Standards-Based
Assessment and Rating
System for the K to 12
GRADES 1 TO 10
JOSE D. TUGUINAYO JR.
Asst. Chief, Officer-In-Charge
Curriculum Development Division
BUREAU OF SECONDARY EDUCATION
Department of Education
What is ASSESSMENT?
ASSESSMENT
is the process of collecting and
combining information from
tasks (e.g., tests on performance
or learning) with a view to make
judgment about a person or
making a comparison against an
established standard.
ASSESSMENT
refers to any method used to
better understand and determine
the current level of student’s
KSA.
is a feedback for both teachers
and students.
ASSESSMENT
is a process of monitoring
students’ learning progress.
Why do you/we
ASSESS LEARNING?
Improve instruction and
learning;
Assess student’s progress
and achievement;
Determine teacher’s
instructional effectiveness;
Provide feedback for
students and parents;
Diagnose student’s
strengths and weaknesses;
Bases for grading learners;
Empower students to
monitor and evaluate their
own progress
Assessment shall be used
primarily as a quality assurance
tool to track student’s 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.
How often do you/we
ASSESS LEARNING?
Before instruction
To determine the level
of student’s KSA prior
to instruction;
To diagnose learning
difficulties or advanced
KSA; and
To plan for instruction
During instruction
To make necessary
adjustments in the
teaching strategies; and
To identify and correct
misconception or
learning gaps
After instruction
To assign marks;
To certify achievement
of outcomes; and
To measure student’s
attainment of standards
Assessment should be…
Holistic
Diagnostic (Assessment for
learning)
Formative/Developmental
(Assessment for and
assessment as learning)
Summative/Evaluative
(Assessment of learning)
Assessment should be…
Standards-based
Content- what the student
knows, can do, and understands
Performance- how the student
transfers his/her understanding
to real life situations
Nature of Assessment
Assessment
Being summative, it measures
of Learning
student’s attainment of standards.
Assessment
The student reflects on results of
as Learning
assessment, charts his/her own
progress, and plans next steps to
improve performance; builds
metacognition as it involves the
student in setting and monitoring
own learning goals.
Assessment
Determines student’s
for Learning
background knowledge
and skills; tracks
student’s progress in
understanding
Performance Standard
PRODUCTS/
PERFORMANCES
(30%)
UNDERSTANDING(
(30%)
PROCESS(SKILLS)
(25%)
KNOWLEDGE
(15%)
Content Standard
L E V E L S OF P R O F I C I E N C
Knowledge Level (15%)
Knowledge - refers to the
substantive content of the
curriculum, the facts and
information that the student
acquires.
How to assess knowledge?
Questions: What do we want
students to know? How do we
want them to express or
provide evidence of what they
know.
How to assess knowledge?
This level may be assessed using
traditional measures (e.g., paper and
pencil test using multiple choice, true
or false, or matching type of tests) if
the intention is to find out students’
knowledge of facts and information. But
if the purpose is to determine if
students’ knowledge of facts and
information is of sufficient breadth and
depth to develop understanding, then
the constructed response type of
assessment will be useful with rubrics.
Process/Skills Level
(25%)
Process - refers to cognitive
operations that the student
performs on facts and
information for the purpose of
constructing meanings and
understandings.
How to assess process/skills?
Questions: 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?
How to assess process/skills?
This level may be 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 and
mind maps or graphic organizers;
or transform a textual presentation
into a diagram.
However, there are skills/processes
that are unique to specific subjects,
which the teacher is in a better
position to assess by using the
appropriate tool or technology.
Example: Listening to a dialogue to
get details is a skill that the
language teacher may assess by
playing a recorded conversation and
asking students to process what they
have heard by listing down the
details.
Understanding Level (30%)
Understandings - refers to
enduring big ideas, principles
and generalizations inherent to
the discipline, which may be
assessed using the facets of
understanding.
How to assess
understanding?
Questions: What do we want
students to understand? How do
we want them to provide
evidence of their understanding?
How to assess
understanding?
This level 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 six Facets of Understanding
Product/Performances Level
(30%)
Products/Performances - refers
to real-life application of
understandings as evidenced by
the student’s performance of
authentic tasks.
How to assess
product/performances?
Questions: What product or
performance do we want students
to produce as evidence of their
lerning or understanding? How do
we want them to provide evidence
that they can use or transfer their
learning to real-life situations?
How to assess
product/performances?
A good model to assess this
level is the use GRASPS (Goal,
Role, Audience, Situation,
Product, and Standards)
Levels of Proficiency
The student at this level possesses the
minimum knowledge and skills and core
understandings, but needs help
throughout the performance of authentic
tasks.
(75-79%)
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 underst (74% & below)
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.
(90% & above)
The student at this level has develo
fundamental knowledge and skills and core
understandings, and can transfer them
independently through authentic performance
tasks.
(85-89%)
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.
(80-84%)
Feedback
Results of the assessment across
levels should be fed back
immediately to the students, so that
they know what to improve further,
and then they can plan strategically
how they can address any learning
deficiency.
Factors for Rating
Knowledge
• (8%) Relevance of
(15%) -
data/information to
acquisition
the development of
understanding
of
information
as
• (7%) Adequacy of
evidenced
data/information to
by the
firm up and deepen
understanding
following:
Rubric for Assessing Knowledge
Relevance of data/information acquired (8%)
8%
- Data/information acquired are completely
relevant to the development of
understanding.
6-7% - Data/information acquired are to a great
extent relevant to the development of
understanding.
4-5% - Data/information are to some extent
relevant to the development of
understanding.
2-3%- Data/information are of very little
relevance to the development of
understanding.
Adequacy of data/information to firm up and
deepen understanding (7%)
7%
- Data/information are completely
adequate to firm up and deepen
understanding.
5-6% - Data/information are to a great extent
adequate to firm up and deepen
understanding.
3-4% - Data/information are to some extent
adequate to firm up and deepen
understanding.
1-2% - Data/information are very inadequate to
firm up and deepen understanding.
Skills (25%) -
meaning
making as
evidenced by
•(10%)
the student’s
Understanding
ability to
process and
of Content
make sense of
information,
•(15%) Critical
and is
assessed
Thinking
based on the
following
criteria:
Rubric for Assessing Skills
Understanding of Content (10%)
Strong (8-10%) - The student understands
completely the full content required by
the task and can undertake with a great
deal of competence all of the processes
relative to the content.
Developing (5-7%) - The student
understands the minimum content
required by the task and can undertake
with some competence of the processes
Understanding of Content (10%)
Weak (2-4%) - The student struggles to
understand the minimum content
required by the task and has great
difficulty undertaking the required
processes.
Rubric for Assessing Skills
Critical Thinking (15%)
Strong (13-15%) -The student
demonstrates deep analytical processing
of information and can perform with a
great deal of competence of the
processes.
Moderately Strong (10-12%) -The student
demonstrates fairly analytical processing
of information and can perform with
some competence of the processes.
Critical Thinking (15%)
Developing (7-9%) -The student
demonstrates little analytical processing
of information and strives to perform
the processes.
Weak (4-6%) -The student demonstrates
very little analytical processing of
information and has great difficulty
performing the processes.
Very Weak (1-3%) -The student can barely
demonstrate analytical processing of
information and cannot perform the
processes.
Understanding(s)
(30%)- as
• Breadth of
expressed using
understanding
the six facets of
understanding:
(connection to a wide
Explanation,
range of contexts)
Interpretation,
Application,
Empathy,
• Depth of
Perspective, and
Self-knowledge,
understanding (use of
and are assessed
based on the
insights, reflection)
following criteria:
Rubric for Assessing Understanding
Strong (26-30%) -The student
demonstrates accurate, very extensive,
and very deep understanding of the
topic/concept through any three of the
six facets of understanding-- Explanation,
Interpretation, Application, Perspective,
Empathy, and Self-Knowledge-- where
connection to a wide range of contexts
and use of insights and reflection are
clearly evident.
Moderately Strong (21-25%) -The
student demonstrates accurate,
extensive, and deep understanding of the
topic/concept through any three of the
six facets of understanding-- Explanation,
Interpretation, Application, Perspective,
Empathy, and Self-Knowledge-- where
connection to a wide range of contexts
and use of insights and reflection are
evident.
Developing (16-20%) -The student
strives to demonstrate accurate,
extensive, and deep understanding of the
topic/concept through any three of the
six facets of understanding-- Explanation,
Interpretation, Application, Perspective,
Empathy, and Self-Knowledge-- where
connection to a wide range of contexts
and use of insights and reflection are
evident.
Weak (11-15%) -The student can barely
demonstrate accurate, extensive, and
deep understanding of the topic/concept
through any three of the six facets of
understanding-- Explanation,
Interpretation, Application, Perspective,
Empathy, and Self-Knowledge-- where
connection to a wide range of contexts
and use of insights and reflection are
evident.
Very Weak (6-10%) -The student cannot
demonstrate accurate, extensive, and
deep understanding of the topic/concept
through any of the six facets of
understanding-- Explanation,
Interpretation, Application, Perspective,
Empathy, and Self-Knowledge-- where
connection to a wide range of contexts
and use of insights and reflection are
evident.
•Products- outputs which
are reflective of learner’s
creative application of
Transfer of
understanding; and
understanding
to life
situations(30%)
• Performances- skilful
as
exhibition or creative
demonstrated
execution of a process,
through
reflective of masterful
application of learning or
understanding
Rubric for Assessing Products and
Performances
Strong ( 26-30%) - The student (or
the team) independently
demonstrates the ability to create,
add value and transfer his/her/their
understanding to life situations in the
form of products and performances.
This means that the product or
performance reflects the following
attributes:
The entire process from planning to
execution was carried out by the student (or
the team), with little or no guidance from the
teacher.
The product or performance is well thought
out by the student (or team) from planning to
execution. Potential problems have been
identified and appropriate remediation has
been put in place should problems arise.
There is evidence of value added by the
student (or team) in the execution of the
process.
The product or performance is a
demonstration of creative application of
enduring understanding in a new or novel
context or situation.
Moderately Strong (21-25%) - The student
(or the team) demonstrates the ability to
create, add value and transfer his/her/their
understanding to life situations in the form of
products and performances, but the product
or performance can still stand improvement
in a number of areas, namely:
The entire process from planning to
execution was carried out by the student (or
the team), with some guidance/ coaching
from the teacher.
The product or performance is fairly well
thought out by the student (or team) from
planning to execution.
There is some evidence of value added by
the student (or team) in the execution of
the process. There are attempts at novelty
(e.g., formatting, organization, packaging,
presentation).
The product or performance is a
demonstration of creative application of
enduring understanding, but the context
or situation in which the understanding is
applied is a little ordinary or common.
Developing (16-20%)- The student (or team)
strives to use understanding or learning
creatively in producing products or
performances as manifested in the following:
The student or the team attempts to do the
task entirely on their own, but seeks the
teacher’s help for the major part of the
process.
The product or performance has some flaws
in the design that the student (or the team)
has addressed with some help from the
teacher.
There is little evidence of value added by
the student (or team) in the execution of
the process. There are limited attempts at
novelty (e.g., formatting, organization,
packaging, presentation).
A little creative application of enduring
understanding is shown in the product or
performance. The context or situation in
which the understanding is applied is
ordinary or common.
Weak (11-15%)- The student (or team) shows
inadequacy in using understanding or
learning creatively in producing products or
performances. The inadequacy is manifested
in the following:
The entire process from planning to
execution could not have been carried out by
the student (or the team), without the
teacher’s guidance and coaching.
The product or performance is poorly thought
out by the student (or team) from planning to
execution. There are marked flaws in the
design that the student (or the team) is not
even aware of.
There is almost no evidence of value
added by the student (or team) in the
execution of the process or in the use of
understanding or learning.
Every aspect (e.g., formatting,
organization, packaging, presentation ) of
the product or performance is just a copy
of what has been taught in class.
Very Weak (6-10%)- The student (or the
team) shows great difficulty in using
understanding or learning creatively in
producing products or performances. The
difficulty is manifested in the following:
The entire process from planning to
execution was poorly carried out by the
student (or the team), even with the
teacher’s guidance and coaching.
The product or performance is very poorly
thought out by the student (or team) from
planning to execution. There are many
obvious flaws in the design that the student
(or the team) has ignored .
There is no evidence of value added by
the student (or team) in the execution of
the process. There are no attempts at
novelty (e.g., in formatting, organization,
packaging, presentation).
The product or performance does not
show creative application of enduring
understanding. The context or situation in
which the understanding is applied is very
ordinary or common.
Knowledge, skills, understanding and
transfer shall be assessed formatively
(daily; weekly; scored and recorded, but
not graded) and summatively (scored,
recorded and graded) at the end of the
unit, quarter, or school year.
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