8.7. The K to 12 Grading System: Reproduced from DepEd Order No. 31 s.

2012

8.7.1 LEVELS OF PROFICIENCY

At the end of the quarter, the performance of students shall be described in the repord card based, on the following
levels of proficiency

 Beginning- The students at this level struggles with his/her understanding; prerequisite and fundamental knowledge
and/or skills have not been acquired or developed adequately to aid understanding.
 Developing- The student at this level possesses the minimum knowledge and skills and core understandings, but
needs help throughout the performance of authentic tasks.
 Approaching Proficiency- The student at this level has developed the fundamental knowledge and skills and core
understandings and with little guidance from the teacher and/or with some assistance from peers, can transfer these
understandings through authentic performance tasks.
 Proficient- The student at this level has developed the fundamental knowledge and skills and core understandings, and
can transfer them independently through authentic performance tasks.
 Advanced- The student at this level exceeds the core requirements in terms of knowledge, skills and understandings,
and can transfer them automatically and flexibly through authentic performance tasks.

The level of proficiency at which the student is performing shall be based on numerical value which is arrived at after
summing up the results of the student’s performance on the various levels of assessment.
The numerical values are as follows:

Level of Proficiency Equivalent

Numerical Value

Beginning 74% and below

Developing 75-79%
Approaching Proficiency 80-84%
Proficient 85-89%
Advanced 90% and above
What shall appear in the report card is not the numerical value, but the equivalent level of proficiency, abbreviated as
follows:
B – for Beginning
D – for Developing
AP – for Approaching Proficiency
P – Proficient; and
A - Advanced
8.7.2 At the end of the four quarters, the Final Grade for each learning are shall be reported as the average of the four
quarterly ratings, expressed in terms of the levels of proficiency. The general average shall be the average of the final
grades of the different learning areas, also expressed in terms of levels of proficiency with the numerical equivalent in
parenthesis.
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 the school year, the students are still at the Beginning
level, they can shall be required to take summer class.
As a matter of policy every learning deficiency should be bridges even for those students whose level of proficiency is
above the Beginning level. The guidelines for bridging gaps in learning are in separate DepEd Order.
Honor students shall be drawn from among those who performed at the advanced level. Subsequent guidelines shall
shall be issued as a basis for ranking of honors.
The total time daily does not include off-school learning experiences that teachers may require outside of school hours
for the production of products and performances as evidence of transfer of learning.
 OFF-SCHOOL LEARNING means which consists of curricular and non-curricular learning
experiences for pupils and students outside the school environment.
Example activity – school trip/field trip or other learning outside the classroom experiences
The purpose of school is to prepare students for life beyond school. Taking classroom
learning outside can help enrich a student's educational experience by showing them
real-life applications of theories that they are learning at school.  

8.8 Alternative Grading System

 PERIODIC RATING
Pass-Fail Systems
Other colleges and universities, faculties, schools, and institutions use pass-fail grading systems in the Philippines,
especially when the student work to be evaluated is highly subjective (as in the fine arts and music), there are no
generally accepted standard gradations (as with independent studies), or the critical requirement is meeting a single
satisfactory standard (as in some professional examinations and practicum).
Non-Graded Evaluations
While not yet practised in Philippine schools, and institutions, non-graded evaluations do not assign numeric or letter
grades as a matter of policy. This practice is usually based on a belief that grades introduce an inappropriate and
distracting element of competition into the learning process, or that they are not as meaningful as measures of
intellectual growth and development as are carefully crafted faculty evaluations.
8.8 Alternative Grading System
Pass-Fail Systems
Other colleges and universities, faculties, schools, and institutions use pass-fail grading systems in the Philippines,
especially when the student work to be evaluated is highly subjective (as in the fine arts and music), there are no
generally accepted standard gradations (as with independent studies), or the critical requirement is meeting a single
satisfactory standard (as in some professional examinations and practicum).
Non-Graded Evaluations
While not yet practised in Philippine schools, and institutions, non-graded evaluations do not assign numeric or letter
grades as a matter of policy. This practice is usually based on a belief that grades introduce an inappropriate and
distracting element of competition into the learning process, or that they are not as meaningful as measures of
intellectual growth and development as are carefully crafted faculty evaluations.
8.7.3 Culminating Resources Activities/Performance
At the end of every quarter, schools are encouraged to put up exhibits of student product across subjects as
culminating activity. Students may also do an exhibition of their performance in different subjects as evidence of their
learning or attainment of performance standards. Thus, when parents receive the reports card and confer with teachers
they will actually be witnessing what students are learning in school.

8.7.4 Sample Report Cards for Grades 1 to 6

Enclosure No. 2 DepEd Order No. 31, s. 2012
TAN AW POWERPOINT PARA SA TABLE SAMPLE
8.8 Alternative Grading System
Pass-Fail Systems
Other colleges and universities, faculties, schools, and institutions use pass-fail grading systems in the Philippines,
especially when the student work to be evaluated is highly subjective (as in the fine arts and music), there are no
generally accepted standard gradations (as with independent studies), or the critical requirement is meeting a single
satisfactory standard (as in some professional examinations and practicum).
Non-Graded Evaluations
While not yet practised in Philippine schools, and institutions, non-graded evaluations do not assign numeric or letter
grades as a matter of policy. This practice is usually based on a belief that grades introduce an inappropriate and
distracting element of competition into the learning process, or that they are not as meaningful as measures of
intellectual growth and development as are carefully crafted faculty evaluations.
The process of deciding on a grading system is a very complex one. The problems faced by an instructor who tries to
design a system which will be accurate and fair are common to any manager attempting to evaluate those for whom he
or she is responsible. The problems of teachers and students with regard to grading are almost identical to those of
administrators and faculty with regard to evaluation for promotion and tenure. The need for completeness and
objectivity felt by teachers and administrators must be balanced against the need for fairness and clarity felt by
students and faculty in their respective situations. The fact that the faculty member finds himself or herself in both the
position of evaluator and evaluated should help to make him or her more thoughtful about the needs of each position.