GMRC and Values Education look like any other learning area until you open the class record and find that Written Works and Performance Tasks are not single buckets. They are split across three domains — cognitive, affective, and behavioural — and a teacher who records everything in one column is computing the subject as if it were Science.
This guide explains the domain split under DepEd Order No. 15, s. 2026, how the weights work out, and how to tag your columns so the computation is right without extra work.
The 10-second answer: The component weights are the same as a core subject (20 / 50 / 30), but Written Works and Performance Tasks are split by domain: Written Works 20% = cognitive 10% + affective 10%, and Performance Tasks 50% = cognitive 10% + affective 10% + behavioural 30%, with Examinations at 30%. Each assessment column belongs to one domain, and the behavioural domain is the largest single slice of the grade.
The three domains
| Domain | What it captures | Typical evidence |
|---|---|---|
| Cognitive | Knowing and understanding the value or concept | Written work, quizzes, explanations, reflections on a concept |
| Affective | Attitude and disposition toward the value | Self-assessment, reflective journals, attitude scales, structured responses |
| Behavioural | Acting on the value, observably, over time | Observation records, anecdotal notes, sustained conduct across the term |
The distinction that matters in practice: cognitive is what a learner knows, affective is what a learner feels or claims, behavioural is what a learner does — and the last one carries the most weight, by design.
How the weights break down
The subject uses the familiar 20 / 50 / 30 split, but two of those components are subdivided:
| Component | Weight | Domain breakdown |
|---|---|---|
| Written Works | 20% | Cognitive 10% + Affective 10% |
| Performance Tasks | 50% | Cognitive 10% + Affective 10% + Behavioural 30% |
| Examinations | 30% | Not split (ST1 30%, ST2 30%, TE 40% within the component) |
Add the domains across components and the picture becomes clearer: cognitive 20%, affective 20%, behavioural 30%, examinations 30%. Behaviour observed over the term is worth as much as the entire examinations component. If your record contains no behavioural evidence, you are not grading the subject the order describes.
Tagging columns, in practice
Every Written Works and Performance Tasks column belongs to exactly one domain. The workflow that keeps this honest:
- Decide the domain before you give the assessment, not when you record it. The design of the task follows from the domain — an observation record is not built like a quiz.
- Label the column in the record itself so the tagging survives you being away, and so a coordinator reading the record can see the design.
- Keep behavioural evidence continuous. One observation in week seven is not evidence of sustained conduct. A short anecdotal note each week per rotating group is enough.
- Do not let behaviour become discipline. The behavioural domain records demonstrated values, not punishment for misbehaviour, and it is not a place to settle classroom management problems.
What happens with untagged columns
A record where nothing is tagged computes exactly like a core subject — the domain structure simply does not engage. That is a reasonable fallback, but it is not the subject as DO 15 describes it, and it loses the behavioural emphasis entirely.
Early in the term, when only one domain has scores
In week three you may have cognitive quizzes and nothing else. The right treatment is that a domain with no column in use yet is left out of the computation rather than counted as zero — the same principle that applies to unused columns generally, covered in when blank columns count as zero. An early-term record should not be dragged down by evidence you have not gathered yet.
Assessing the affective and behavioural domains without guessing
These are the domains teachers find hardest to defend, because they feel subjective. They do not have to be.
- Write the descriptors first. What does “demonstrates respect” look like at three levels? Fix that before the term, and apply it to everyone.
- Use the same instrument each time so the term shows change rather than differences in how you asked.
- Date every observation. An undated note is an opinion; a dated series is a record.
- Keep the sheets. DO 15 expects assessment evidence to be retained, and this is the subject where a parent is most likely to ask how a grade was reached.
Our guide to building a rubric for a performance task applies directly to affective and behavioural instruments.
A worked example
One learner, one term. Written Works: cognitive 88%, affective 92%. Performance Tasks: cognitive 85%, affective 90%, behavioural 94%. Examinations component: 82%.
- Written Works contribution: (88 × 0.10) + (92 × 0.10) = 8.8 + 9.2 = 18.0
- Performance Tasks contribution: (85 × 0.10) + (90 × 0.10) + (94 × 0.30) = 8.5 + 9.0 + 28.2 = 45.7
- Examinations contribution: 82 × 0.30 = 24.6
- Initial grade: 18.0 + 45.7 + 24.6 = 88.3
The initial grade then goes through this year’s adjusted transmutation table to produce the term grade — see our MATATAG grading and transmutation guide for that step.
Frequently asked questions
Is GMRC computed the same way as Values Education?
The domain structure applies to both; GMRC and Values Education sit in the same group in the class record. Check your school’s subject naming, since the record follows the learning area’s group rather than the label on the schedule.
Can one assessment cover two domains?
Keep one column to one domain. A task genuinely producing two kinds of evidence is better recorded as two columns, which also keeps the weighting honest.
Does the behavioural domain mean I grade conduct?
It means you record demonstrated values against your descriptors. Conduct and discipline are handled through your school’s own processes — and, separately, a disciplinary case affects award eligibility rather than the subject grade. See awards and recognition under DO 15.
What if my school’s template has no domain tagging?
Then it computes as a core subject. Either move to a template that supports the split or keep the domain evidence separately and document how you applied it — and raise it with your coordinator, because it will affect every GMRC record in the school.
Where Skoolari fits
Skoolari’s MATATAG class record has a GMRC and Values Education profile that carries the domain split natively: each Written Works and Performance Tasks column is tagged cognitive, affective, or behavioural, the 10/10 and 10/10/30 weights are applied for you, and a domain with no columns in use yet is left out instead of counted as zero — so an early-term record reads correctly. Untagged columns fall back to computing like a core subject, so nothing breaks while you are setting up. Everything exports to Excel and prints under your own school header. See the plans.
Check the domain weights and descriptors against the current DepEd issuance and your school’s guidance. Where your school prescribes instruments for the affective and behavioural domains, use theirs.