)
Assesses

learners
understanding of
concepts and
application of
skills in written
form.
Prepare learners
for quarterly

Component 2: Performance
Task (PT)
Involve learners in the learning

process individually or in
collaboration with teammates over a
Give students
period of time
opportunities to
demonstrate and
integrate their
knowledge,
understanding,
and skills in a

Component 2: Performance
Task (PT)
Give students the freedom to

express their learning in appropriate

and diverse ways.
Encourage student inquiry,
integration of knowledge,
understanding, and skills in various
contexts beyond the assessment
Given at the
end of the lesson
period.
focusing on a topic/skill/ lesson;
hence, given several times during

Component 3: Quarterly
Assessment (QA)
Synthesizes

all
the
learning
concepts, skills,
and
values
learned in the
entire quarter.

Given only once

LET US TRY
THIS

QA

QA

QA

Day 4: Short Quiz and/or

Performance
Solve Crises or H2O shortage

Day 3: Experimentation
(Conceptual and Procedural)

Replicate the processes involved in

the water cycle.

Day 2: Quiz (Factual)

Enumerate the phases of the water cycle.

QA

Day 1: Thought provoking questions

Understand the conditions and factors that affect
(Contextual)
water cycle.

QA

Day 4: Short Quiz and/or

Performance
Activity
4:

Solve Crises or H2O shortage

QA

QA
QA

Day 3: Experimentation
(Conceptual and Procedural)

Activity 3: Illustrate and

Experiment the H2O Cycle
Day 2: Quiz (Factual)

Activity 2: Discuss H2O Cycle

Day 1: Thought provoking questions

(Contextual)

Activity 1: Climate and Weather

TOS for the Summative

Assessment
Learning No. Typ Tot
Hour
e
al
#
Objectiv
s
of
of
e
Tes tem
t
s

Enumerate
the phases
of the
water
cycle.

Understan
d the
conditions
and

Placement of
Items
R

Ap An

Cognitive

Process
Descriptors
Dimension
s
The learner can recall information

Rememberi and retrieve relevant knowledge from

long-term memory: identify, retrieve,
ng
recognize, duplicate, list, memorize,
repeat, reproduce, etc.
The learner can construct meaning

Understan from oral, written, and graphic

messages:
interpret,
exemplify,
ding
classify, summarize, infer, explain,
paraphrase, discuss, etc.
The learner can use information to

Applying undertake a procedure in familiar

Cognitiv

e
Descriptors
Process
Dimensi
ons
The learner can distinguish between

Analyzin parts and determine how they relate to

one another, and to the overall
g
structure and purpose: differentiate,
distinguish,
compare,
contrast,
organize,
outline,
attribute,
deconstruct, etc.
The learner can make judgments and

Evaluati justify decisions: coordinate, measure,

detect, defend, judge, argue, debate,
ng
critique, appraise, evaluate, etc.

NOW, YOU TRY

THESE

G1. Math: Discounts

G2. Filipino: Pangngalan
G3. English: Nouns
G4. Science: Parts of a
Plant
G5. AP: Mga Bahagi ng
Komunidad
G6. ESP: Pangangalaga sa

QA Day __: ______________________

Activity 4:
___________________________
QA Day __: __________________________
Activity 3: __________________
QA Day __: ___________________________
Activity 2: ______________________
QA

Day __: __________________________

Activity 1: ______________________

Stages of Test
Construction

Stage 1: Why and What

to Test
Determine

how well learners can

demonstrate content knowledge and
competencies articulated in the learning
standards.
Measures the different ways learners
use and apply all relevant knowledge,
understanding, and skills.
Determine if learners can synthesize
their knowledge, understanding, and
skills.

Stage 2: The Test

Specifications
Blueprint of the test (plan, proposal).
Contains the set of competencies in a

lesson/unit/quarter
with
specified
number of minutes or hours devoted to
each; how it will be constructed; and
what will be dimensions of thinking
required to answer the test/s.
The specifications should be developed
before any item or task is designed.

Summative
Assessment
Learning No. Typ Tot
Objectiv Hour e al #
s
of
of
e
Tes tem
t
s

Placement of
Items
R

Ap An

Stage 3: The Test

Development
Write and moderate test items.
Trial the items informally then reject or modify

problematic ones as necessary.

Analyse the results of the trial.
Calibrate scales: decisions on what is excellent or
poor performance
Validate: the more different types of validity is
established, the better
Write instructions for test takers, test users and
administrators
Train any necessary staff (examiners, markers etc.)

The K to 12
Grading System

How is learner
progress
recorded and
computed?

Grade 1 to Grade 12
There is only one QA but there

should be instances for students

to produce WW and demonstrate
what they know and can do
through PT.
There is no required number of

WW and PT, but these must be

spread out over the quarter and

STEP 1
Grades from all students work

added up. This results in the

total
scores
for
each
component: WW, PT, and QA.
Raw

scores
from
each
component
have
to
be
converted to a Percentage

STEP 2
The sum for each component is

converted to the Percentage Score

(PS). To compute the PS, divide the
raw score by the highest possible
sore then multiply the quotient by
100%.

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 PS is multiplied

Weight Components for

Grade 1-10

Weight Components for SHS

STEP 4
Add the Weighted Scores of each

component. The result will be the

Initial Grade (IG)

STEP 5

Transmute the Grade using the

Transmutation Table in Appendix

B in DO No. 8 series of 2015.
This is what will appear in the
Report Card (Form 138).

FOR MAPEH
Individual grades are given to each

area. The Quarterly Grade (QG) for

MAPEH is the average of the
quarterly grades in the four areas.

grades
computed at
the end of the
school year?

FOR Grade 1 to Grade 10

How is
learners
progress
reported?

The K to 12
Promotion of
Students

How are the

core Filipino
Values
Integrated?

VISION
We dream of Filipino who passionately

love their country and whose values and

competencies enable them to realize their
full potential and contribute meaningfully to
building the nation.
As a learner-centered public institution, the

Department of Education continuously

improves itself to better serve its
stakeholders.

MISSION
To protect and promote the right of every

Filipino to quality, equitable, culture-based,

and complete basic education.
Students learn in a child-friendly, gender-

sensitive,
safe,
environment.

and

motivating

Teachers facilitate learning and constantly

nurture every learner.

MISSION
Administrators and staff, as stewards of

the institution, ensure an enabling and

supportive environment for effective
learning to happen.
Family, community, and other stakeholders

are
actively
engaged
and
share
responsibility for
developing life-long
learners.

CORE VALUES
Maka-Diyos
Makatao
Makakalikasan
Makabansa

School may craft additional indicators for the

behavior statements. Schools must ensure

that these are child-centered, gender-fair, and
culture-appropriate.
To support the development of these Core

Values, schools must make sure that their

homeroom guidance program promotes them.
Additional opportunities may be integrated

into class discussion in all learning areas.

A non-numerical rating scale will be used to

report on learners behavior demonstrating the

Core Values.
The Class Adviser and other teachers shall

agree on how to conduct these observations.

They will also discuss how each child will be
rated.

How is
attendance
reported?

It is important for learners to be in school

everyday. Learners class attendance shall

be recorded by teachers daily. At the end of
each quarter, the attendance is reflected in
report card.
The number of school days in each month is

presented, which is based on the school

calendar for a given school year. The
number of days that each learner is present
and absent is indicated. Recording of
attendance is done from Kindergarten to
Grade 12.

A learner who incurs absences of more

than 20% of the prescribed number of

class or laboratory periods during the
school year or semester should be
given a failing grade and not earn
credits for the learning area or subject.
Furthermore, the school head may, at

his/her discretion and in the individual

case, exempt a learner who exceeds
the 20% limit for reasons considered
valid and acceptable to the school.

The discretionary authority is vested in the

school head, and may not be availed of by a

student or granted by a faculty member
without the consent of the school head.

The discretionary authority is vested in

the school head, and may not be

availed of by a student or granted by a
faculty member without the consent of
the school head.

Such discretion shall not excuse the

learner from the responsibility of

keeping up with lessons and taking
assessments.
When absences cannot be avoided, the

school must give the learner alternative

methods
and
materials
that
corresponds to the topics/competencies
that were or will be missed.

These include modules and materials

for the Alternative Delivery Mode,

and/or Alternative Learning System as
well as those that are found on the
Learning Resources Management and
Development System (LRMDS).

When

students
successfully
accomplish the learning activities
through these materials, they shall be
exempted. However, the report card
should still reflect the number of
absences. Parents of learners who are
accumulating many absences must be
immediately
informed
through
a
meeting to discuss how to prevent
further absences.

Habitual tardiness, especially during

the first periods in the morning and in

the afternoon, is discouraged. Teachers
shall inform the parents/guardians
through a meeting if a learner has
incurred 5 consecutive days of
tardiness.

To whom is
classroom
assessment
reported?

Classroom assessment serves to help

teachers and parents understand the

learners progress on curriculum
standards.
The results of assessment are reported

to the child, the childs remedial class

teacher, if any, and the teacher of the
nest grade level, as well as the childs
parents/guardians.

Read DepEd
Order No. 8,
series of 2015
for further
information.

Read DepEd
Order No. 9,
series of 2015
for S.Y. 20152016 calendar.

THANK
YOU