MODULE 7

Utilization of Assessment

INTRODUCTION
The purpose of the Utilization of
Assessment is to attain an in-depth
understanding of your education’s
current practices and procedures as it
relates to your educational system, and
identify opportunities and
recommendations for organizational
efficiencies as well as process
“If the purpose of learning is improvements.
to score well on a test, we’ve
lost sight of the real reason for In this module, you will explore about data scoring,
learning” grading, interpreting test results, and reporting test
James Sycht

LEARNING OUTCOMES
After completing this module, you should be able to:
a. describe the differences between a norm-referenced and criterion-referenced
interpretation of assessment performance in terms of how the scores are
reported;
b. formulate several generalizations from the described differences between a
norm-referenced and a criterion- referenced assessment;
c. identify grade descriptors used in private and public schools;
d. go through official documents from DepEd on grading policies currently utilize
in public schools; and
e. compare DepEd policies to private schools grading policies.

LEARNING CONTENT
Lesson 1. Data Scoring

What is data?
In education, student-level data refers to any information that educators,
schools, districts, and state agencies collect on individual students, including data
such as personal information (e.g., a student’s age, gender, race, place of
residence), enrollment information (e.g., the school a student attends, a student’s
current grade level and years of attendance, the number of days a student was
absent), academic information (e.g., the courses a student completed, the test
scores and grades a students earned, the academic requirements a student has
fulfilled), and various other forms of data collected and used by educators and
educational institutions (e.g., information related to disciplinary problems, learning
disabilities, medical and health issues, etc.). It should be noted that an increasing
number of organizations, institutions, or companies may also collect or have access
to student-level data on public-school students, typically as a part of a contract for
services or a research study conducted in collaboration with schools, districts, or
state education agencies.
Increasingly, new educational technologies are redefining the definition of
“student-level data,” given that educational software and online learning programs,
for example, can collect a huge amount of information and metadata about the
students who use them—information that was formerly impossible to track before
the advent of sophisticated technologies and analytical tools—which includes
information such as the geographic location of the computer being used by a
student or the amount of time it took a student to answer certain questions or solve
certain problems. Many online learning programs routinely collect hundreds or even
thousands of distinct data points while students are using the systems—data that
may then be used for any number of educational or non-educational purposes (e.g.,
to improve the software, modify the questions or problems students see, study how
children and youth learn, or market the product to potential buyers).
Data are facts and statistics collected together for reference or analysis.
Data is defined as facts or figures, or information that's stored in or used by a
computer.
What are some examples of data?

Data is the name given to basic facts and entities such as names and

numbers. The main examples of data are weights, prices, costs, numbers of items
sold, employee names, product names, addresses, tax codes, registration marks etc.
Images, sounds, multimedia and animated data . Another  example of data is an
email.

What is data education?

Think of educational data as a machine that receives and uses inputs to

help run the educational process, producing outputs that include things like
progress, success, and achievement.

What is score?
Score is a number that expresses accomplishment or excellence either
absolutely in points gained or by comparison to a standard
: a mark used as a starting point or goal

What does it mean to score data?

 Scoring is also called prediction, and is the process of generating values
based on a trained machine learning model, given some new input data. The values
or scores that are created can represent predictions of future values, but they might
also represent a likely category or outcome.

How do you weight a score?

To find your weighted average, simply multiply each number by

its weight factor and then sum the resulting numbers up. For example: The
weighted average for your quiz grades, exam, and term paper would be as follows:
82(0.2) + 90(0.35) + 76(0.45) = 16.4 + 31.5 + 34.2 = 82.1

Note: Lesson 4 will discuss these points in more detail.

Lesson 2. Grading

Grading in education is the process of applying standardized measurements

of varying levels of achievement in a course. Grades can be assigned as letters (for
example, A through F), as a range (for example, 1 to 6), as a percentage, or as a
number out of a possible total (for example, out of 20).

What is mean by Grading?

▪Provide results in brief, understandable form for varied users

▪ Smoothing a surface, as in grading a lawn before planting seeds
▪ "Group by category”
▪ A steep slope could be said to have steep grading.
▪An evaluation of performance by assigning a grade or score.
▪An act of ascertaining or fixing the value or worth of

What is grade?

Grades are symbols that represent a value judgment concerning the relative
quality of a student’s achievement during specified period of instruction.

Grades are important to:

▪inform students and other audiences about student’s level of achievement
▪evaluate the success of an instructional program
▪provide students access to certain educational or vocational opportunities
▪reward students who excel

Absolute Standards Grading or Task-Referenced Grading

Grades are assigned by comparing a student’s performance to a defined set

of standards to be achieved, targets to be learned, or knowledge to be acquired.
Students who complete the tasks, achieve the standards completely, or learn the
targets are given the better grades, regardless of how well other students perform
or whether they have worked up to their potential.

Relative Standards Grading or Group-Referenced Grading

Grades are assigned on the basis of student’s performance compared with

others in class. Students performing better than most classmates receive higher
grades.

What are the Functions of Grading?

1. Enhancing students’ learning

2. Reports to parents/guardians
3. Administrative and guidance uses

Guidelines for Effective Grading

1.Describe grading procedures to students at beginning of instruction
2.Clarify that course grade will be based on achievement only.
3.Explain how other factors (effort, work habits) will be reported
4.Relate grading procedures to intended learning outcomes
6.Try to prevent cheating
7.Return & review all test results as possible
8.Properly weight the various types of achievements included in the grade.
9.Do not lower an achievement grade for tardiness, weak effort, or
misbehavior.
10.Be fair. Avoid bias. When in doubt, review the evidence. If still in doubt,
give the higher grade.
11.Grades are black and white, as a rule, do not change grades.
12.Keep pupils informed of their class standing or performance.

What are the Types of Grading?

Name Type of Code Used
Letter-grade A,B,C and also “+” “-” may be added, e.g. A+
Number or percentage Integers (5,4,3,2,1) or percentage (100,99,98,…)
Grade
Two -Category Grade Pass-fail, satisfactory-unsatisfactory, credit-entry
Checklist and Rating Scales Checks (/) next to objectives mastered or numerical
ratings of the degree of mastery.
Narrative Report None, may refer to one or more of the above but
usually does not refer to grades.

The Philippines has varied university grading systems. Most universities,

particularly public institutions, follow the grade point system scale of 5.00 - 1.00,
in which 1.00 is the highest grade and 5.00 is the lowest possible grade.
 Some universities follow a 4-Point Scale, which resembles or is equivalent to
the U.S. grading system. This system uses a grade between 0.00 to 4.00 with 4.00
being the highest and 0.00 here is considered a failing mark.
Other universities follow a 5-Point Scale, wherein the highest grade is a 1.00
and the lowest is a 5.00 (failing mark). The lowest passing mark is actually a 3.00.
Although usually not depicted, a grade of 4.00 is equivalent to a grade of
incomplete. If the school does not use the grade point "4.00", it will use "INC"
instead.
Most colleges and universities will use either the 4-Point or 5-Point Scales
when presenting final grades. When scoring individual coursework, they will use the
Percent Grade, Letter Grade, or both.
K-12 (Kindergarten and Basic Education) always uses the Percent Grade,
Letter Grade, or both. GWA (general weighted average; similar to GPA) is a
representation (often numerical) of the overall scholastic standing of students used
for evaluation. GWA is based on the grades in all subjects taken at a particular level
including subjects taken outside of the curriculum. Representation of the subjects
taken only in a specific curriculum is called CWA, or curriculum weighted average.[1]
[2]

For Public and Private Universities Grading System:

PUBLIC Higher Education Institutions

For Isabela State University Grading System
Transmutation Table
98-100 = 1.00 83-85 =2.25
95-97 = 1.25 80-82 =2.5
92-94 = 1.50 77-79 =2.75
89-91 = 1.75 75-78 =3.0
86-88 = 2.00

Isabela State University Latin Honors

Latin Honors Grade Point Equivalence Range

Summa Cum Laude 1.0-1.25

Magna Cum Laude 1.251 – 1.45

Cum Laude 1.451 – 1.75

Tarlac State University College of Engineering and Technology Grade

Point System
 Grade Point
Equivalence Description
Equivalence

1.00 99% - 100% Excellent

1.25 95% - <99%

Very Good
1.50 90% - <95%

1.75 85% - <90%

Good
2.00 80% - <85%

2.25 75% - <80%

Satisfactory
2.50 70% - <75%

2.75 65% - <70%

Passing
3.00 60% - <65%

5.00 <60% Failing

INC Incomplete

The description mentioned in the table was based on Tarlac State University (TSU)
Student Handbook.In addition, the grade of "INC"is given if a student whose class
standing for the semester is passing, fails to take the final examination or fails to
complete other course requirements for valid reason (Chap. 8, Sec. 1, TSU Student
Handbook).

PRIVATE HEI

Grade Point Scale

Far Eastern University Grade Point System
(Effective since A.Y. 2013)[3]

Written Grade Point

Equivalence Description
Grade Equivalence

A 4.00 92 – 100% Excellent

B+ 3.50 85 – 91% Very Good

B 3.00 78 – 84% Very Good

C+ 2.50 71 – 77% Good

C 2.00 64 – 70% Satisfactory

D+ 1.50 57 – 63% Satisfactory

D 1.00 50 – 56% Passed

F 0.00 Below 49% Failed

AW 0% Authorized Withdrawal

Central Colleges of the Philippines Grade Point System

Grade Point Equivalence Equivalence Description

1.00 96% – 100% Excellent

1.25 94% – <95% Very Good

1.50 91% – <93% Very Good

1.75 88% – <90% Good

2.00 85% – <87% Good

2.25 83% – <84% Good

2.50 80% – <82% Fair

2.75 78% – <79% Fair

3.00 75% – <77% Pass

5.00 Below 75% Failure

INC Incomplete

NA No Attendance

UW Unauthorized Withdrawal

DRP Dropped
NC No Credit

National University-Manila Grade Point System

[4]

Grade Point Equivalence Equivalence Description

4.00 96 – 100% Excellent

3.50 90 – 95% Very Good

3.00 84 – 89% Good

2.50 78 – 83% Above Satisfactory

2.00 72 – 77% Satisfactory

1.50 66 - 71% Fair

1.00 60 – 65% Passed

0.00 Failure Failed

R Repeat Repeat/Failed

DR Officially Dropped Officially Dropped

W Unofficially Dropped Unofficially Dropped

INC Incomplete Incomplete

Silliman University Grade Point System

(Effective since June 1992)

Numerical Grade Point Equivalent Percentage Description

4.0, 3.9, 3.8 97 – 100% Excellent

3.7, 3.6, 3.5, 3.4 3.3 93 – 96% Superior

3.2, 3.9, 3.0, 2.9, 2.8 89 – 92% Good

2.7, 2.6, 2.5, 2.4, 2.3 85 – 88% Above Average

2.2, 2.1, 2.0, 1.9, 1.8 81 – 84% Average

1.7, 1.6, 1.5, 1.4, 1.3 77 – 80% Below Average

1.2, 1.1, 1.0 73 – 76% Passing

0.0 72 and below Failure

Adventist University of the Philippines, De La Salle University, De La

Salle-College of Saint Benilde, De La Salle University-Dasmariñas, De
La Salle Medical and Health Sciences Institute & FEU Institute of
Technology Grade Point System

Grade Point
Description Equivalence
Equivalence

4.00 Excellent 97% – 100%

3.50 Superior 93% – 96%

3.00 Very Good 89% – 92%

2.50 Good 85% – 88%

2.00 Satisfactory 80% – 84%

1.50 Fair 75% – 79%

1.00 Pass 70% – 74%

0.00 Fail Below 70%

De La Salle University-Manila, De La Salle University-Dasmariñas, De La Salle

Medical and Health Sciences Institute and De La Salle-College of Saint Benilde
Latin Honors

Latin Honors Grade Point Equivalence Range

Summa Cum Laude 3.800 – 4.000

Magna Cum Laude 3.600 – 3.799

Cum Laude 3.400 – 3.599

 Other universities, such as the Ateneo de Manila University and its sister
schools, use the letter grade system with varied grade equivalence range.

University of Santo Tomas, and Pamantasan ng Lungsod ng

Maynila Latin Honors.

Latin Honors Grade Point Equivalence Range

Summa Cum Laude 1.00 – 1.20

Magna Cum Laude >1.21 – 1.45

Cum Laude >1.45 – 1.75

University of Santo Tomas Grade Point System

Grade Point
Equivalence Description
Equivalence

1.00 of Santo Tomas Faculty

University 96% – 100%
of Civil LawExcellent
and Faculty of Medicine and
Surgery Latin Honors
1.25 94% – <95% Very Good
Latin Honors Grade Point Equivalence Range Equivalence
1.50 92% – <93% Very Good
Summa Cum Laude 1.00 – 1.50 92% and above
1.75 89% – <91% Good
88.5% to
Magna Cum Laude
2.00 1.51 – 1.85
87% – <88% Good 91.9%
2.25
Cum Laude 84%
1.86 – <86%
– 2.10 Good 86% to 88.4%
2.50 82% – <83% Fair

2.75 79% – <81% Fair

3.00 75% – <78% Pass

5.00 Below 75% Failure

INC Incomplete

FA Failure due to Absences

WP Withdrew with Permission

Withdrew without
WF
Permission (Failure)
Prerequisite for UST's Latin Honors or Dean's Lister distinction are the following: QPI
should be at least 86%, no grade below 80% for any subject in the given semester,
and the student should obtain a good moral character.

San Beda University Grade Point System

(Effective since AY 2014-2015)

Grade Point Equivalence Equivalence Description

1.00 98% – 100% Excellent

1.25 95% – <98% Very Good

1.50 92% - <95% Very Good

1.75 89% - <92% Good

2.00 86% – <89% Good

2.25 83% – <86% Good

2.50 80% – <83% Fair

2.75 78% – <80% Fair

3.00 75% - <78% Pass

5.00 Below 75% Failure

Incomplete (No Final

INC
Examination)

EXM Exempted from NSTP

DV Withdrew with Permission

Withdrew without
DF
Permission (Failure)

The Grading System of San Beda University is zero-based in nature which

implies no transmutations are to be made.
Letter grade system[edit]

Ateneo de Davao University Letter Grade System

Quality Point Equivalence Letter Grade Equivalence %

 Equivalence

4.0 A 92% – 100%

3.5 B+ 88% – 91%

3.0 B 84% – 85%

2.5 C+ 80% – 83%

2.0 C 76% – 79%

1.0 D 72% – 75%

71% and
0.0 F
lower

Most academic departments in the university follow a grading system with the
70% passing grade. Some departments, such as the Department of Finance and
Accounting and departments from the Ateneo School of Science and
Engineering follow a 50% or 60% passing grade.

Ateneo de Manila University Latin Honors

Latin Honors Grade Point Equivalence Range

Summa Cum Laude 3.87 – 4.00

Magna Cum Laude 3.70 – 3.86

Cum Laude 3.50 – 3.69

More importantly, Philippine universities do not have standard grade

equivalence. Different universities have varied equivalence range, while passing
grades are subject to imposed academic quality of an institution.

International School Manila Letter Grade System

%
Grade Point Equivalence Letter Grade Equivalence
Equivalence
 4.0 A 94% – 100%

3.7 A− 90% – 93%

3.3 B+ 87% – 89%

3.0 B 83% – 86%

2.7 B− 80% – 82%

2.3 C+ 77% – 79%

2.0 C 73% – 76%

1.7 C− 70% – 72%

1.3 D+ 67% – 69%

1.0 D 63% – 66%

0.7 D− 60% – 62%

0.0 F below 60%

WHAT IS THE DEPED K TO 12 GRADING SYSTEM?

The K to 12 Basic Education Program uses a standards- and competency-
based grading system. These are found in the curriculum guides. All grades will be
based on the weighted raw score of the learners’ summative assessments. The
minimum grade needed to pass a specific learning area is 60, which is transmuted to
75 in the report card. The lowest mark that can appear on the report card is 60 for
Quarterly Grades and Final Grades.
For these guidelines, the Department will use a floor grade considered as the
lowest possible grade that will appear in a learner’s report card.
Learners from Grades 1 to 12 are graded on Written Work, Performance
Tasks, and Quarterly Assessment every quarter. These three are given specific
percentage weights that vary according to the nature of the learning area.
HOW IS LEARNER PROGRESS RECORDED AND COMPUTED?
FOR KINDERGARTEN
Guidelines specific to the assessment of Kindergarten learners will be issued
in a different memorandum or order. However, for Kindergarten, checklists and
anecdotal records are used instead of numerical grades. These are based on
learning standards found in the Kindergarten curriculum guide. It is important for
teachers to keep a portfolio, which is a record or compilation of the learner’s output,
such as writing samples, accomplished activity sheets, and artwork. The portfolio
can provide concrete evidence of how much or how well the learner is able to
accomplish the skills and competencies. Through checklists, the teacher will be able
to indicate whether or not the child is able to demonstrate knowledge and/or
perform the tasks expected of Kindergarten learners. Through anecdotal records or
narrative reports, teachers will be able to describe learners’ behavior, attitude, and
effort in school work

FOR GRADES 1 TO 12
In a grading period, there is one Quarterly Assessment but there should be
instances for students to produce Written Work and to demonstrate what they know
and can do through Performance Tasks. There is no required number of Written
Work and Performance Tasks, but these must be spread out over the quarter and
used to assess learners’ skills after each unit has been taught.
HOW TO COMPUTE FOR FINAL GRADES AND GENERAL AVERAGE IN DEPED
K TO 12 GRADING SYSTEM
The following are the steps in computing for the Final Grades.
STEP 1: GRADES FROM ALL STUDENT WORK ARE ADDED UP.
This results in the total score for each component, namely Written Work,
Performance Tasks, and Quarterly Assessment.
Raw scores from each component have to be converted to a Percentage Score. This
is to ensure that values are parallel to each other.
STEP 2: THE SUM FOR EACH COMPONENT IS CONVERTED TO THE PERCENTAGE
SCORE.
To compute the Percentage Score (PS), divide the raw score by the highest
possible score then multiply the quotient by 100%. This is shown below:

Percentage Score(ps)= Learners’s total raw scores X 100%

Possible Scores
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 Percentage Score is multiplied by the weight of the component
found in Table 4 for Grades 1 to 10 and Table 5 for Senior High School. The product
is known as the Weighted Score (WS).
Weighted Score: Percentage Score x Weight of the Component
Table 4. Weight of the Components for Grades 1-10

The grading system for Senior High School (SHS) follows a different set of
weights for each component. Table 5 presents the weights for the core and track
subjects.
Table 5. Weight of the Components for SHS
STEP 4: THE SUM OF THE WEIGHTED SCORES IN EACH
COMPONENT IS THE INITIAL GRADE.

This Initial Grade will be transmuted using the given transmutation table to get
the Quarterly Grade (QG).

READ: 2019 DepEd Transmutation Table

STEP 5: THE QUARTERLY GRADE FOR EACH LEARNING

AREA IS WRITTEN IN THE REPORT CARD OF THE
STUDENT.

For a better understanding of how to record the summative assessments,

Table 6 presents a sample class record showing three learners for the first quarter of
Grade 4 English. On the basis of this class record, Table 7 presents a step-by-step
process on how to compute for the Quarterly Grade.

Table 6. Sample Class Record for English Grade 4 (First Quarter)

Table 7. Steps for Computing Grades

STEPS FOR COMPUTING GRADES

1. Get the total score for each component.

2. Divide the total raw score by the highest possible score then multiply the
quotient by 100%.

3. Convert Percentage Scores to Weighted Scores. Multiply the Percentage

Score by the weight of the component indicated in Table 4 and Table 5.

4. Add the Weighted Scores of each component. The result will be the Initial
Grade.

5. Transmute the Initial Grade using the Transmutation Table.

HOW ARE GRADES COMPUTED AT THE END OF THE
SCHOOL YEAR?

FOR KINDERGARTEN

There are no numerical grades in Kindergarten. Descriptions of the

learners’ progress in the various learning areas are represented using
checklists and student portfolios. These are presented to the parents at the
end of each quarter for discussion. Additional guidelines on the Kindergarten
program will be issued.

FOR GRADES 1-10

The average of the Quarterly Grades (QG) produces the Final Grade.

Final Grade=1st QG+2nd QG+3rd QG+4thQG

4

The General Average is computed by dividing the sum of all final grades
by the total number of learning areas. Each learning area has equal weight.

The Final Grade in each learning area and the General Average are
reported as whole numbers. Table 8 shows an example of the Final Grades of
the different learning areas and General Average of a Grade 4 student.

Table 8. Final Grades and General Average

FOR GRADES 11 AND 12

The two quarters determine the Final Grade in a semester. Table 9 shows an
example in Grade 11, second semester for the Accounting, Business, and
Management (ABM) strand.

Table 9. Grade 11, 2nd Semester of ABM strand

HOW IS THE LEARNER’S PROGRESS REPORTED?

The summary of learner progress is shown quarterly to parents and guardians

through a parent-teacher conference, in which the report card is discussed. The
grading scale, with its corresponding descriptors, are in Table 10. Remarks are given
at the end of the grade level.
Table 10. Descriptors, Grading Scale, and Remarks

Using the sample class record in Table 6, LEARNER A received an Initial

Grade of 84.86 in English for the First Quarter, which, when transmuted to a
grade of 90, is equivalent to Outstanding. LEARNER B received a transmuted
grade of 88, which is equivalent to Very Satisfactory. LEARNER C received a
grade of 71, which means that the learner Did Not Meet Expectations in the
First Quarter of Grade 4 English.

When a learner’s raw scores are consistently below expectations in

Written Work and Performance Tasks, the learner’s parents or guardians must
be informed not later than the fifth week of that quarter. This will enable them
to help and guide their child to improve and prepare for the Quarterly
Assessment. A learner who receives a grade below 75 in any subject in a
quarter must be given intervention through remediation and extra lessons from
the teacher/s of that subject.

HOW ARE LEARNERS PROMOTED OR RETAINED AT THE

END OF THE SCHOOL YEAR?

This section provides the bases for promoting a learner to the next
grade level or for retaining a learner in the same grade level. These decisions
must be applied based on evidence and judiciously.

A Final Grade of 75 or higher in all learning areas allows the student to be

promoted to the next grade level. Table 11 specifies the guidelines to be followed for
learner promotion and retention.

Table 11. Learner Promotion and Retention

FOR GRADES 1 TO 3 LEARNERS PROMOTION AND

RETENTION

Requirements Decision
Final Grade of at least 75
Promoted to the next grade level
in all learning areas

Must pass remedial classes for learning areas with

Did Not Meet Expectations
failing mark to be promoted to the next grade
in not more than two
level. Otherwise the learner is retained in the same
learning areas
grade level.

Did Not Meet Expectations

in three or more learning Retained in the same grade level
areas

FOR GRADES 4 TO 10 LEARNERS PROMOTION AND

RETENTION

Requirements Decision

Final Grade of at least 75

Promoted to the next grade level
in all learning areas

Must pass remedial classes for learning areas with

Did Not Meet Expectations
failing mark to be promoted to the next grade level.
in not more than two
Otherwise the learner is retained in the same grade
learning areas
level.

Did Not Meet Expectations

in three or more learning Retained in the same grade level
areas

Earn the Elementary Certificate

Must pass all learning
areas in the Elementary
Promoted to Junior High School

Must pass all learning Earn the Junior High School Certificate
areas in the Junior High
School Promoted to Senior High School

FOR GRADES 11 TO 12 LEARNERS PROMOTION AND

RETENTION

Requirements Decision

Final Grade of at least 75 in

all learning areas in aCan proceed to the next semester
semester
Did not Meet Expectations in Must pass remedial classes for failed
a prerequisite subject in a competencies in the subject before being allowed
learning area to enroll in the higher-level subject

Must pass remedial classes for failed

Did Not Meet Expectations in competencies in the subjects or learning areas to
any subject or learning area be allowed to enroll in the next semester.
at the end of the semester Otherwise the learner must retake the subjects
failed.

Must pass all subjects or

learning areas in Senior High Earn the Senior High School Certificate
School

For Grades 1-10, a learner who Did Not Meet Expectations in at most two
learning areas must take remedial classes. Remedial classes  are conducted after
the Final Grades have been computed. The learner must pass the remedial classes
to be promoted to the next grade level. However, teachers should ensure that
learners receive remediation when they earn raw scores which are consistently
below expectations in Written Work and Performance Tasks by the fifth week of any
quarter. This will prevent a student from failing in any learning area at the end of
the year.

For Grade 11-12, learners who fail a unit/set of competencies must be

immediately given remedial classes. They should pass the summative assessments
during remediation to avoid a failing grade in a learning area/subject. This will
prevent students from having back subjects in Senior High School (SHS). However, if
the learner still fails remedial classes, s/he must retake the subject/s failed during
the summer or as a back subject. Guidance teachers/career advocates must provide
support to the SHS student for his/her choices in SHS tracks .
Summative Assessments are also given during  remedial classes . These
are recorded, computed, weighted, and transmuted in the same way as the
Quarterly Grade. The equivalent of the Final Grade for remedial classes is the
Remedial Class Mark (RCM). The Final Grade at the end of the school year and
the Remedial Class Mark are averaged. This results in the Recomputed Final
Grade. If the Recomputed Final Grade is 75 or higher, the student is promoted
to the next grade level. However, students will be retained in the grade level if
their Recomputed Final Grade is below 75.

The teacher of the remedial class issues the Certificate of Recomputed Final
Grade, which is noted by the school principal. This is submitted to the division office
and must be attached to both Form 137 and School Form Number 5. Figure 1 below
shows a sample certificate.

Figure 1. Sample Certificate of Recomputed Final Grade

 The learner can enroll in the next grade level for Grades 1-10 and in the
next semester for Grades 11-12 upon presentation of the Certificate of
Recomputed Final Grade. This certificate can be verified in the division offices
as needed.

HOW ARE THE CORE VALUES OF THE FILIPINO CHILD

REFLECTED IN THE REPORT CARD?

The goal of the K to 12 curriculum is to holistically develop Filipinos with 21st-

century skills. The development of learners’ cognitive competencies and skills must
be complemented by the formation of their values and attitudes anchored on
the Vision, Mission, and Core Values of the Department of Education  (DepEd
Order No. 36, s. 2013) as shown on the next page. Non-DepEd schools may modify
or adapt these guidelines as appropriate to the philosophy, vision, mission, and core
values of their schools.

VISION
We dream of Filipinos 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 where:

•Students learn in a child-friendly, gender-sensitive, safe, and motivating

environment
•Teachers facilitate learning and constantly nurture every learner
•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

The Core Values have been translated into behavior statements. In addition,
indicators have been formulated for each behavior statement. These are presented
in Table 12.

Table 12. Descriptors and Indicators of Observed Values

Core Values Behavior Statements Indicators

Engages oneself in
worthwhile spiritual
activities

Respects sacred places

Expresses one’s spiritual beliefs while
Maka-Diyos respecting the spiritual beliefs of Respects religious beliefs
others of others

Demonstrates curiosity
and willingness to learn
about other ways to
express spiritual life

Shows adherence to ethical principles Tells the truth

by upholding truth
 Returns borrowed things
in good condition

Demonstrates intellectual
honesty

Expects honesty from

others

Aspires to be fair and kind

to all

Identifies personal biases

Recognizes and respects

one’s feelings and those
of others

Shows respect for all

Waits for one’s turn

Takes good care of

borrowed things

Views mistakes as
learning opportunities

Is sensitive to individual, social, and Upholds and respects the

Makatao
cultural differences dignity and equality of all
including those with
special needs

Volunteers to assist others

in times of need

Recognizes and respects

people from different
economic, social, and
cultural backgrounds

Demonstrates contributions toward Cooperates during

solidarity activities

Recognizes and accepts

 the contribution of others
toward a goal

Considers diverse views

Communicates
respectfully

Accepts defeat and

celebrates others’ success

Enables others to succeed

Speaks out against and

prevents bullying

Shows a caring attitude

toward the environment

Practices waste
management

Conserves energy and

resources
Cares for the environment and
Makakalikasan utilizes resources wisely, judiciously,
Takes care of school
and economically
materials, facilities, and
equipment

Keeps work area in order

during and after work

Keeps one’s work neat

and orderly

Makabansa Demonstrates pride in being aIdentifies oneself as a

Filipino; exercises the rights and Filipino
responsibilities of a Filipino citizen
Respects the flag and
national anthem

Takes pride in diverse

Filipino cultural
expressions, practices,
and traditions
 Promotes the appreciation
and enhancement of
Filipino languages

Abides by the rules of the

school, community, and
country

Enables others to develop

interest and pride in being
a Filipino

Manages time and

personal resources
efficiently and effectively

Demonstrates appropriate behavior in Perseveres to achieve

carrying out activities in the school, goals despite difficult
community, and country circumstances

Conducts oneself
appropriately in various
situations

Schools may craft additional indicators for the behavior statements.

Schools must ensure that these are child-centered, gender-fair, and age- 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 discussions 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. Table 13 presents the marks that must be used.

Table 13. Marking for the Observed Values

Marking Non-Numerical Rating

AO Always Observed

SO Sometimes Observed

RO Rarely Observed
NO Not Observed

Learners who demonstrate behaviors that are not consistent with or do not
reflect the core values may need additional psychosocial support from the school.
The class adviser should discuss these observations with the parents/guardians to
promote the child’s affective development. Further probing may be needed to better
understand the learner’s situation and context.

HOW IS ATTENDANCE REPORTED?

It is important for learners to be in school every day. Learners’ class

attendance  shall be recorded by teachers daily. At the end of each quarter, the
attendance is reflected in the 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. Table 14 shows how attendance is recorded at the end of the school
year.

Table 14. Attendance Record at the End of the School Year

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.

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 correspond 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 period 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 child’s remedial class teacher, if any, and the teacher
of the next grade level, as well as the child’s parents/guardians.

LIST OF SUMMATIVE ASSESSMENT TOOLS

Below is the list of sample summative assessment tools per learning

area. Teachers may use other appropriate tools specific to the assessment
task.
Lesson 3: Interpreting Test Results
Person “A” scored an 87 on his Physics test. Class average was 80 w/ a
standard deviation of 5. Person “B” scored an 82 on the exam. Her class average
was 73 with standard deviation of 6. Who scored better with respect to their class?
In this topic, we discuss about the Measure of Relative Position of Score.
What is interpretation of test results?
Interpretation of test scores is the process of analyzing scores in
a test and translating qualitative data into quantitative and grading into numerical.
How do you read assessment results?

Interpreting Assessment Results

1. Express targets as percentages rather than means to improve understanding.
2. Vary targets depending on the circumstances.
3. Consider multiple targets (e.g., at least 90% of students score above the
adequate level, and at least 30% score above the exemplary level)
How do you explain standard scores to parents?
The most important thing for parents to understand with standard scores is
what is considered “average”. Common practice on standardized tests used for
speech and language assessments is that 100 is the mean score and
the standard deviation is +15 or -15.

Interpreting Scores and Norms 

Measures from achievement, aptitude, attitude, psychological scores do not
have a true-zero point. This means that in both theory and practice when a student
misses every item on achievement, aptitude, attitude, or psychological tests, we do
not interpret this to mean the student has no ability, knowledge, or skill in that area.
For example, if a person answers none of the items correctly on an intelligence test,
we do not say that person has no intelligence. Another example, if a student misses
every question on a math subtest of some achievement test, we do not say that
student has no ability, knowledge, or skill in math. A third example, if a person gives
incorrect answers on all items of a test on anxiety, we do not interpret that to mean
that the person has no anxiety about anything ever. 
The scores from achievement, aptitude, attitude, psychological tests cannot
be compared directly with each other unless the norming group is taken into
consideration and the scale on which the score is based. We addressed this issue in
earlier modules on aptitude and achievement tests.
Methods of Interpreting Test Scores 

1. Criterion-Referenced Interpretation 
 
Based on mastery of a specific set of skills 
 

ASK 
 
Are the achievement domains clearly defined? 
Are there enough items for each skill tested? 
What is the difficulty level of the items? 
What type(s) of items are used? 
What is the match of items to objectives?
 
2. Norm-Referenced Interpretation 
 
  Based on comparison of individuals to clearly defined groups (called norming
groups) 
 
ASK 
 
Are the test norms relevant? 
Are the test norms representative? 
Are the test norms up to date? 
Are the test norms comparable? 
Are the test norms adequately described?

Measure of Relative Position

The measure of relative position Indicate where a score is in relation to all

scores in the distribution, they make it possible to compare the performance of an
individual on two or more different tests.

Types of Test Scores and Defined Purpose 

Raw scores -- the number of items correct or the number of points earned; not of
much use by themselves 
Grade Equivalent scores -- grade group in which student's raw score is average;
used to estimate or monitor growth 
Standard scores -- terms of standard distance of student's raw score from the
mean (average) in terms of standard deviations; used to monitor growth; better at
reflecting reality than grade equivalent scores 
Normal Curve Equivalent  -- a normalized standard score; used to avoid problems
with grade equivalent scores and used to describe group performance and to show
growth over time 
Percentile Ranks -- student's relative position in a group in terms of the
percentage of students scoring lower than or equal to that student; used to
determine relative areas of strengths and weaknesses; can create profile analyses
from these scores.
Stanines -- normal distribution is divided into nine parts; used to identify relative
areas of strengths and weaknesses 
Scale Scores -- scores on an arbitrarily set common scale; used to measure
students' progress across grades in a subject.

Figure 1. Cumulative Percentages Rounded

  Note that the mean is 50%, the range is 1% to 99%, and the standard
deviation
varies at different points along the scale. What is considered average for these
scores lies between -1 s and +1 s. This symbol s is the symbol for standard
deviation. The cumulative percentages rounded which fall within the average range
are between 16% and 84%. 
 
Interpretation of Cumulative Percentages 

If a student scores 52%, then the student has performed as well as or better
than 52% of his/her peers. We can calculate the cumulative percentage if we know
the standard score, the percent of people who earned less than that standard score
and the number of people who earned exactly that standard score. 
  

Figure 2. Percentile Equivalents

  Note that the mean is 50%, the range is 1% to 99%, and the standard
deviation varies at different points along the scale. What is considered average for
these scores lies between -1 s and +1 s. This symbol s is the symbol for standard
deviation. The percentile equivalent scores which fall within the average range are
between 16% and 84%.

Figure 3. Z-scores

Note that the mean is 0, the range is infinite, and the standard deviation is 1.
What is considered average for these scores lies between -1 s and +1 s. This
symbol s is the symbol for standard deviation. The Z-scores which fall within the
average range are between -1.0 and +1.0.

Figure 4. T-scores
 
  Note that the mean is 50, the range is infinite, and the standard deviation is
10. What is considered average for these scores lies between -1 s and +1 s. This
symbol s is the symbol for standard deviation. The Z-scores which fall within the
average range are between 40 and 60.
 

Figure 5. Normal Curve Equivalent (NCE)

scores

Note that the mean is 50, the range is 1 to 99, and the standard deviation is
21.06. What is considered average for these scores lies between -1 s and +1 s. This
symbol s is the symbol for standard deviation. The NCE scores which fall within the
average range are between 28.94 (rounded to 29) and 71.06 (rounded to 71).
   

Figure 6. Stanines

 
  Note that there is no true mean, the range is 1 to 9, and these scores do not
parallel the standard deviations. What is considered average for these scores lies
between -1 s and +1 s. This symbol s is the symbol for standard deviation. The
stanines which fall within the average range are between 4 and 6.
 
 

Figure 7. Deviation IQ scores

 
  Note that the mean is 100, the range is approximately 25 to 175, and the
standard deviation is 15. What is considered average for these scores lies between -
1 s and +1 s. This symbol s is the symbol for standard deviation. The deviation IQ
scores which fall within the average range are between 85 and 115. 
 Standard scores are called standard because they have a constant mean and
a constant standard deviation. According to this definition, which of the seven scores
above are standard scores?

Cautions in Interpreting Any Test Score 

1. A test score should be interpreted in terms of the specific test from which it was
derived. 
2. A test score should be interpreted in light of all of the student's relevant
characteristics. 
3. A test score should be interpreted according to the type of decision to be made. 
4. A test score should be interpreted as a band of scores rather than as a specific
score. 
5. A test score should be verified by supplementary evidence. 
6. Do NOT interpret a grade equivalent score as an estimate of the grade where a
student should be placed. 
7. Do NOT assume that the units are equal at different parts of the scale. 
8. Do NOT assume that scores on different tests are comparable. 
9. Do NOT interpret extreme scores as dependable estimates of a student's
performance.

Remember, people create tests, people are not perfect, tests are not perfect.
All tests contain some error. The length of the band reflects this error. The longer
the band the more error. Remember from the module on reliability that error
reduces reliability. Therefore, the longer the band, the more error, and the less
reliable the test is. 

Lesson 4. Reporting Test Results

How do I report test results?

To solve that problem, a good Test Report should be:

1. Detail: You should provide a detailed description of the testing activity, show
which testing you have performed. ...
2. Clear: All information in the test report should be short and clearly
understandable.
3. Standard: The Test Report should follow the standard template
What is the test summary report?

Test summary report is a document that records data obtained from an

evaluation experiment in an organized manner. Hence, describes the environmental
or operating conditions, and shows the comparison of test results
with test objectives.

How to Write a QA Report

 1. Establish the Goal of the Quality Assurance Report. Begin your QA report by
specifying what your goal is. ...
2. Specify the Auditing or Testing Methodology Used. ...
3. Explain the Findings in Your QA Report. ...
4. Provide an Actionable Conclusion. ...
5. Offer Recommendations and Appendices. ...
6. Conduct Quality Assurance Regularly

How do you write a performance testing report?

Creating a load test report

1. Define test goals. ...
2. Describe test goals in technical terms. ...
3. Create a realistic emulation of virtual users. ...
4. 1Run the test. ...
5. Analyze test results. ...
6. Isolate problems and suggest improvements

What is a student progress report?

The purpose of student reports is to: a) report student progress and

achievement in years preparation, b) provide parents/careers with clear,
individualised information about progress against the achievement standards, c)
identify the student's areas of strength and areas for improvement.

Test Report. Document that records data obtained from an experiment of

evaluation in an organized
manner, describes the environmental or operating conditions, and shows the
comparison of test results with test objectives.

TYPES OF TEST SCORE INTERPRETATIONS

A. Norm-referenced Interpretations. The term “norm” originated from the Latin
word norma which means precept or rule. - are explanations of a learner’s
performance in comparison with other learners of the same age or grade. Norm-
referenced evaluations determine the learner’s place or rank.
Nitko & Brookhart(2011) stated five guidelines when interpreting norm-
referenced test scores.
a. Detect any unexpected pattern of scores.
b. Determine the reasons for score patterns.
c. Do not expect surprises for every student.
d. Small differences in subtest scores should be viewed as chance fluctuations.
e.Use information from various assessments and observations to explain
performance on other assessments.

B. Criterion-referenced Interpretations. The “word criterion” came from Greek

word criterion which means standard. Provide meaning to tests scores by describing
what the learner can and cannot do in light of a standard.
  Conducting Parent-Teacher Conferences
The following points provide helpful reminders when preparing for and
conducting parent-teacher conferences.
1. Make plans. Set the goals and objectives of the conference ahead of time.
2. Start a positive. Starting the conference by making a positive statement
about the
student sets the tone for the meeting.
3. Encourage parents to participate and share information
4. Plan actions cooperatively. The discussion should lead to what steps can be
taken by the teacher and the parent to help the student.
5. End with positive comment. At the end of the conference, thank the
parents for coming and say something positive about the student.
6. Use good human relations skills

TEACHING AND LEARNING ACTIVITIES

Name:_______________________________________________Score:___________
Section:_____________________________________________Date:____________

Answer the following:

1. How do you mark for the Observed Values of each student/pupil.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
_______________________________________________________.
2. How is the learner’s progress reported?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
_______________________________________________________.

3. What can you say about the grading system of private and public schools in
higher education institution?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

4. From your experienced as a student from elementary to present, are you

satisfied in your grades? Yes or No. Justify.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
______________________________________________________
6. Recommended Learning Materials and Resources for Supplementary
Reading.
REFERENCES:

Diamond, Robert M. (1998) Designing and Assessing Course Curricula.California,

USA. Josey-Bass, Inc.

Raagas, Ester L. (2006) Assessment & Evaluation of Student Learning: Concepts &
Applications. CDO, Phils. Iwag Printing and Publishing
Ebel, R. L., et. Al. (1986)Essentials of Educational Measurement.New Jersey, USA,
Prentice Hall, Inc.

Linn R.L. & Gronlund, N.E. (1995). Measurement and assessment in teaching.

Englewood Cliffs, NJ: Merrill.

FLEXIBLE TEACHING LEARNING MODALITY (FTLM) ADOPTED

Online (synchronous)
https://www.slideshare.net/VernalynCampang/utilization-of-assessment-data
https://www.slideshare.net/ShaharyarShoukatShou/interpretation-of-test-
scores
https://www.edglossary.org/student-level-data/#:~:text=In%20education
%2C%20student%2Dlevel%20data,a%20student%20attends%2C%20a
%20student's
https://libguides.merrimack.edu/research_help/Sources
https://southwestms.ocps.net/UserFiles/Servers/Server_79775/File/Parents/
Grading%20Practices/Reporting%20Student%20Learning.pdf
http://ruby.fgcu.edu/courses/chewittg/10009/module7n.htm

https://www.verywellfamily.com/understanding-score-interpretations-in-
testing-2162884

^ - Learning Styles in the University of the Philippines College of

Medicine[permanent dead link]. Accessed February 14, 2009.

^ "Archived copy" (PDF). Archived from the original (PDF) on 2014-04-22.

Retrieved 2014-01-11.

^ "Archived copy". Archived from the original on 2014-05-13.

Retrieved 2014-05-13.

^ http://www.national-u.edu.ph/

Remote (asynchronous)

Assessment in Learning Module, case study, exercises, problems sets

ASSESSMENT TASK
NAME:________________________________ DATE:_____________________
COURSE:_______________________________ SCORE:____________________
Directions: Read and analyse each item and select the correct option that
answer each question. Write only the letter of your choice in your answer
sheet.
1.Which of the following questions indicates a norm-referenced interpretation?
a.How does the pupils’ test performance in our school compare with that of other
schools?
b.How does a pupil’s test performance in reading and mathematics compared?
c.What type or remedial work will be most helpful for a slow-learning pupil?
d.Which pupils have achieved mastery of computational skills?

2. What is the performance of a student in the National Achievement Test (NAT) if

he obtained /got a stanine score of 5?

a.Between average and above average

b. Between average and below average
c.Below average
d.Average

3. Which statements represent criterion-referenced interpretation?

a.Lucy did better in solving the linear equation than 80% of representative Algebra
students.
b.Lucy score indicates that she is able to solve about two thirds of all one-variable
linear equations of such complexity.
c.Students who have reached Lucy’s level on linear equations usually succeed in the
subsequent unit on simultaneous equations with special help or extra time.
d.All of the above

4.Luke obtained a 95 percentile rank in an aptitude test. This means

a.He answered 95% of the items correctly.
b.He belongs to the 95% of the group who took the examination.
c.95% of the examinees did better than him on the test.
d.He surpassed 95% of those who took the test.

5.AJ performed better than 65% of the total number of examinees in the district
achievement test. What is her percentile rank?

a.P35 b.P65 c.P66 d.P75

6. In conducting a parent-teacher conference, which of the following is not true?

a.Be friendly and informal c. Be willing to accept suggestions
b.Be a know-it all person d. Be careful in giving advice

7.The 60th percentile is the point in a distribution of scores_______.

a.where a student answered 60% of the items correctly

b.below which lie 40% of the cases
c. below which lie 60% of the cases
d. above which lie 60% of the cases

8. Jia has a standard score of -1.25 in Math and 2.58 in English in their class. This
means that she performed _______.

a. better in Math than in English

b. better in English than in Math
c. equally well in math and in English
d. none of the above

9. If Grade 11 section Diophantus has a mean score of 75 and a standard deviation

of 4.98 in a Mathematics achievement test, what is the standard score of Jay who
got a score of 65?

a.2.00 b.2.01 c.-2.00 d.-2.01

10. Which of the following statements is FALSE about the guiding principles for
effective grading?
i. Describe grading procedures to students at beginning of instruction.
ii. Clarify that course grade will be based on achievement and attendance
only.
iii. Do not lower an achievement grade for tardiness, weak effort , or
misbehaviour.
iv. Grades are black and white, as a rule, do not change grades.

a. i b. ii c. iii d.iv

11.Which of the following statements is TRUE why grades is important ?

a. reward students who excel and not .
b. provide students access to all opportunities.
c. evaluate the success and failure of an instructional program.
d. inform students and other stakeholders about student’s level of achievement.

12.A good test report should be

a.Detail b.Clear c.Standard d.All of
the Above

13.The Department of Education directed that the lowest passing grade is ___and
the lowest grade is____in the report card.
a. 70-60 b.75-70 c.75-65 d.7-0-60

14. Among the components of the learner’s ,arks/ratings.Behavior is reflected in

a.Values Education b.English c.Filipino d.Outputs/Projects

15.Test scores are yotaled at the end of each grading period and computed using
the formula:
a. (Students score÷ lowest possible score)x 100
b.¿ ÷ lowest possible score)x 100
c. (Test score¿transmutation table)x100
d.(Srudents’ score x100%

II. Below are the scores of two (2) SHS11 STEM students in General Mathematics
subject.
Compute and transmute their grades given the data. Interpret the scores based on
the DEPED grading system.

PERFORMANCE TASKS Quart Written Output

erly
Asses
q  Q s- w0 wo wo wo Wo W
1 q2 q3 q4 5 ment 1 2 3 4 5 o6
3
Name of Student 5 35 30 10 15 70 5 15 30 10 30 30
2
Limpahan,Jaymark 1 34 23 10 13 65 5 15 29 10 27 25
Crisostomo,Mae 3
Shanly 4 25 21 10 11 50 5 15 24 10 25 20

REFERENCES
Buendicho, F.C. (2010). Assessment of learning 1. Quezon City: REX Printing
Company.

Bandiola, E.I (2003). Assessing student learning. Quezon City: Great Books Trading

Diamond, Robert M. (1998). Designing and assessing course curricula. California,

USA. Josey-Bass, Inc.

Ebel, R. L., et. Al. (1986). Essentials of educational measurement. New Jersey, USA,
Prentice Hall, Inc.

ISU Student Handbook. Revised 2018

Raagas, Ester L. (2006). Assessment & evaluation of student learning: Concepts &
applications. CDO, Phils. Iwag Printing and Publishing