Manresa School's K-12 Grading System.

2.  K-12 Curriculum
◦ SY 2012-2013 – MS implemented the K-12
Basic Education Curriculum starting with
Grade 1 (GS) and Grade 7 (HS)
 MS Transition Program
◦ Move –up Transition Program (MUTP)
◦ MS conducted Categorized Remedial Program
in Math, Science, English, Filipino

3.  Part of the MS MUTP
◦ Summer 2013 – BCP (Bridge Categorized
Program)
◦ The levels of assessment (prescribed by
the DepEd) had been followed and became
the basis of rating at the end of the
Summer BCP .

4.  Followed the prescribed levels of rating:
B – Beginning (74% and below)
D – Developing (75 – 79%)
AP – Approaching Proficient (80 – 84%)
P – Proficient (85 – 89%)
AE – Approaching Excellence (90 – 94%)
E – Excellent (95 – 100%)

8. A. Philosophy
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

9. B. Nature and Purpose of Assessment
 Assessment shall be holistic, with emphasis on the
formative or developmental purpose of quality
assuring student learning.
 It is also standards-based as it seeks to ensure that
teachers will teach to the standards and the
students will aim to meet or even exceed the
standards.

10. C. Levels of Assessment
 The attainment of learning outcomes as
defined in the standards shall be the basis for
the quality assurance of learning using the
formative assessments.
 They shall also be the focus of the summative
assessments and shall be the basis for
grading at the end of instruction.

11. C. Levels of Assessment
 The learning outcomes are defined by
level: knowledge; process or skill;
understanding; and products or
performance.

12. C. Levels of Assessment
 These levels shall be the outcomes reflected in the class
record and shall be given corresponding percentage
weights as follows:
LEVEL OF ASSESSMENT PERCENTAGE WEIGHT
KNOWLEDGE 15 %
PROCESS or SKILLS 25 %
UNDERSTANDING 30 %
PRODUCTS/PERFORMANCE 30 %
Total 100%

13. C. Use of Multiple Measures
Tools for the different levels of assessment:
1. Knowledge level
 What do we want students to know?
 How do we want them to express or
provide evidence of what they know?
This level can be assessed using the
traditional measures e.g. Paper -and –pen tests

14. C. Use of Multiple Measures
Tools for the different levels of assessment:
2. Process or Skill level
 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?
This level can be assessed by asking them to
outline, organize, analyze, interpret, translate
etc..

15. C. Use of Multiple Measures
Tools for the different levels of assessment:
2. Process or Skill level
 Assessment may focus on how logically,
analytically, or critically students make
sense of or process the information, or use
it.

16. C. Use of Multiple Measures
Tools for the different levels of assessment:
2. Process or Skill level
 There are skills or processes that are
germane to specific subject areas, which
the teacher is in better position to assess
by using the appropriate tool or
technology.

17. C. Use of Multiple Measures
3. Understanding Level
• What do we want students to understand?
• How do we want them to provide evidence of
their understanding?
Assessment may be expressed using the facets of
understanding (e.g. explain, interpret, apply, give
perspective, show empathy, and self- knowledge )

18. C. Use of Multiple Measures
4. Product / Performance Level
• What products/performances 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?
A good model for assessment in this level is
GRASPS (McTighe and Wiggins UBD framework)

19. E. Use of Feedback
The results of the assessment across levels
should be fed back immediately to the
students. They need to learn from the results
of the assessment so they know how to
improve further, and they can plan
strategically how they can address any
learning deficiency

20. F. Levels of Proficiency
LEVEL OF PROFICIENCY EQUIVALENT
NUMERICAL VALUE
BEGINNING 74 % and below
DEVELOPING 75 – 79 %
APPROACHING
PROFICIENCY
80 – 84 %
PROFICIENT 85 – 89 %
ADVANCED 90 % and above

21. SAMPLE ASSESSMENT MATRIX
ENGLISH -GRADE 7
CONTENT STANDARD:________________________
PERFORMANCE STANDARD: ___________________
LEVEL OF
ASSESSMENT
WHAT WILL I
ASSESS?
HOW WILL I
ASSESS?
HOW WILL I
SCORE ?
KNOWLEDGE (15%) Identify speech
purpose/s
Paper-and-pen
test
One point for
every correct
(15 points)
PROCESS / SKILLS
(25 %)
Observe the use
of stress and
intonation
Aural-oral
production
Use specific
rubrics
(25 points)
UNDERSTANDING
(30 %)
Discuss the
process ....
Scene simulation Rubrics for
understanding
(20 points)
PRODUCT/
PERFORMANCE
(30%)
Deliver a speech
using verbal /
non-verbal cues
Story telling
Dialog
Declamation
Performance
Rubrics
(25 points)

22. KNOWLEDGE 10 / 15 = 0.66
0.66 X 100 X .15 = 10
PROCESS/SKILL 20 / 25 = 0.8
0.8 X 100 X .25 = 20
UNDERSTANDING 18 / 20 = 0.9
0.9 X 100 X .30 = 27
PRODUCT 20 / 25 = 0.8
0.8 X 100 X .30 = 24

23. LEVELS OF ASSESSMENT PERCENTAGE SCORE
KNOWLEDGE (15%) 10.00
PROCESS / SKILLS (25 %) 20.00
UNDERSTANDING (30 %) 27.00
PRODUCT/
PERFORMANCE (30%)
24.00
Total Percentage Score 81.00
Level of Proficiency AP
(Approaching Proficiency)

24. 1.) MS follows the DepEd prescribed k-12
Grading system:
Levels of Assessment and
Levels of Proficiency
 B – Beginning (74% and below)
 D – Developing (75 – 79%)
 AP – Approaching Proficient (80 – 84%)
 P – Proficient (85 – 89%)
 A – Advanced (90% and above)

25. 2.) MS CLPGE (Christian Living Personality Growth
Evaluation) will be retained.
The CLPGE is evaluated / rated by students, parents
and teachers.
O - Outstanding
VG – Very Good
G – Good
S – Satisfactory
F – Fair
NI – Needs Improvement

26. 3.) Assessment Tools/ Measures
(evidence of learning) and assessment
rubrics will be designed by every
subject area.
 These will be checked and monitored
by the subject area coordinators and
administration.

27. MS stresses:
“education of the whole person” (MS handbook)
“...progress in Knowledge and in virtue”
(Mo. Foundress, St. Candida Maria de Jesus, OCWE)
“integral education- integration of faith and
life”
“ quality education of the heart”