Math Major 3220 | Assessment and Evaluation in Mathematics

Grade Computations following the DepEd policy on Grading

System
Intended Learning Outcomes:
1. follow the steps in grade computation using spreadsheet;
2. analyze and interpret test results to be used in the giving of feedback and
consultation to the students.

The K-12 Grading System, Electronic Class Record Templates, and DepEd Forms
. The K to 12 Basic Education Program uses standards- and competency-based grading system. When we say
grading system we mean a system that educators use in a particular institution to evaluate each individual student’s
performance and learning. Grading can include letter grades, percentages and even a simple pass/fail. Grades can be
attached to physical activities like writing assignments, lab work, projects, reports and tests. In DepEd, all grades are
based on the weighted raw scores of the learners summative assessments. These summative assessment can be
classified into three components, namely, written works (WW), performance task (PT), and quarterly assessment These
three will be the bases for grading. The nature of the learning area defines the way these three components are
assessed.
For Kindergarten, checklist and anecdotal records are used instead of numerical grades. These are based on
learning standards found in the Kindergarten curriculum guide. For grades 1 to 12, numerical grades are used. The
minimum grade needed to pass a specific learner’s area is 60, which is transmuted to 75 in the report card. The lowest
rank mark that can appear on the report card is 60 for quarterly grades and final grades.
Teachers in the Basic Education implementing the K to 12 program uses electronic class record in excel format
to facilitate high level of accuracy in the computation of the learners grade. Each learning area has its specific e-class
record. Aside from these, different DepEd forms are accomplished at varied time within a school year.
In this activity, students will be exposed to various DepEd forms and e-class records. They will be given
opportunities to examine and accomplish different forms, compute quarterly grades and final grades, and accomplish e-
class records aligned with their specialization.

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 Below are weights of the components for grades 1 to 10, and senior high school before the covid-19 pandemic.

Table 1: Weight Distribution of the Summative Assessment Components per Learning Area for Grades 1-10

Assessment Weights
Components Languages/AP/EsP Science/Math MAPEH/EPP/TLE
Written Works 30% 40% 20%
Performance Tasks 50% 40% 60%
Quarterly Assessment 20% 20% 20%

Table 2: Weight Distribution of the Summative Assessment Components for Senior High School

Technical/Vocational and Livelihood

Academic Track
(TVL)/Sports/Arts and Design Tracks
Assessment Core Work
Work
Components Subjects All Other Immersion/Research/Business All Other
Immersion/Research
Subjects Enterprise Subjects
Exhibit/Performance
Simulation/Exhibit/Performance

Written Works 25% 25% 35% 20%

Performance Tasks 50% 45% 40% 60%

Quarterly
25% 30% 25 20%
assessment

The summary of learners progress is shown quarterly to parents and guardians through a parent-teacher conference, in which
the report card is discussed. The grading scale its corresponding descriptors, are in table 3.
Table 3: Descriptors, Grading Scale and remarks

Descriptors Grading Scale Remarks

Outstanding 90 -100 passed
Very Satisfactory 85 - 89 passed
Satisfactory 80 - 84 passed
Fairly satisfactory 75 - 79 passed
Did not meet expectation Below 75 failed
Source: DepEd order No. 8 s 2015

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 Below are weights of the components for grades 1 to 10, and senior high school during the covid-19 pandemic in
DepEd schools implementing flexible learning modality. (DO No. 031, s 2020)
Table 4: Weights of the components for grades 1 to 10

Assessment Weights Distribution (For grades 1 to 10)

Components
Language/ AP/ EsP Science/ Mathematics MAPEH/ EPP? TLE

Written Works 40% 50% 30%

Performance Task 60% 50% 70%

Table 5: Weights of the components for Senior High School

Weights Distribution (Senior High School)

Assessment Academic Track TVL/ Sports/Arts and Design
Components Core Work Immersion/ Research/
All other Work Immersion/
Subjects Business Enterprise All other
subjects Research Exhibit/
Simulation/ Exhibit/ Subjects
Performance
Performance
Written
40% 40% 50% 30%
Works
Performance
60% 60% 50% 70%
Task

Written Works (40%) Performance Tasks (60%)

Initial Quarterl
Tot Tota Grade y Grade
1 2 3 4 PS WA 1 2 3 4 PS WA
al l

Highest
2 10 60
Possible 25 20 20 85 100 40% 15 15 25 20 75 100 100
0 0 %
Score

LEARN 1 36.4 45
22 20 17 77 91 12 13 19 15 56 75 81.4 88
ER A 8 % %

Table 3: Sample Computation of Written Works and Performance Tasks in language/AP/EsP for Grade 1 to 10 and
SHS Core Subject

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For the detailed description of assessment procedures in the DepED, please refer to DepEd Order No. 8, s 2015 for s
the assessment before the Covid19 pandemic and and the DepEd Order No.031 s 2020 for the Interim assessment
and Grading in Light of the Basic Education Learning Continuity Plan during pandemic.

TRANSMUTATION TABLE FOR INITIAL GRADE

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Use the link attached and watch the video on how to compute grades (in MS EXCEL) in DepEd.
WATCH: https://www.youtube.com/watch?v=mTi6Sec0X3s

PART 1: Grading System

Directions: Please refer to DepEd Order No. 8, s. 2015 to complete the task below.
A-1. Write the DepEd Learning Area (in grades 1 -10) that is align to you specialization: Secondary Education (Mathematics)
A-2. List the assessment Components and the weight of each component under that learning area in item # 1:
Weights Distribution (Grades 1-10)
COMPONENTS WEIGHT

Written Work

Performance Task

Quarterly Assessment

A-3. Compute for the quarterly grade of the three learners and complete the table below using the given data.
Quarterly
Assessment Written Works (40%) Performance Tasks (40%) Initial Quarterly
(20%) Grade Grade
PS WA 1 2 3 4 Total PS WA 1 2 3 4 Total PS WA

HPS 50 100 20% 20 25 20 20 100 40% 15 15 25 20 75 100 40% 100 100

Learne
r 16 9 12 6 9 7 4 7 3
A
Learne
r 41 15 18 16 12 11 12 21 16
B
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Question:
Which of the three learners got a passing grade?

Answer:
Table 3: Descriptors, Grading Scale, and remarks
Descriptors Grading Scale Remarks

Outstanding 90 -100 passed

Very Satisfactory 85 - 89 passed

Satisfactory 80 - 84 passed

Fairly satisfactory 75 - 79 passed

Did not meet expectation Below 75 failed

A-4. Download the available e-class record for the learning area in item #1 (Mathematics). Accomplish the e-class record using the data in # 3.
In case there is no available e-class record, construct your own e-class record using excel. Take a screenshot and paste it below.
Link of e-class record: https://drive.google.com/file/d/1wTqGzILLsnebhVunPP-E6PjcrWy3HRA8/view?usp=drive_link

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 Answer the following questions:

1. Which is easier to do, manually compute the grade of the students or the use of e-class
record? Why?

2. Is it important to employ a systematic approach in computing the grades of students? Justify

your answer.

3. Explain the functions of grading and reporting;

Grading and reporting systems have some very important functions in the educative process.
Some of these important functions are enumerated below:
a. ) Enhancing students' learning through:
b. ) Reports to parents/guardians
c. ) Administrative and guidance use.

4. If you get high grades or high scores does it follows that you learned a lot? Explain your
answer.

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I. Generate your own data, do a sample computation of students’ grade using the DepEd
assessment criteria in the content area Mathematics. Use 20 students as your number of
students. Attach your class record below or in the next page. In the final grade, have at least 3
students who will get a failing grade.

II. Interpret the results of your generated data.

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Answer the following questions:

1. If you are the teacher, what approach will you use to systematically compute
the grades of you students? Why do you prefer that approach.

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