1. GUIDELINES ON THE
ASSESSMENT & RATING OF
LEARNING OUTCOMES
UNDER THE K TO 12 BASIC
EDUCATION CURRICULUM
DepEd Order No. 73, s. 2012

2. Effective SY 2012-2013, the
standards-based assessment
and rating system shall be
implemented to support the
progressive roll-out starting with
Grades 1 & 7 of the K to 12 BEC
in public & private elementary &
secondary schools nationwide

3. GENERAL GUIDELINES
FOR THE ASSESSMENT &
RATING OF LEARNING
OUTCOMES

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

5. NATURE & PURPOSE OF ASSESSMENT
Assessment shall be
holistic, with emphasis on
the formative or
developmental purpose
of quality assuring
student learning

6. NATURE & PURPOSE OF ASSESSMENT
It is also standards-based
as it seeks to ensure that
teachers will teach to
the standards & students
will aim to meet or even
exceed the standards.

7. NATURE & PURPOSE OF ASSESSMENT
The students’ attainment
of standards in terms of
content and
performance is,
therefore, a critical
evidence of learning

8. LEVELS OF ASSESSMENT
The attainment of learning
outcomes as defined in the
standards shall be the basis for the
quality assurance of learning using
FORMATIVE assessments. They shall
also be the focus of the summative
assessments & shall be the basis for
grading at the end of the instruction

9. LEVELS OF ASSESSMENT
The learning outcomes are defined
by level: knowledge, process or
skill, understanding, & products and
performances. These levels shall be
the outcomes reflected in the class
record & shall be given
corresponding percentage weights

10. LEVELS OF ASSESSMENT
Level of Assessment %
Knowledge 15
Process or Skills 25
Understanding(s) 30
Products/Performances 30
TOTAL 100

11. DEFINITION
The substantive content of
the curriculum, the facts and
information that the
pupil/student acquires

12. DEFINITION
Skills or cognitive operations
that the pupil/student performs
on facts & information for the
purpose of constructing
meanings or understandings

13. Enduring big ideas, principles &
generalizations inherent to the
discipline, which may be assessed
using the facets of understanding or
other indicators of understanding
which may be specific to the
discipline
DEFINITION

14. DEFINITION
Real-life application of
understanding as evidenced
by the students’
performance of authentic
tasks

15. USE OF MULTIPLE
MEASURES

16. The assessment of student
performance does not specify
such factors as quizzes,
participation, projects,
periodical tests, & homework,
but considers these as tools or
measures for the different levels
of assessment.

17. TOOLS FOR THE DIFFERENT LEVELS OF ASSESSMENT
What do we want students
to know?
How do we want them to
express or provide evidence
of what they know?

18. This level may assessed using
traditional measures (paper &
pencil tests using multiple
choice, true or false, or
matching type of tests) if the
intention is to find out students’
knowledge of facts &
information

19. TOOLS FOR THE DIFFERENT LEVELS OF ASSESSMENT
What do we want students to
do with what they know?
How do we want them to
provide evidence of what they
can do with what they know?

20. This level may assessed by asking
learners to outline, organize, analyze,
interpret, translate, convert, or express
the information in another form or
format; draw analogies; construct
graphs; models, flowcharts & mind
maps or graphic organizers; or
transform a textual
presentation into a diagram

21. They may also be asked to draw or
paint pictures, or do role plays to
represent or express creatively their
sense of the facts and information.
Assessment, in this regard, may focus
on how logically, analytically, or
critically students make
sense of or process the
information or use it.

22. There are skills or processes that
are germane to specific subject
areas, which the teacher is in a
better position to assess by
using the appropriate
tool or technology

23. Listening to a dialogue to get
details, for example, is a skill
that the language teacher may
assess by playing a recorded
conversation & asking students
to process what they have
heard by listing down
the details

24. In EPP/TLE or Tech-Voc, students
may be asked to demonstrate
the appropriate and safe use of
hand tools after being taught
the use of such tools

25. TOOLS FOR THE DIFFERENT LEVELS OF ASSESSMENT
What do we want students
to understand?
How do we want them to
express or provide evidence
of their understanding?

26. The assessment should be able
to draw from the students the
meaning or meanings they have
made or their own
understanding, which may be
expressed using any of the
facets of understanding

27. Examples: explain, interpret,
apply, give perspective, show
empathy, and self-knowledge
or any other appropriate
manifestation of understanding
as applied in specific
subject areas

28. TOOLS FOR THE DIFFERENT LEVELS OF ASSESSMENT
What product/s or performance/s do we
want students to produce as evidence of
their learning or understanding?
How do we want them to provide
evidence that they can use or
transfer their learning to real-life
situations?

29. Products or performances
should be reflective of what we
want students to tell us or
demonstrate to us about the use
in real life that they can make of
what they have learned in
different learning areas

30. Being able to make a diorama,
for example, is not a product or
performance that we would
expect our students to tell
us they have learned in
Araling Panlipunan

31. The teacher should not
prescribe how students will
express or provide evidence of
their learning or understanding.
Students should be given the
freedom to express their
learning in appropriate ways

32. For example, doing advocacy for a
legitimate cause is a product or
performance that we would expect
our students in Araling Panlipunan
to be able to do as a demonstration
of their understanding of
poverty among
agricultural settlers

33. USE OF FEEDBACK

34. Results of the assessment across
levels should be fed back
immediately to the students,
consistent with the principle of
assessment as learning. Students
need to learn from the results of
the assessment so they know what
to improve further, and then they
can plan strategically how they can
address any learning deficiency.

35. LEVELS OF
PROFICIENCY

36. BEGINNING (B)
The student 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.

37. DEVELOPING (D)
The student at this level
possesses the minimum
knowledge and skills and core
understandings, but needs help
throughout the performance of
authentic tasks.

38. APPROACHING PROFICIENCY
(AP)
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.

39. PROFICIENT (P)
The student at this level has
developed the fundamental
knowledge and skills and core
understandings, and can
transfer them independently
through authentic performance
tasks

40. ADVANCED (A)
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

41. LEVELS OF ASSESSMENT
Level of Assessment %
Knowledge 15
Process or Skills 25
Understanding(s) 30
Products/Performances 30
TOTAL 100

42. KNOWLEDGE (15%)
PUPIL
Quiz
(5)
Quiz
(5)
HW
(5)
SW
(5)
Proj
(10)
LT
(30)
QT/PT
(40)
TOTAL
(100) 15%
A 4 3 5 4 7 20 32 75 11.25
B 3 4 5 4 7 24 29 76 11.4
C 4 4 5 5 8 18 36 80 12
D 5 4 5 4 9 27 38 92 13.8
E 3 3 4 3 10 22 31 76 11.4

43. PROCESS OR SKILLS (25%)
PUPIL
GR
(10)
Quiz
(5)
GW
(10)
HW
(5)
LT
(20)
GW
(10)
PT/QT
(20)
TOTAL
(80) 25%
A 8 4 7 5 15 9 16 64 20
B 8 3 7 5 12 9 15 59 18.44
C 7 3 8 4 18 10 14 64 20
D 7 3 9 5 17 9 18 68 21.25
E 8 4 8 5 16 8 17 66 20.63

44. UNDERSTANDING (30%)
PUPIL
Essay
(15)
GR
(10)
GW
(15)
Quiz
(10)
PT/QT
(30)
TOTAL
(80) 30%
A 12 8 12 6 23 61 22.88
B 12 7 12 7 25 63 23.63
C 10 7 14 7 25 63 23.63
D 15 9 13 8 27 72 27
E 11 8 12 8 26 65 24.38

45. PRODUCTS/PERFORMANCES (30%)
PUPIL
Role Play
(20)
Diorama
(20)
Skit
(20)
Map
(20)
GW
(20)
TOTAL
(100) 30%
A 15 18 17 15 18 83 24.9
B 15 18 15 15 18 81 24.3
C 17 20 16 18 19 90 27
D 18 20 19 19 19 95 28.5
E 17 19 17 18 18 89 26.7

46. SUMMARY
PUPIL
Knowledg
e
15%
Process/
Skills
25%
Understa
nding
30%
Products/
Performanc
es
30%
TOTAL
100
FG DG
A 11.25 20 22.88 24.9 79.03 79 D
B 11.4 18.44 23.63 24.3 77.77 78 D
C 12 20 23.63 27 82.63 83 AP
D 13.8 21.25 27 28.5 90.55 91 A
E 11.4 20.63 24.38 26.7 83.11 83 AP

47. FINAL RATING
To determine the final rating
for each learning area, get
the average of the
numerical values of the four
(4) quarters.

48. 1st 2nd 3rd 4th FR
MATH D D AP AP AP
ENGLISH D D D AP D
FILIPINO AP AP D AP AP
AP AP AP P AP AP
MAPEH P P P A P
EsP P P P P P
Mother
Tongue
D AP D AP AP
General Average AP (82)
REPORT CARD – FORM 138

49. 1st 2nd 3rd 4th FR
MATH D (79) D (78) AP (81) AP (82) AP (80)
ENGLISH D (78) D (79) D (79) AP (81) D (79)
FILIPINO AP (80) AP(81) D (79) AP (82) AP (81)
AP AP(81) AP(82) P (85) AP(83) AP (83)
MAPEH P (85) P (86) P (87) A (90) P (87)
EsP P (86) P (87) P (88) P (88) P (87)
Mother
Tongue
D (78) AP (80) D (79) AP (81) AP (80)
General Average AP (82)
PERMANENT RECORD – FORM 137

50. NUMERICAL
VALUES

51. NUMERICAL VALUES
Level of Proficiency ENV
Beginning (B) 74% and below
Developing (D) 75 – 79 %
Approaching Proficiency (AP) 80 – 84 %
Proficient (P) 85 – 89 %
Advanced (A) 90 and above

52. The final grade at the end
of the four quarters shall
be reported as the average
of the four quarterly ratings
in terms of the level of
proficiency.

53. PROMOTION &
RETENTION
(Grade 7-10)

54. 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

55. If by the end of the school
year, the students are still
at the Beginning level,
then they shall be required
to take summer classes.

56. SAMPLE
ASSESSMENT
MATRICES & RUBRICS

57. PROTOTYPE
FORMATIVE & SUMMATIVE
ASSESSMENT TOOLS

58. GUIDELINES
for RATING ELEMENTARY
SCHOOL PUPILS

59. KNOWLEDGE (15%)
Paper and Pencil Tests
these types of test can be
used to determine the pupil’s
knowledge of specific facts
and information

60. KNOWLEDGE (15%)
Paper and Pencil Tests
Multiple Choice
True or False
Matching Type
Constructed type of test

61. KNOWLEDGE (15%)
Paper and Pencil Tests
Oral Participation
Periodic Test

62. PROCESS or SKILLS (25%)
For assessment of process or
skills, the focus is on how
pupils construct meanings
or makes sense of the
facts and information

63. PROCESS or SKILLS (25%)
QUIZ
*outlining, organizing, analyzing,
interpreting, translating, converting,
or expressing the information in
another format
*drawing analogies

64. PROCESS or SKILLS (25%)
QUIZ
*constructing graphs, flowcharts,
and maps or graphic organizers
*transforming a textual
presentation into a diagram

65. PROCESS or SKILLS (25%)
QUIZ
*drawing or painting pictures
*other activities

66. PROCESS or SKILLS (25%)
ORAL PARTICIPATION
*doing role plays, drama,
debate, pantomime, etc.
*other activities

67. UNDERSTANDING (30%)
QUIZ
*explain/justify something based
on facts/data, phenomena or
evidence
*tell/retell stories

68. UNDERSTANDING (30%)
QUIZ
*make connections of what was
learned within and across learning
areas
*apply what has been learned in
real life situations

69. UNDERSTANDING (30%)
ORAL DISCOURSE/ RECITATION
*Explain/justify something based on
facts/data, phenomena or evidence
*tell/retell stories
* open-ended tests

70. PRODUCTS/PERFORMANCES (30%)
Pupils may be assessed by any of the following:
participation (like in group projects)
projects, homework,
experiments, portfolio,
other outputs

71. SAMPLE COMPUTATION
OF PUPIL RATING

72. SAMPLE RATING for ELEM. MATHEMATICS
PUPIL KNOWLEDGE
QUIZ ORAL
PARTICIPA-TION
PERIODIC
TEST
AVERAGE 15%
1 80 78 82 80 12
2 88 85 87 86.67 12.13
3 89 90 91 90 13.5
4 82 85 80 82.33 12.35

73. SAMPLE RATING for ELEM. MATHEMATICS
PUPIL PROCESS OR SKILLS
QUIZ ORAL
PARTICIPA-TION
AVERAGE 25%
1 90 94 92 23
2 89 87 88 22
3 92 94 93 23.25
4 80 86 83 20.75

74. SAMPLE RATING for ELEM. MATHEMATICS
PUPIL UNDERSTANDING(S)
QUIZ ORAL
PARTICIPA-TION
TEST AVERAGE 30%
1 82 80 78 80 24
2 82 84 83 83 24.9
3 92 94 93 93 27.9
4 80 78 81 80 24

75. SAMPLE RATING for ELEM. MATHEMATICS
PUPIL PRODUCT/PERFORMANCE
PROJECT/
PORTFOLIO
PARTICIPA-TION
IN
GROUP
HOME-WORK
AVERAGE 30%
1 88 86 87 87 26.1
2 85 86 85 85 25.5
3 93 95 94 94 28.2
4 82 84 83 83 24.9

76. SAMPLE RATING for ELEM. MATHEMATICS
PUPIL
TOTAL
KNOWLEDGE
(15)
PROCESS/
SKILLS
(25)
UNDERS-TANDING
(30)
PRODUCT/
PERFOR-MANCE
(30)
TOTAL
1 12 23 24 26.1 85 (P)
2 12.13 22 24.9 25.5 85 (P)
3 13.5 23.25 27.9 28.2 93(A)
4 12.35 20.75 24 24.9 82(AP)

77. MARKING FOR
MAPEH

78. MUSIC, ARTS, P.E., HEALTH
For MAPEH, each of the four (4)
component areas shall be
taught separately and pupils
will be rated per component
area. There shall be one rating
for MAPEH, which is the
average of the four (4)
component areas.

79. MUSIC, ARTS, P.E., HEALTH
Example:
Music 84 AP
Art 88 P
P.E. 90 A
Health 89 P
________________________________________________________________________
351/4 = 87.75
88 P

80. MARKING FOR
CHARACTER
TRAITS

81. CHARACTER TRAITS
Existing Guidelines stipulated
in DepEd Order No. 33, s.
2004 for marking Character
Traits shall be applied

82. Scoring
Quizzes &
Periodic Test

83. DepEd Order No. 33, s. 2004
Transmutation table shall not be
used in computing grades. Test
scores for quizzes shall be
recorded as raw scores, totalled at
the end of grading period and
then computed as percentage
(Pupils Total Score/Highest Possible Score x 100)

84. Rating Oral Participation,
Group Participation, Projects,
Performances, Homework,
Experiments, Portfolio,
and Others

85. Rubrics shall be utilized for
rating individual or group
participation, project,
performances, etc.

86. Computation of the
Final Rating for each
Learning Area

87. FINAL RATING
To determine the final rating
for each learning area, get
the average of the
numerical values of the four
(4) quarters.

88. FINAL RATING
First Grading 88
Second Grading 90
Third Grading 91
Fourth Grading 92
_____________________________________________
361/4 = 90.25 = 90 (A)

89. Computation of the
General Average

90. GENERAL AVERAGE
To arrive at the General Average
of the pupil, add all the numerical
ratings for the Descriptive
Equivalents under the column for
Final Ratings in the Progress Report
Card. Divide the sum by the
number of learning areas in the
grade level

91. GENERAL AVERAGE
Learning Areas Final Numerical Rating
Math 87 P
English 88 P
Filipino 86 P
AP 89 P
MAPEH 90 A
EsP 92 A
MT 91 A
_______________________________________________________________________________________________
623/7 = 89.00

92. GENERAL AVERAGE
The Gen. Average which is 89
shall be entered in the Progress
Report Card beside its
Descriptive Equivalent which is
Proficient. However, it shall be
written enclosed by
parentheses as in P (89.00)

93. Rounding Numbers

94. ROUNDING NUMBERS
Rounding Numbers to the
nearest whole number is
applied when computing for
the rating of each learning
area for a quarter, final rating
of each learning area and
general average

95. ROUNDING NUMBERS
When rounding to the nearest
whole numbers , if the digit to
the right of the digit where
rounding is to be done is 5 and
above, round up otherwise,
round down.

96. ROUNDING NUMBERS
For the selection of honors/
ranking purposes, “rounding
numbers” shall not be applied
for the following: Final Rating
for each learning area &
General Average

97. PROMOTION &
INTERVENTION
(Grades 1-6)

98. PROMOTION & INTERVENTION
Like those in the Advanced,
Proficient and Approaching
Proficiency, pupils in the
Developing level of proficieny
as the general average,
SHALL BE PROMOTED to the next
grade level. However
appropriate intervention is
necessary for those at the
Developing Level

99. PROMOTION & INTERVENTION
I
If after the school year, these pupils
still get the Beginning (B) Level of
Proficiency as the General
Average, they shall be advised to
take make-up classes in the
learning areas where they need
help to be able to cope up with
the competencies in the next
grade level

100. SELECTION OF
HONOR PUPILS

101. Candidates for Honors in Grades 1
to 10 shall be drawn from the top
ten (10) pupils/students of the
school who performed at the
ADVANCED LEVEL. They must not
have a Final Grade lower than 85
(P) and they should have no grade
at Developing Level in any quarter

102. “Doing the
RIGHT thing
RIGHT”
THANK YOU