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Descriptors and observations for Kindergarten to Grade 3

Log short dated observations through the term, then assign one descriptor per learning area — and write the narrative where your grade level keeps it.

One answer, with what teachers ask next on the same screen underneath it.

  • Say whether it helped at the bottom of the article. That is the only way we learn it is wrong.
  • Anything in a green box is what the DepEd order says; anything in amber is where teachers get caught.

Key Stage 1 has no scores and no weights. Each learner gets one descriptor per learning area per term, backed by observations you logged as the term went along. Grades 1 to 3 write a short narrative with each area's descriptor; Kindergarten writes one narrative report per term for the whole record instead, at the foot of the Checklist page.

Log observations through the term

  1. Open Observations and pick the term tab and the learning area.
  2. In Log an observation, choose the learner, the date (today or earlier), and the evidence: Observation, Anecdotal record, Learner output, or Rubric-based assessment.
  3. Write what you observed — one or two sentences, up to 500 characters. Read three sight words aloud without prompting.
  4. Press Log observation.

Choosing a learner also filters the list to them. Show everyone clears the filter. Remove deletes one entry after a confirmation; it does not change a descriptor you already saved.

Assign the descriptor

  1. Open Descriptors, pick the term and the learning area. Each row shows how many observations that learner has this term.
  2. Press Assign, or Edit to change one. The term's observations sit beside the form so you are choosing from evidence, not memory.
  3. Pick the descriptor. Kindergarten uses Consistent · Developing · Beginning; Grades 1 to 3 use Advancing · Benchmarking · Connecting · Developing · Emerging.
  4. In Grades 1 to 3, write the narrative — strengths, emerging competencies, next steps. About 60 to 120 words reads well; the limit is 1,200 characters. The comment bank buttons drop in a starter sentence you then edit. In Kindergarten this box is not here: write the term's narrative report on the Checklist page, under the competency list.
  5. Save descriptor.

An additional subject's own checklist

A subject your school added beside the Kindergarten domains — an elective such as Christian Living Education — can carry a checklist of its own. On the Checklist page, its section sits after the four domains: write the competencies your school specified (one observable behaviour per row, up to 300 characters), and rate them CO · DV · BG like the rest, with the same Mark all press. The subject then prints those rated rows on the card under Elective Areas. With no competencies written, it reports by a descriptor from this page instead. A competency already printed on a released card keeps its wording and its place until the release is taken back.

What if

  • The subject opens the class record instead. That learning area is graded numerically. Descriptors are only for descriptive classes.
  • The pre-flight check warns about missing descriptors. It lists each area with N learners have no descriptor. A learner without one prints blank in that area, so finish before releasing — but the warning can be read and released past; it never blocks. A class that prints the competency checklist warns on unrated competencies the same way, from the Checklist page.
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