INTERIM GUIDELINES

FOR ASSESSMENT AND

GRADING
IN LIGHT OF THE BASIC
EDUCATION LEARNING
CONTINUITY PLAN
(DO 31 S. 2020)
DepEd Goal

Ensure that teaching and learning

continues during the COVID-19 Pandemic,
while looking after the health, safety, and
well-being of all its learners, teachers, and
personnel
 Background of DO 31. s. 2020
Pros & Cons of Non-Numerical Grading System
PROs CONs
• Reduces score • Adjusting and studying to a new grading system could
pressure potentially mean more work for teachers in this time
they are adjusting to new teaching modalities
• Non-graded
assessment scheme • Decreased performance- students may tend to perform
may foster the less knowing that they can obtain the targeted mark
intrinsic motivations (pass) even by committing mistakes or performing less
of students for in a given task. It can possibly lead to
learning as the underachievement, lethargy and complacency
pressure of scores is • When pandemic is over, they do not have the numerical
lifted and learning is grades that they may be needed in enrolling to the next
done for the sake of grade level, to other countries/school and/or for the
learning alone college application of SHS
DO 31 s. 2020
a supplement to DO 12 s. 2020: Adoption of the
Basic Education Learning continuity Plan for SY
2020-2021 in light of COVID-19 Pandemic.

shall be implemented in all public elementary and

secondary schools nationwide for SY 2020-2021
but DO No. 8, s. 2015 (Policy Guidelines on
Classroom Assessment for the K to 12 Basic
Education Program) is still in effect although
provisions inconsistent with these guidelines are
suspended for this school year.
DO 31 s. 2020

Private schools, technical and vocational

institutions, and higher education institutions
including state and local universities and colleges
offering the K to 12 Basic Education Program are
encouraged to implement this DO and permitted
to modify it with the approval of the RO.
Assessment Principles
 Assessment should be holistic and
authentic in capturing the attainment of the
most essential learning competencies.

 Assessment is integral for understanding

student learning and development
Assessment Principles
 A variety of assessment strategies is necessary,
with formative assessment taking priority to inform
teaching and promote growth and mastery
 Assessment and feedback should be a shared
responsibility among teachers, learners, and their
families
 Assessment and grading should have a positive
impact on learning
Characteristics of Assessment
 Align with the Most Essential Learning
Competencies
 Reliable, valid and transparent
 Fair, inclusive and equitable
 Practical and manageable for both learners
and teachers
 Give learners a range of ways to
demonstrate their learning
 Provide timely and accurate information as
basis for feedback
Role of Teachers, Learners and Parents
Teachers
 Design the assessment to allow for flexibility in
multiple modalities;
 Communicate to learners and parents/guardians the
design and standards for grading the assessment;
 Set-up mechanisms to monitor and record progress
remotely;
 Give timely, constructive, and relevant feedback; and
facilitating remediation for learners who need
further guidance.
Role of Teachers, Learners and Parents
Learners
Learners are expected to be proactive in
updating their teacher of their situation,
progress and challenges encountered. A non-
mandatory self-monitoring tool (see Annex E)
may be accomplished independently or with
the assistance of their parent/guardian, if
necessary.
Role of Teachers, Learners and Parents

Parents and Guardians

Communicating with the teacher to give updates on
their child’s situation, progress, and challenges
encountered; and
Guiding their children in accomplishing the
assessment tasks and/or monitoring tools designed by
their teacher
Purpose of Assessment
Assessment should be used to inform and
improve classroom practices and promote
learning outcomes (D.O. 8 s 2015)

Formative Purposes
When assessment evidence is used to inform teaching and
learning decisions with the view to improvement.

Summative Purposes
When assessment evidence is used to make decisions about
learners’ outcomes at the end of the teaching period.
Definition of Terms

Classroom Assessment is an ongoing process of

identifying, gathering, organizing, and interpreting quantitative
and qualitative information about what learners know and can do.

Formative Assessment is a process that involves

teachers using evidence about what learners know and can do to
inform and improve their teaching. This process, through the
teacher’s immediate feedback, enables students to take
responsibility for their own learning and identify areas where
they do well and where they need help.
Definition of Terms
Summative Assessment is an assessment that is usually
administered toward the end of a learning period to measure the
extent to which the learners have mastered the essential
learning competencies, the results of which are recorded and
are used to report the learner’s achievement.

Grading is the way of reporting assessment data by assigning

a value to the results as a record of students' ability, achievement,
or progress (Association for Supervision and Curriculum
Development, 2020).
 The difference between
formative and summative
assessment

Formative Assessment’s Summative Assessment’s

goal is to monitor student’s
learning to provide ongoing
feedback that can be used by
instructors to improve their
teaching and by students to
improve their learning.
goal is to evaluate student’s
learning at the end of an
instructional unit by
comparing it against some
standard or benchmark
 The difference between formative and summative
assessment

Formative (Class/individual) Summative (individual)

• Identifying gap between current • Grading
and desired learner’s
competence • Ranking
• Adapting for learner needs • Reporting
• Providing feedback
• Improving instruction • Promoting
• Engaging students in the • Certifying
assessment and learning
process
 Assessment Purposes

Planning Collecting Interpreting Using Evaluating

Planning assessment requires decision about

• Assessment design
• What to assess
• How to Assess
ASSESSMENT DESIGN
Must be aligned with the most
essential learning competencies

Consider curricula across

grades and learning areas

Consider typical steps in

development of learners

Consider timing of assessment

(before, during, after)
 Select Assessment Styles/Methods
that will best elicit the are practical and manageable for both
knowledge/skills/attitudes to be assessed learners and teachers

Choose Context
to be inclusive of gender, ethnicity, rurality, socioeconomic status, etc

How
Design Task
to so that knowledge/skills/attitudes are fair, that are varied for learners to have a
assess? being assessed determine success in inclusive and range of was to demonstrate their
learning
the item equitable

Write Instructions
to give clear guidance about what to be done (tasks and administration
guidance)

Provide timely and effective feedback

 Feedback and Remediation

 Both formative and summative assessment must be

accompanied with timely, constructive, and
meaningful feedback based on the learner’s
record of progress. In giving feedback, teachers need
to maximize available communication options (e.g.
writing feedback on the output, texting feedback via
SMS, and using online channels, among others)
 Feedback and Remediation

Consistent with DO No. 8, s. 2015, “teachers

should ensure that learners receive
remediation when they earn raw scores which
are consistently below expectation” in
summative assessments “by the fifth week of any
quarter. This will prevent a student from failing in
any learning area at the end of the year.
In order to inform teaching and promote growth and mastery, formative
assessment strategies should:
a. Establish clear learning targets and success criteria;
In order to inform teaching and promote growth and mastery, formative assessment
strategies should :
a. Establish clear learning targets and success criteria;
b. Elicit evidence of learning
• This is not mandatory but
highly recommended to be
accomplished to keep track
of the academic progress
of the learners
• Weekly feedback to help
formative assessment
 • There is also feedback for
the parents/guardians and
teachers
• Formative assessment is not
necessarily a test, it could
be a question or emoji

Teacher gives also notes to provide timely feedback

In order to inform teaching and promote growth and mastery, formative assessment
strategies should:
a. Establish clear learning targets and success criteria;
this can be
b. Elicit evidence of learning modified
c. Provide timely and effective feedback based on the
economic
status of the
learners
In order to inform teaching and promote growth and mastery, formative assessment strategies
should be:
a. Establish clear learning targets and success criteria;
b. Elicit evidence of learning
c. Provide timely and effective feedback
d. Engage learners in assessing and improving each other’s work
In order to inform teaching and promote growth and mastery, formative assessment strategies should
be: Diary/journal of
a. Establish clear learning targets and success criteria; what the learners
do daily, quizzes,
b. Elicit evidence of learning additional
c. Provide timely and effective feedback activities given
d. Engage learners in assessing and improving each other’s work by the teacher,
comments/notes
e. Increase learner’s ownership of their learnings by the teacher
INFORMAL FORMATIVE ASSESSMENT DECISIONS
Do I need to find
Have the learners Are they ready to
another way to
mastered this move to the next
explain this
concept/skill? lesson?
idea?
What method did
Which learners Have the learners
the learner use to
need extra understood the
solve the
support? lesson so far?
problem?

What is his/her
misunderstanding?
Instructions for learners need to be clear

Methods need to take learner

context/resources into consideration

Link between evidence and decisions needs

planning

Shift assessment control to learners/caregivers

where possible

Explain purpose to minimize input by

caregivers
Sample Kindergarten
formative assessment
(Reference: DO 31
s.2020 p72-74
Sample Kindergarten
formative assessment
(Reference: DO 31 s.2020
p72-74
Sample Kindergarten
formative assessment
(Reference: DO 31 s.2020
p72-74
Annex B: Sample Summative Assessment Tools that Qualify as Performance Tasks in Various
Learning Delivery Modalities
Online Learning
Learning Summative Assessment Tool
Area Written Outputs Products Performance Tasks
1. blog post on a 1. YouTube campaign videos 1. online debates via Zoom or
book / article 2. case studies published Google Meet
review through Adobe Acrobat 2. online interviews
2. essays submitted 3. e-collages 3. multimedia presentation using
through email 4. compositions submitted PowerPoint or Canva
3. e-journals through email 4. panel discussions via Zoom or
4. electronic mail 5. blog on literary analyses Google Meet
writing 6. multimedia productions 5. online presentations
Languages 5. reaction / uploaded in Facebook/You- 6. recorded project presentation
reflection papers Tube 7. recorded monologues
submitted through 7. e-portfolios 8. speech delivery via
email 8. research projects published Zoom/Google Meet
6. PDF reports in an e-journal 9. storytelling / reading via
9. story / poem writing narrated Zoom/Google Meet
through PowerPoint
presentations
 Annex B: Sample Summative Assessment Tools that Qualify as Performance Tasks in Various
Learning Delivery Modalities
Modular Distance Learning, TVBI, RBI
Learning Summative Assessment Tools
Area Written Outputs Products Performance Tasks
1. essays 1. argument analyses 1. issue-awareness campaigns
2. journal writing 2. expressing feelings 2. presentations and multimedia
Edukasyon
3. journal / article and ideas through art presentations
sa
reviews activities 3. personal action plans (plano ng
Pagpapakat
4. reaction / 3. journal responses pagsasabuhay)
ao (ESP)
reflection papers 4. letter/song/poem 4. situation analysis (pagsusuri ng
writing sitwasyon)
1. data recording and 1. diagrams 1. constructing graphs from
analyses 2. mathematical surveys conducted
2. geometric and investigatory projects 2. outdoor math
statistical analyses 3. models / making 3. probability experiments
Math 3. graphs, charts, or models of geometric 4. problem-posing
maps figures 5. reasoning and proof
4. problem sets 4. number 6. using manipulatives to show
5. surveys representations math concepts / solve problems
5. portfolio
 Points to remember…..
Performance Tasks Clear Directions
Each task must be accompanied with
clear directions and appropriate scoring
tools (i.e. checklists, rubrics, rating
scale, etc.) to help learners demonstrate
their learning .

Collaboration
Teachers are advised to collaboratively design
and implement performance tasks that
integrate two or more competencies within or
across subject areas. Complex tasks may be
broken down into shorter tasks to be
completed over longer periods of time.
 Points to remember…..
Performance Tasks
Flexibility
Learners must be given flexibility in the accomplishment
of the performance tasks to consider time and resources
available to them. Nonetheless, all learners within a class
should be assessed on the same competencies using the
same scoring tool.

Opportunities
Teachers must exercise their professional judgement in
carrying out summative assessments, providing enough
opportunities for learners to practice and to redo their
work whenever necessary, so that they can reach their
learning targets with the least amount of pressure.
Rubric
a learning and assessment tool that is
used to evaluate written outputs,
products, or performance-based tasks. It
is a scoring guide that articulates the
expectations and describes the levels of
quality expected from a learner.
(Andrade, 2000; Arter & Chappuis, 2007;
Stiggins, 2001).
Four essential features of Rubric (Stevens & Levi, 2013)
1)task description or a descriptive title of the task
students are expected to produce or perform
2)scale (and scoring) that describes the level of mastery
(e.g., exceed expectation, meets expectation, doesn't meet
expectation)
3)components/criteria students are to attend to in
completing the assignment/tasks (e.g., types of skills,
knowledge, etc.)
4)description of the performance quality (performance
descriptor) of the components/dimensions at each level
of mastery.
ANALYTIC
• articulates different dimensions of performance and provides ratings for each criterion or
dimension
HOLISTIC RUBRIC
• describes the overall characteristics of a performance and provides a single score
Portfolio Grading
This rubric is designed to evaluate the portfolio submission based on content, presentation of work, and reflection.
Scoring Performance Descriptor
All required items are included, with a significant number of additions.
Items clearly demonstrate that the desired learning outcomes for the term have been achieved. The student
has gained a significant understanding of the concepts and applications.
100 – 95 Reflections illustrate the ability to effectively critique work, and to suggest constructive practical
alternatives.
Items are clearly introduced, well organized, and creatively displayed, showing connection between items.
All required items are included, with a few additions.
Items clearly demonstrate most of the desired learning outcomes for the term. The student has gained a
94 – 90 general understanding of the concepts and applications.
Reflections illustrate the ability to critique work, and to suggest constructive practical alternatives.
Items are introduced and well organized, showing connection between items.
All required items are included.
Items demonstrate some of the desired learning outcomes for the term. The student has gained some
89 – 85 understanding of the concepts and attempts to apply them.
Reflections illustrate an attempt to critique work, and to suggest alternatives.
Items are introduced and somewhat organized, showing some connection between items.
A significant number of required items are missing.
Items do not demonstrate basic learning outcomes for the term. The student has limited understanding of the
85 - 80 concepts.
Reflections illustrate a minimal ability to critique work.
Items are not introduced and lack organization.
Rubric for online
Rubric for offline interactive presentations
Rubric for Assessing Informative Write-up Reports (Modular)
Goal:
• Your task is___________________________
• The goal is to ________________________
• The problem/challenge is _____________
• The obstacle(s) to overcome is (are) ____
Role:
• You are ______________________________
• You have been asked to _______________
• Your job is ___________________________
Audience:
• Your client(s) is (are) __________________
• The target audience is ________________
• You need to convince _________________
Situation:
• The context you find yourself in is ___________
• The challenge involves dealing with _________
Product/ Performance and Purpose:
• You will create a ___________________________
• in order to _______________________________
• You need to develop ______________________
• so that ___________________________________
Standards & Criteria:
• Your performance needs to ________________
• Your work will be judged by _______________
• Your product must meet learning standards
__________________________________________
• A successful result will _____________________
 Possible STUDENT ROLES and AUDIENCES

• Actor • Farmer
• CEO
• Advertiser • Filmmaker
• Coach
• Artist • Fire fighter
• Community member
• Astronaut • Forest anger
• Composer
• Author • Friend
• Client/customer
• Biographer • Geographer
• Construction worker
• Board member • Geologist
• Dancer
• Boss • Government official
• Designer
• Boy/girl scout • Historian
• Detective
• Business person • Historical figure
• Doctor
• Candidate • Elected official
• Editor
• Carpenter • Embassy staff
• Elected official
• Cartoon character • Engineer
• Embassy staff
• Caterer • Stenographer
• Engineer
• Celebrity • Expert (in)
• Stenographer
• Chairperson • Eye witness
• Expert (in)
• Chef • Farmer
• Eye witness
• Choreographer • Filmmaker
 Possible STUDENT ROLES and AUDIENCES
• Museum goer
• Neighbor • Ship captain
• Fire fighter
• Newscaster • Social scientist
• Forest anger
• Novelist • Social worker
• Friend
• Nurse • Statistician
• Geographer
• Nutritionist • Storyteller
• Geologist
• Panelist • Student
• Government official
• Photographer • Taxi driver
• Historian
• Pilot • Teacher
• Historical figure
• Playwright • TV viewer
• Illustrator
• Poet • Tour guide
• Intern
• Policeman • Travel agent
• Interviewer
• Radio listener • Traveler
• Inventor
• Reader • TV movie character
• Judge
• Reporter • Tutor
• Jury
• Researcher • Viewer
• Lawyer
• Reviewer • Visitor
• Literary critic
• Soldier • Web designer
• Lobbyist
• School official • Zoo keeper
• Museum director/curator
• scientist
 Possible PRODUCTS and PERFORMANCE

WRITTEN ORAL
• Conversation
• Advertisement * Biography
• debate
• Blog * book report/review
• discussion
• Brochure * crossword puzzle • dramatization
• Editorial * essay • Dramatic reading
• Historical fiction * journal • infomercial
• Journal * lab report • interview
• Letter * magazine article • radio script
• Memo * newscast • Oral presentation
• Newspaper article * play • oral report
• Poem * research report • Poetry reading
• Proposal * script • puppet show
• rap
• Screen play * test
• speech
• Story
• song
• position paper/policy brief • teach a lesson
 Possible PRODUCTS and PERFORMANCE

WRITTEN
• Advertisement * book/cd cover
• cartoon * collage
• Computer graphic * data display
• design * diagram
• display * drawing
• Facebook/My space page * flowchart
• flyer * game
• graph * map
• model * power point show
• photograph * questionnaire
• painting * poster
• scrapbook * sculpture
• Storyboard *videotape
• Web site
 Grade 3 Integrative Most Essential Learning Competencies
GRADE LEVEL STANDARDS: The learner listens critically to get information from text heard, demonstrate
independence in using the basic language structure in oral and written communication and reads
with comprehension.
Subjects Most Essential Learning Competencies (MELC) Budget of Work
(BOW)
Nakapagpapalita ng mga natatanging kakayahan nang may
ESP Week 1
pagtitiwala sa sarili (EsP3PKP-Ia-14)
Use common and proper nouns in a sentence (EN3G-If-2.2)
English Use plural form of regular nouns by adding /s/ or /es/ (e.g.
dog, dogs, wish, wishes) (EN2G-Ig-h-2.3)
Read and write numbers up to 10,000 in symbols and in words
(M3NS-Ia-9.3)
Math Add 3-digit by 3-digit numbers with sums up to 1000 without Week 1
and with regrouping(M2NS-Ih-27.5)
Health Describe a healthy person (M3N-Iab-11) Week1
Classify objects and materials as solid, liquid, and gas based
Science Week 1
on some observable characteristics
 Grade 3 Integrative Performance Task for Week 1
Goal:
1. Interview 3 members of your family on their preferred meal of the
day, one for breakfast, one for lunch and another for dinner.
2. Make a meal plan for the family members or people living with you
based on the food pyramid reflecting the go, glow and grow foods
from the meal plan.
3. Make a tabular presentation of classification as to solid and liquid.
4. After making the meal plan, ask the elders in the family the cost of
each meal in a day per person and the total cost for the entire family
in a day.
5. Write a one paragraph with 3 to 5 sentences using the given proper
and common nouns in describing your meal plan. Observe the
correct use of singular and plural forms of nouns.
Role: Your job is a nutritionist
Audience: any family member to be interviewed -one for
breakfast, one for lunch, and one for dinner

Situation: You are a nutritionist and you are to prepare a meal plan
for one day for one person based on their preferred menu
following the food pyramid. You are going to share this meal
plan to your classmates

Product: Meal plan, tabular presentations of classification of foods,

one paragraph with 3 – 5 sentences

Standard: The performance task is to be assessed with the following

guides
 Rubric for Assessing the Output

Reference: Do 31 s. 2020
 Sample Output
Menu Cost
Breakfast Materials Solid Liquid
1 cup of rice Php 45.00 Rice /
1 piece of boiled egg water /
1 glass of Milo Mango /
1 piece of mango
Meatball /
1 bottle of Wilkin’s water
Dried fish /
Lunch banana /
1 cup of rice Php50.00 pinakbet /
1 bowl of soup melon /
3 pieces of meatballs
milk /
1 piece of dried fish
1 piece of banana One day, my family spent a total of
Dinner Php685.00 for our meals. We had rice,
1 platter of pinakbet Php42.00
1 cup of rice boiled egg, glass of Milo, mango and
1 slice of melon Wilkins water for breakfast. For lunch, we
1 glass of water also had rice, bowl of soup, pieces of meat
1 cup of milk
balls, dried fish, banana. And for dinner, we
TOTAL COST in one day Php137.00
had pinakbet, rice, melon, water and milk.
Total amount for 5 Php685.00
members in one day
 Conducting Assessment Remotely
A. Communicating the B. Record of Progress
Assessment Task
 Objectives of the assessment  Self-reflection Tool
task
 Check-ins of teacher with
 Roles of learners and
learner (during
parents/guardians
assessment period)
 Procedure and expected
timeline  Evidence of learning in the
 Standards and rubrics student's learning portfolio

The teacher must consult the learners, and when necessary,

parents/ guardians, to allow room for adjustments/ flexibilities
needed, if any.
Learner
77 91 36.4 56 75 45 81.4 88
A
Learner
A
77 91 36.4 56 75 37.5 83 89
Learner
A 77 91 27.3 56 75 52.5 79.8 87
 STUDENTS
SHOULD BE ABLE
TO TELL US WHAT
On the use THEY ARE
of LEARNING, NOT
technology WHAT APP THEY
ARE USING