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DepEd Grading System: How Grades Are Computed in Philippine Schools

The Department of Education (DepEd) in the Philippines has established a comprehensive grading system designed to reflect students’ academic performance, behavior, and skills holistically. This grading system is adapted by schools and adheres to the principles of fairness, transparency, and developmental progress, which are rooted in the academic growth of students. At its core, the system evaluates students on a scale where numerical indicators represent the degree of achievement across learning areas, taking into account their ability to grasp and apply learned concepts.

The criteria for grading include different key components such as Written Work, Performance Tasks, and Quarterly Assessments, each assigned a specific weightage contributing to the final grade. Grades range from 65 to 100, with descriptors from Did Not Meet Expectations ((DNM)) below 75, stepping up to Outstanding (O) for scores between 90 to 100. The computation process involves summing up all scores, converting them to percentage scores, and then using weighted averages to arrive at a Quarterly Grade. This intricate process ensures an accurate representation of the student’s learning and performance throughout the academic period.

Table of Contents

Computing grades is one of the most tedious tasks for teachers in the Philippines. The grading system designed by the Department of Education should be strictly followed as a curriculum guide. All students must meet the passing grade in order to move up and attend the next school year. So, how do teachers compute their students’ grades and assess their learning skills in all subject areas?

The progress of learners is recorded by teachers to compute their grades, from kindergarten to Grade 12. Their initial grades would be the sum of their weighted scores per component, while the quarterly grades for every learning area are recorded in the. Get an idea on the step-by-step procedure in computing grades in this simple guide.

What is the DepEd Grading System

The DepEd Grading System is used for the K to 12 Basic Education Program in the Philippines. This modular, competency-based grading system is included in the curriculum guides. The grades are computed according to the weighted raw scores from the summative assessments of the students. Every learner needs to pass the minimum grade for each learning area, which is 60 and changed to 75 in their report cards (SF9) .

On the other hand, the lowest grade that may be recorded in the report card for Final Grades and Quarterly Grades is 60. The Department uses a floor grade based on these guidelines which is considered to be the lowest mark in the report card. Grade 1 to 12 students are graded based on their performance tasks, quarterly assessments, and written work. These three factors are given certain percentage weights varying from the learning area’s nature.

Generally, the DepEd Grading System serves as a framework for assessing the performance of students in the Philippines. It covers all schools nationwide and reflects the capabilities, areas for improvement, and achievements of the students. There are different facets of the grading system such as the methodology, grading scale, innovations, importance, and common questions.

Recording and Computation of Learner Progress

There is a different order or memorandum regarding the guidelines for kindergarten learners. For instance, the anecdotal records and checklists are used rather than numerical grades. These learning standards help teachers keep records through a compilation or portfolio of the output of learners including artwork, activity sheets, and writing samples.

For Grade 1 to 12 students, the grading period involves a Quarterly Assessment including some Written Work in order to demonstrate their knowledge and skills by completing Performance Tasks. When it comes to the Performance Tasks and Written Work, there’s no required number, but it should be implemented throughout the quarter while assessing the skills of learners per unit.

Parents can access the grades of their children to see how they perform in school. In fact, they are highly encouraged by teachers to stay updated with the grading information. This fosters healthy relationship between school and home, while improving the overall educational experiences for learners.

DepEd Grading Methodology

The process of computing students’ grades involve some important factors to accurately assess the performance of students in the classroom. This dynamic tool plays a crucial role in shaping the Philippine educational landscape. With a well-defined structure for evaluation and understanding the many-sided nature of education. The grading system also supports students and teachers through a culture of inclusivity and excellence, sustaining the learning experience in the Philippines.

• Written Exams . When it comes to gauging the knowledge of students in the subject areas, written exams play an important role. The periodic tests help evaluate the critical thinking skils, application of knowledge, and memorization of facts.
• Classroom Participation . This measures the interaction and engagement of students in their classroom. Teachers provide support and feedback by observing how their students actively participate and demonstrate their curiosity and comprehension.
• Performance Tasks . The purpose of performance tasks is to give a view on the way learners apply the lessons in school. These tasks include hands-on activities and projects to evaluate their ability to practice what they’ve learned.
• Projects and Homework . Through projects and assignments, teachers get a deeper understanding on how students value their time outside the classroom. By assigning projects and homework, learners can better understand the subjects, achieve independent study skills, and reinforce learning.

DepEd Grading Scale

The grading system of DepEd has core functions including the promotion of continuous development, open communication among students, parents, and teachers, and tracking of the progress of learners. From time to time, DepEd revises the grading system in order to keep up with the global trends in terms of innovative learning.

Highlighting continuous assessment and holistic development, the revisions will make the grading system even more responsive and flexible. The focus is directed from academic achievements of students to their overall development and growth in the classroom. This helps make education in the Philippines more well-adjusted to the expectations and needs in the real world.

In the grading system, students’ grades will typically range between 65 to 100. Check out the details below:

• 90-100: Outstanding (O)
• 85-89: Very Satisfactory (VS)
• 80-84: Satisfactory (S)
• 75-79: Fairly Satisfactory (FS)
• Below 75: Did Not Meet Expectations ((DNM)

These will help educators measure the performance of the students while focusing on recognizing their achievements as well as areas they need to improve.

How to Compute K to 12 Students’ Final Grades

Following the guidelines in the K to 12 Grading System, here are all the steps on how teachers compute their students’ final grades:

Step 1: Add up all the grades from student work. The result will be the total score per component such as Quarterly Assessment, Performance Tasks, and Written Work. Raw scores from these components are then converted to percent to make sure the values are aligned with each other.

Step 2: Each component’s sum is converted to a percentage score. Percentage scores are computed by dividing the raw scores by the highest score and multiplying the quotient by 100%.

Step 3: Convert the Percentage Scores to the Weighted Score. This will show the value of the components when it comes to supporting learning in every subject area. To compute this, multiply the Percentage Score by the Weight of the Components for Grade 1 to 10 students, or for Senior High School students.

Step 4: Add up the Weighted Scores for every component to get the Initial Grade, then transmute it using the transmutation table in order to arrive at the Quarterly Grade.

Step 5: Write the Quarterly Grade per learning area in the students’ report cards.

Computation Process for Student Grades

Now, let’s delve deeper into how exactly teachers compute grade. Check out the following procedure for further understanding of the computation process:

• Determine each component’s total score.
• Total raw score divided by the highest score, and multiplied by 100%.
• Get the Weighted Scores by multiplying the Percentage Scores by the Weight of the Components.
• Add up the Weighted Score for each component to get the Initial Grade.
• Use the Transmutation Table to transmute the Initial Grade.

At the end of every school year, grades are computed as well. For kindergarten, only descriptions of the progress of the learner are recorded instead of numerical grades through student portfolios and checklists. For Grade 1 to 10 students, the Final Grade is determined using the average of the Quarterly Grades. Divide the sum of the Final Grades by the learning areas’ total number. The General Average and Final Grade are written in whole numbers in the report card.

For Grade 11 and 12 students, the Final Grade is determined by the two quarters in one semester. So there will be Final Grades for the two semesters in one academic year.

Video: Assessment & Grading System Under the New Normal

In this video, you will get all the information you need about the DepEd Order 31 s. 2020 guidelines regarding the assessment of learners’ performance and computation of grades. You can download the PowerPoint presentation for your reference.

The computation of grades for students in public and private schools is quite a daunting task to fulfill. Teachers are required to follow certain grading system guidelines in order to get the Final Grades for learners in a particular quarter or grading period. There are different weight of components to consider to compute for different Grades. Overall, the K to 12 Grading System implemented by DepEd makes learning more progressive and effective for all students across the Philippines.

Each grading period helps teachers assess the skills and knowledge of their students and help those who are having hard time catching up with the lessons. For those with failing marks, remedial classes are provided to give them another chance to pass the unit or subject they failed. More importantly, understanding how grades are computed gives people an idea on how DepEd evaluates the competency of each Filipino learner.

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A. m.a./m.s. degree.

• The M.A./M.S. Graduate School program requires two (2) prerequisite courses: Research Methodology and St. Thomas and Critical Thinking.
• Generally, the total number of academic units required includes: Prerequisites (6 units): Research Methodology and St. Thomas and Critical Thinking; Core (9 units); Specialization (15 units); Cognate (3 units); Thesis Writing I-Thesis Proposal (3 units); Thesis Writing II-Research Colloquium (3 units); and Thesis III-Thesis Oral Defense (3 units). The distribution and total number of units in some cases may vary depending on what the discipline requires. All in all, an M.A./M.S. candidate must have earned a total of forty-two (42) units of academic courses.
• As a general rule, an M.A./M.S. degree program may be completed within two (2) years, i.e., enrolled for at least four (4) consecutive semesters. If a student is enrolled only during Summer Terms (Third Term), a minimum of five (5) terms is required. The maximum residency for the master’s degree is five (5) years. Students who overstayed beyond the maximum residency must take reactivation courses. (Please refer to the provisions regarding reactivation courses) . Failure to finish the degree in ten (10) years means that the candidate must start anew or repeat the entire master’s program.

B. Ph.D/Ed.D. Degree

• Generally, Ph.D. or doctoral degree programs require: three (3) Philosophy Courses: Philosophy of St. Thomas Aquinas, Philosophy of Values , and Philosophy of Human Person; and six (6) noncredit units of foreign language courses.
• The total number of units required includes: Philosophy courses (9 units), Specialization (30 units), Cognates (6 units), Dissertation Writing I-Dissertation Proposal (6 units), Dissertation Writing II- Research Colloquium and Publication (3 units), Dissertation Writing III-Dissertation Oral Defense (3 units), and Foreign Language courses (6) units). A doctoral candidate must have earned a total of fifty-seven (57) academic units and six (6) units of foreign language courses.
• A candidate may take his/her foreign language courses in other schools or language institutes accredited by the UST Graduate School, such as Instituto Cervantes and Alliance Francaise de Manille provided that the number of hours (108 hours) is met and all courses are passed. A certificate indicating that the candidate passed the courses must be presented to the Graduate School and the Registrar’s Office immediately after completing foreign language courses.
• As a general rule, a doctoral degree program may be completed in five (5) years, i.e., enrolled for at least ten (10) semesters. The maximum residency for the doctoral program is seven (7) years. If a student is enrolled only during Third Term (previously Summer Term), a minimum of six (6) terms is required. Students who overstayed beyond the maximum residency must take reactivation courses. (Please refer to the provisions regarding reactivation courses) . Failure to finish the degree in twelve years (12) means that the candidate must start anew or repeat the entire doctoral program.
• Residency period is computed counting from the very first enrollment to the very last enrollment of the student. Leave of absence is considered part of the residency period. When a student shifts to another degree, his/her residency is computed counting from the very first enrollment in his/her first degree program to the very last enrollment in his/her second degree program.

C. Grading System

The UST Graduate School observes the following grading system:

UST Graduate School Grading System

D. Number of Units Required

The number of units required for the M.A./M.S. and Ph.D./Ed.D programs under the 2014 Revised Curriculum is as follows:

Please note that the distribution of units in the specialization and core courses may vary depending on the requirements of the program. However, the total number of units required for the master’s and doctoral programs as stated above must be fulfilled.

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PISA AND WHAT IT REVEALED ABOUT THE QUALITY OF OUR EDUCATION SYSTEM

The spotty quality of Philippine basic education is something we knew anecdotally but until the PISA results of 2018, did not have objective evidence to bring this into a national discourse on education quality.  (Back in 2000, then Secretary of Education, Brother Andrew Gonzales, FSC, had Philippine Grade 7-8 students aged 12-13 years tested under TIMSS [International Math and Science Study] to dismal results.  The next DepED Secretary, Senator Raul Roco took the Philippines out of TIMSS rationalizing the move by saying it was a waste of funds to pay for expensive testing if we already knew the outcome.)

The  2018 PISA results  were not stellar.  Test results for the country’s 15-year olds randomly tested as a group scored the country lowest among the 79 countries tested in Reading literacy and second lowest in Science and Mathematics literacy.

This was the first time the Philippines has ventured into the PISA, or Programme for International Student Assessment, and international testing since 2000.  Despite of the poor results, the Department of Education (DepED) should be commended for taking a brave approach to PISA. By doing so, we now have a baseline around which we can hold discussions that are evidence-based and not tendentious. The results, dismal as they are, show where we are today as an education system and how far we need to go to be a better-performing one.

In the letter of invitation to the launch of a new program to push for quality in the education system ( Sulong EduKalidad ) using the PISA results as a springboard, Secretary Leonor T. Briones wrote, “The results, which we anticipate will mirror our performance in the National Achievement Test, will put into sharp focus the challenge we face as we aim to globalize our quality standards.”

What is PISA and why is it important?

PISA is a worldwide study by the OECD (Organization for Economic Co-operation and Development) that evaluates education systems in member and non-member countries. A total of 79 countries participated in the latest PISA test in 2018 by measuring 15-year olds’ academic performance in mathematics, science and reading.

The test, done every 3 years, is a system test where a randomly selected group of students in each participating country are tested. The aim of the test is to provide comparable data that would give each country a chance to benchmark its education system against the best in the world in order to improve on education policies, practices, and outcomes. The test does not focus on factual knowledge; rather, it focuses on problem-solving and cognition – two essential 21 st  century skills.

The application of skills and knowledge to solve real-world problems serves as an indicator of how prepared a student might be for the real world.

In addition to testing students, PISA has survey questions that can provide insight that might help explain how country education systems perform. Access to this data should be invaluable to the Philippines and DepED (Department of Education) for policy planning and programming. In previous tests, PISA looked at factor inputs (quality of teachers, material inputs) and the effects these might have on learning outcomes in different countries.

Comparison between boys and girls test performance is also useful data for policy and programming.  (In the 2018 test, data was also collected on bullying. Here, data on the Philippines should be studied more carefully given that reported bullying was highest for the Philippines among all countries in PISA 2018. This will be the subject of a future article.)

What does PISA tell us about our education system?

The headline news is that the Philippines scored lowest in Reading and second lowest in Mathematics and Science among the 79 participating countries.

15-year olds tested in Reading literacy had an average score of 340 (out of a possible 600) versus the OECD average of 487. A breakdown of this score revealed that 81% were reading below level.  And of this number, 24% were one level lower and 57% were two or more levels below.

In Science literacy, the average scores were similar. The average score for the Philippines was 357 versus the OECD average of 489.

In Mathematics literacy, the average score for the Philippines was 353 versus 489 for the OECD average.

Philippine girls, in all three tests, were marginally better than boys but not by much.

The way forward

The initial conclusion points to low levels of reading comprehension which might be at the root of the problem. We pride ourselves as being a country with a high level of literacy.

The name of the game today, however, is about functional literacy (Reading, Writing, Arithmetic plus an ability to follow written and verbal instructions to accomplish given tasks and solve problems) proceeding to more complex problem-solving.

The latter requires an ability to break down problems into smaller parts and then re-assemble these in a meaningful manner in order to come up with a solution or create something new.  Our 15-year olds, for the most part, are having difficulty doing this based on the PISA test results.

In management, if doing something does not produce the desired results, it is time to do something new.  Putting more resources into the same old processes will only result in more of the same poor results.

What is needed is to think of a different way to get the superior results we are aiming for. The system needs to introduce self-correcting processes and mechanisms.  More specifically, the Philippine education system needs to be better streamlined so that better results (i.e., Learning outcomes) can be realized.

What might be done?

• One, de-clutter the curriculum.
• Two, start with building strong fundamentals in Reading and Writing as basic building blocks (Learning tools).   (The question of what language – English of Filipino – is a topic that needs more discussion at the national level and will be the subject of a future essay.)
• Three, refocus and strengthen teacher pre-service and in-service training around the top two concerns.

On the curriculum, ours is actually comparable in scope to other countries including high-performing PISA countries with one major difference:  The DepED curriculum is too cluttered with mandated competencies to be covered.

In science and mathematics, for example, a study that looked at high performing countries versus low performers did a correlation between the number of competencies required (i.e., things to be studied in a given school year) versus test scores.

The major finding: high-performing countries focused on a lesser number of competencies (8 to 12 in a given year) versus low-performing countries which covered as many as 80+ competencies in the same year. This meant that students in high-performing countries had time to digest concepts, do more practice on problem sets or written exercises, and generally had time gain facility and competence on the subject studied.

Students in countries that pushed for more competencies to be learned (including the Philippines), on the other hand, were forced to nibble on different competencies without much chance to internalize concepts, gain practice solving problems, or generate solutions. This “smorgasbord” approach does not result in deep learning or the acquisition of expertise.

Rethinking (de-cluttering) the curriculum should start in Grade 1. The early grades should focus on foundational competencies cutting down on the number of academic subjects to be taken. At higher grade levels, we should abandon the spiraling approach that DepED does in mathematics and science and move back to a more focused discipline approach to these two subject areas.

Teacher training and development is another area that needs to be better managed. Thankfully, DepED is embarking on this with at least two initiatives:

• The Philippine Professional Standards for Teachers first rolled out in 2019; and,
• The transformation of the National Educators Academy of the Philippines (NEAP) as the lead institute in DepED on teacher training and development to starting in 2020.

If these two initiatives can be implemented well and sustained, this will make a big difference in the long term.

But the key to turning these dismal results around has to begin with Reading and Writing.  This starts with preparation for reading in Kindergarten and Grade 1 to at-level reading proficiency in all grade levels after.  Here, reading does not mean in English alone (though this is the language of the PISA test as decided by DepED); reading in any language including the mother tongue will have a positive effect on test-taking whether for math, science or reading.

A 9-year plan

PISA not only provides us with a baseline of where we are today. It can also provide us with a benchmark target to aim for. This can be the Olympic target for our basic education system.

What should we be aiming for?

We should aspire to be at the world average within nine years (three PISA test cycles).  By 2018 scoring, this means raising our 15-year olds’ average score by 130-140 points over a nine-year period.  Objectively, this means bringing the reading level of our 15-year olds up by 3 levels (or one level per test cycle).

To realize this Olympic dream for gold, we need to start at the base (Grade 1) and scaffold a strong foundation building upwards to Grade 12. This will take time to realize results. In the next two PISA tests (2021 and 2024), we will still be doing remediation as our students are already in their late elementary years or junior high school.

But if we start at strengthening Reading at Grade 1 today (school year 2020-2021), by 2027, our Grade 1 students will be taking the PISA test and hopefully, we will be rewarded with much better results.

No quick fix

There may be a sense of urgency given the dire results.  But a problem as complex as this needs systemic, systematic, and structural reform to be long-term and sustainable.  This will take time and will demand patience and grit.

We need a clear strategy to address this problem and as in all strategy situations, we should ask ourselves four important questions:

• Where are we today? (Dismal PISA results.)
• Where do we want to be in 10 years? (At the PISA average or 3 reading levels higher than the 2018 scores.)
• How do we get there? (De-clutter the curriculum to allow students to deepen learning of featured competencies + Focus on building strong foundational reading skills + Improved teacher pre-service and in-service training.)
• How do you know you are on the right path and trajectory?  (Continue international testing (PISA, TIMSS) + Restructure the National Achievement Tests as a proper assessment tool)

Quality, not spending

The politician response to this situation will be, without doubt, to spend more on education. While it is true that the Philippines is still below the desired share of GDP spending for education (and below our neighbors’ education spending), we should make sure that the manner by which we spend reflects quality and not quantity.

The annual budget for the Department of Education has grown five-fold in a short 10-year period.  While this has helped the Department deal with material shortages, this Learning problem is less about a lack of resources and more about new ways to address the Low Learning situation. This is a concern about quality (how things are done).

The PISA results jolt us.  But if it does to us what it did to Peru years ago (Peru had dismal results in its first PISA test but used this to rally its education sector to perform better), then there is hope that the same can happen here.

But this cannot be a quick fix.  What is needed is not a one- or two-year effort.  What is required is a sustained undertaking spanning multiple presidential administrations.  That will be the true test of how focused we can be in reforming our education system and how serious we are in addressing this situation.

Juan Miguel Luz is a Fellow of FEU Public Policy Center

NOTE:  This essay is a revision of the same article published by Rappler (December 11, 2019) by the author.

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For undergraduate programs na may thesis, tinuturo ba kung paano gumawa ng thesis sa umpisa?

Yes. I am a UP student na hindi marunong gumawa ng complete research paper. Yes, I/we exist (sana hindi ako nag-iisa😭), at konting sem na lang gagawa na kami ng thesis.

As someone na hindi galing sa isang science high school, very surface level ang natutuhan noong PR1 and PR2 ng senior high (as in halos wala pa nga, siguro nga yung research papers ko noon eh "patapon"), and I already took Eng 13 pero hindi kasi siya for research paper talaga, kinakabahan ako pagdating ng thesis stage ko. Sobrang basic ng alam ko sa pagbuo ng research paper. Tapos kasi yung mga pinagawa naman samin ngayong college I think ay wala pa sa kalingkingan ng totoong undergraduate thesis. Tapos hindi pa ako yung estudyante na into making papers (I'd rather memorize stuffs or compute/solve maths all day, which I kinda hate as well, than make >300-word paper or essays).

Umaasa na lang ako na ituturo siya sa umpisa kahit papano:< Ang initial plan ko is magbrowse ng previous undergraduate thesis papers ng college ko, pero for sure hindi yun sasapat. Napaparanoid pa nga ako na baka once mabasa yung magiging thesis ko ng mga teacher sa UP eh ang iisipin nila "gawa ba talaga to ng taga UP??!!". Bakit ba napunta ako sa program na may thesis😭

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