CLASSROOM ASSESSMENT

Classroom assessment, both formative and summative, aims to help students perform competently according to the learning standards which comprise content and performance standards, and learning competencies outlined in the curriculum that reflect progressions of concept development adapted from the Cognitive Process Dimensions.

FACTORS OF ASSESSMENT

The following determinants of assessment will be reflected in the teachers’ class record and shall comprise the student’s grades in their respective components of assessment:

  • Knowledge the relevance and adequacy of the facts and information that the student acquires.
  • Process – skills or cognitive operations that the student performs on facts and information for the purpose of constructing meanings or
  • Understanding – big ideas, principles and generalizations that are inherent to the discipline which may be assessed using any three of the six facets of understanding: explanation, interpretation, application, perspective, empathy, & self-knowledge.
  • Product/Performance – real-life application of understanding as evidenced by the student’s creative application, demonstration, or execution of a process.

COMPONENTS OF ASSESSMENT

The subject grade will be based on the learner’s overall performance on the following components for every grading period:

  • Written Works (WW) – comprises results from tools that enable learners to express assessment factors through quizzes, monthly tests, summative tests, written reports, and other written output.
  • Performance Tasks (PT) – comprises results from tools that enable learners to demonstrate assessment factors through product or project creation, skills demonstration, individual or group presentations, and other performance-based tasks.
  • Quarterly Examination (QT) – measures the learner’s proficiency at the end of every grading period through written objective test and/or performance-based tests.

LEVELS OF PROFICIENCY / DESCRIPTORS

Pre-kindergarten pupils are rated on their Social, Spiritual, Emotional, and Work development and performance in Communication Arts, Cultural Arts, Mathematics, Practical, Sensorial, and Technological skills.

Kindergarten pupils are assessed on their learning achievement in different Learning Domains (Health, Well-Being and Motor Development; Socio-Emotional Development; Language; Literacy and Communication; Mathematics; and Understanding of the Physical and Natural Environment) every quarter presented in the Progress Report based on the Kindergarten Curriculum Guide, and their performance in different Domains of Early Childhood Development (Gross Motor, Fine Motor, Self-help, Receptive Language, Expressive Language, Cognitive, & Socio-Emotional). 

For the Elementary and High School levels, the learner’s proficiency in the subject shall be numerically described in the report card every quarter, based on the following levels:

  • Outstanding – exceeds the core requirements in terms of knowledge, skills and understandings, and can transfer them automatically and flexibly through authentic performance. Numerical equivalent is 90% and above
  • Very Satisfactory – has developed the fundamental knowledge and skills and core understandings and can transfer them independently through authentic performance. Numerical equivalent is between 85% and 89%
  • Satisfactory – 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. Numerical equivalent is between 80% and 84%
  • Fairly Satisfactory – possesses the minimum knowledge and skills and core understandings but needs help throughout the performance of authentic. Numerical equivalent is between 75% and 79%.
  • Below Minimum Expectations – struggles with his/her understanding; prerequisite and fundamental knowledge and/or skills have not been acquired or developed adequately to aid. Numerical equivalent is below 75%.

CHARACTER BUILDING

Students in the Elementary, Junior High, and Senior High School curriculum will also be evaluated every quarter based on the frequency of demonstration of varying determinants of behavior that comprises the God-centered, Humanistic, Environmentalist, and Nationalistic core values:

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