ASSESSMENT OF LEARNING IN

THE DEPARTMENT OF
EDUCATION

Bureau of Education Assessment

Department of Education

April, 2021
ASSESSMENT OF LEARNING IN DEPED

2
DEPARTMENT OF EDUCATION
DepEd Order No. 21 s.2019: Policy Guidelines on the
K to 12 Basic Education Program

D. Interim Guidelines for Assessment and

DO 31 s.2020 Grading in light of the BE-LCP

C. Policy Guidelines on System Assessment in

DO 29 S. 2017 the K to 12 Basic Education Program

B. Policy Guidelines on the National Assessment

DO 55 s.2016 of Student Learning in the K-12 BEP

A. Policy Guidelines on Classroom Assessment in the K to

DO 8 s.2015
12 Basic Education Program
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DEPARTMENT OF EDUCATION
IMPLICATIONS OF ASSESSMENT POLICIES

• DepEd’s assessment policies contain principles, rules and

regulations, or guidelines that were developed through a
systematic, evidenced-based and participatory process.

• The assessment policies contain basic principles of sound

assessment practice, assessment methodologies and
techniques, and standards of quality in assessment that are
necessary in improving teacher's assessment literacy.

DEPARTMENT OF EDUCATION
IMPLICATIONS OF ASSESSMENT POLICIES

• Policies ensure that organizational and curricular goals are clearly defined.
These set expectations and ensure consistency of practice and application
among personnel across different levels of the organization.

• Policy-aligned practice of testing, assessment, measurement, and

evaluation ensures proper recognition, analysis and use of data on
student performance to improve teaching and ensure quality learning
outcomes.

• Thus, it is essential for teachers to have deep orientation of the

assessment policies that were highlighted in this module.

DEPARTMENT OF EDUCATION
INTENTIONS OF ASSESSMENT POLICIES

The assessment policies intentions are the following:

• To guide teachers and other education stakeholders’ actions and

decisions toward the attainment of the mission and vision, mandate and
core values of the organization.

• To influence teacher practice towards the effective and efficient

achievement of student learning outcomes.

• To provide direction to teachers in effectively managing the

implementation of the K to 12 Basic Education Program.

DEPARTMENT OF EDUCATION
THE K TO 12 CURRICULUM
DepEd Order No. 21 s.2019: Policy Guidelines on
the K to 12 Basic Education Program

Bureau of Education Assessment

Department of Education

April, 2021
CONTENT OUTLINE

I. The K to 12 Curriculum
(Rationale, Scope, Policy Objectives, Policy Statement, Features,
Monitoring and Evaluation)
A. Content Standards
B. Performance Standards
C. Learning Competencies
D. 21st Century Skills

DEPARTMENT OF EDUCATION
EXPECTATIONS

At the end of this module, participants are expected to :

1) be oriented on the seamless connection between the K-12 curriculum framework and the
assessment framework for student learning; and the implications of assessment policies
on teachers' assessment literacy
2) reflect on their classroom assessment practices
3) apply policy-based assessment practice in the classroom

General Objective: Improve teacher assessment literacy and content

knowledge on classroom assessment policy in order to develop Reading,
Math, and Science literacy of Junior High School Students

DEPARTMENT OF EDUCATION
RATIONALE AND SCOPE OF THE POLICY

• The Department of Education issued the Policy Guidelines on the K to 12 Basic

Education Program to unify the understanding of K to 12 and to improve the
implementation of each component, project and activity under it.

• This policy is intended to guide the central, regional, and school's division
offices, and schools in effectively organizing and managing the implementation
of the K to 12 Basic Education Program.

• It aims to provide concrete basis for developing programs, policies and

issuances relative to the implementation of the K to 12 Basic Education
Program at each governance level of the Department.

DEPARTMENT OF EDUCATION
POLICY OBJECTIVES
This policy aims to:

1. Explain the K to 12 curriculum and the programs for each key stage, describe the
learner and his/her capabilities at each key stage, and show the curriculum,
instruction and assessment for each key stage;
2. Establish the components required to ensure effective implementation of the
curriculum;
3. Establish the framework to be used for monitoring and evaluation;
4. Set the frameworks for the different dimensions of the K to 12 Curriculum; and
5. Guide the central, regional, and schools division offices, and schools, in
effectively organizing and managing the implementation of the K to 12 Basic
Education Program.

DEPARTMENT OF EDUCATION
POLICY STATEMENT

The K to 12 Program covers 13 years of basic education with

the following key stages:

a. Kindergarten to Grade 3 (Primary School)

b. Grade 4 to 6 (Middle School)
c. Grades 7 to 10 (Junior High School)
d. Grades 11 to 12 (Senior High School)

DEPARTMENT OF EDUCATION
POLICY STATEMENT

As prescribed by Republic Act No. 10533, DepEd shall adhere to the following principles in
pursuit of the K to 12 Basic Education Program:

● The curriculum shall be learner-centered, inclusive, developmentally relevant and

appropriate. Learner-centered is an approach to education that puts the needs and
interests of the students at the center of the teaching-learning process.

● The curriculum shall be relevant, responsive and research-based. It is based on

learning theories, principles, sound research, and studies in teaching and learning
dynamics.

● The curriculum shall be culture-sensitive which means that instruction must respect the
cultural identities of the learners.

● The curriculum shall be contextualized and global.

DEPARTMENT OF EDUCATION
POLICY STATEMENT
● The curriculum shall use pedagogical approaches that are constructivist,
inquiry-based, reflective, collaborative, differentiated, and integrative.

● The curriculum shall adhere to the principles and framework of Mother

Tongue-Based Multilingual Education (MTB-MLE) in the early grades.

● The curriculum shall use the spiral progression approach to ensure mastery
of knowledge and skills after each level.

● The curriculum shall be flexible enough to enable schools to localize,

indigenize and to enhance it based on their respective educational and social
contexts.

DEPARTMENT OF EDUCATION
THE K TO 12 GRADUATE
The K to 12 graduate is a holistically developed Filipino who has built foundations for
learning throughout life. They are individuals equipped with information, media and
technology skills, learning and innovation skills, life and career skills, and communication
skills necessary to tackle the challenges and take advantage of the opportunities of the 2lst
century.

These skills, coupled with curriculum support system and DepEd core values, are designed
to holistically prepare the K to 12 learners to become effective in helping address the needs
of the nation, by pursuing higher education, employment, entrepreneurship, or middle-level
skills development.

DEPARTMENT OF EDUCATION
 ROLE OF
ASSESSMENT IN
MEETING THE
GOALS OF THE
CURRICULUM

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DEPARTMENT OF EDUCATION
 FEATURES OF THE K TO 12 CURRICULUM

K to 12 Curriculum Support System

To ensure the implementation and actualization of the intended

curriculum as contained in the Curriculum Guides, a strong support
system is an essential part of K to 12.

The curriculum serves as basis for the different offices in DepEd to

identify the standards for each curriculum support system component.

DEPARTMENT OF EDUCATION
ASSESSMENT AS A CURRICULUM SUPPORT SYSTEM

DEPARTMENT OF EDUCATION
ASSESSMENT AS A CURRICULUM SUPPORT SYSTEM

DEPARTMENT OF EDUCATION
ASSESSMENT AS A CURRICULUM SUPPORT SYSTEM

Assessment is conducted through a) classroom-based assessments, and

b) system assessments, which may be national or international.

Classroom based assessment is composed of formative and summative

assessments administered by teachers in their classrooms. It is discussed in
detail in DepEd Order No. 8, s. 2015.

DEPARTMENT OF EDUCATION
ASSESSMENT AS A CURRICULUM SUPPORT SYSTEM

On the other hand, the national assessment of student learning is

composed of national large-scale assessments which are administered to
learners at specific times. These are described in detail in DepEd Order
No. 55, s. 2016.

The results of the large-scale assessments feed into the system

assessment of DepEd, together with data gathered from international
large-scale assessments, which the Philippines has opted to participate in
for specific learning areas. These national and international
assessments are listed and discussed in DepEd Order No. 29, s. 2017.

DEPARTMENT OF EDUCATION
Supporting the development of 21st century skills is the heart of
DepEd’s assessment policies.

CLASSROOM
ASSESSMENT

21st Century
Skills
NATIONAL SYSTEM
ASSESSME ASSESSME
NTS NT

Essential Skills connect curriculum and assessment in both

Formal and Alternative Learning Systems
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DEPARTMENT OF EDUCATION
 A. CONTENT STANDARDS

All learning areas have a Curriculum Guide (CG) with

program standards, learning area standards, course
description, and key stage standards. Additionally, the
CGs also articulate grade level standards and content
standards and performance standards for each quarter.

DEPARTMENT OF EDUCATION
 CONTENT

Content - This is the scope and sequence of topics and

skills covered in each strand/ domain/ theme/ component
.

STANDARD

Standard - In its broadest sense, it is something against which

other things can be compared to for the purpose of
determining accuracy, estimating quantity or judging quality. It is
a stated expectation of what one should know and be able to do.

DEPARTMENT OF EDUCATION
 CONTENT STANDARD

Content Standard - set the essential knowledge and

understanding that should be learned. They cover
.
a specified scope of sequential topics within each
learning strand, domain, theme, or component.
Content standards answer the question, "What
should the learners know?".

DEPARTMENT OF EDUCATION
B. PERFORMANCE STANDARDS

Performance Standards describe the abilities and skills that

learners are expected to demonstrate in relation to the
content standards and integration of 21st century skills.

The integration of knowledge, understanding, and skills is

expressed through creation, innovation, and adding
value to products/ performance during independent work
or in collaboration with others.  

DEPARTMENT OF EDUCATION
 PERFORMANCE STANDARD

Performance standards answer the following questions:

. 1. "What can learners do with what they know?"

2. "How well must learners do their work?"
3. "How well do learners use their learning or understanding in
different situations?"
4. "How do learners apply their learning or understanding in real-life
contexts?"
5. "What tools and measures should learners use to demonstrate
what they know?"

DEPARTMENT OF EDUCATION
C. LEARNING COMPETENCIES

Competency-This refers to a specific skill performed with

varying degrees of independence. It has different degrees
of difficulty and performance levels. It also refers to the
ability to perform activities according to the standards
expected by drawing from one's knowledge, skills and
attitudes.

Learning Competencies refer to the knowledge,

understanding, skills, and attitudes that students need
to demonstrate in every lesson and/ or learning activity.

DEPARTMENT OF EDUCATION
D. 21ST CENTURY SKILLS

DEPARTMENT OF EDUCATION
D. 21ST Century Skills
These skills are defined and described as follows:
1. Information, media and technology skills - deal with various sub-skills such as visual and
information literacies, media literacy, basic, scientific, economic and technological
literacies, multicultural literacy, and global awareness. These skills allow learners to
navigate the fluid and dynamic environment of knowledge creation and acquisition.

2. Learning and innovation skills include among others creativity and curiosity, critical
thinking, problem-solving, adaptability, managing complexity and self-direction, and sound
reasoning skills. Acquisition of these skills help learners resolve daily issues and
challenges be it academic, personal, social, etc. Learning and innovation skills are
honed in all subject areas and across grade levels.

DEPARTMENT OF EDUCATION
D. 21st Century Skills
3. Communication skills enable learners to easily adapt to present and future challenges
and opportunities. Teaming, collaboration, interpersonal skills, and interactive
communication are parts and parcels of the 2ls century learning and are integrated in all
learning areas, which are gradually developed through the learning competencies and
performance standards.

4. Life and career skills empower learners to make informed decisions, thereby giving them
the leverage to significantly contribute to the development of society. Flexibility and
adaptability, initiative and self-direction, social and cross-cultural skills, productivity and
accountability, leadership, and responsibility form part of the said skills.

DEPARTMENT OF EDUCATION
D. 21st Century Skills (ALS)

In non-formal education, the learning areas are found in integrated

lessons within the following learning strands of the ALS: (1)
Communication Skills (English and Filipino); (2) Scientific Thinking and
Critical Thinking Skills; (3) Mathematical and Problem-Solving
Skills; (4) Life and Career Skills; (5) Understanding the Self
and Society; and (6) Digital Literacy.

DEPARTMENT OF EDUCATION
MONITORING AND EVALUATION

The Basic Education Monitoring and Evaluation Framework shown in Figure 1. 5 presents
key education objectives with the learner's characteristics as the main indicators of success.
DEPARTMENT OF EDUCATION
MONITORING AND EVALUATION

The wealth of assessment data derived from the following internal and
external assessments shall be utilized in the planning, monitoring
and evaluation (M&E) cycles of the Department:

 
a. Large-scale assessments measure student learning outcomes in particular learning
areas. Internal/national assessments are conducted by the Department of
Education. External/international assessments are conducted by international
organizations such as the Organization for Economic Cooperation and
Development (OECD) and the International Association for the Evaluation of
Educational Achievement (IEA). The Department of Education may select
which international assessments to participate in.

DEPARTMENT OF EDUCATION
MONITORING AND EVALUATION

b. System assessment measures the effectiveness of an educational system. It is

designed to determine the degree to which the system goals are achieved
across regions, curricular areas and learners. It also provides evidence and
data that may be used for monitoring and evaluation.

c. Student learning outcome is the totality of information, knowledge, understanding,

attitudes, values, skills, competencies or behaviors an individual is expected to
master upon successful completion of an educational program (UIS, 2011). The
outcome of these teaching-learning educational processes is usually measured
through standardized tests. The test results can be used as proxy indicator to
measure effectiveness of the educational system

DEPARTMENT OF EDUCATION
 CONSIDERATIONS:
• Since classroom assessment is one the learning processes, ―good
teaching is impossible in the absence of good assessment (Eckhout et
al. 2005, p. 3).

• Educators with assessment literacy know what they assess, why they
assess, how to assess, what the possible problems with assessment are,
and how to prevent them from occurring. They also are familiar with
the possible negative consequences of poor, inaccurate assessment
(Stiggins, 1995).

•
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DEPARTMENT OF EDUCATION
CONSIDERATIONS:

• A teacher with assessment literacy can interpret assessment

data, communicate with students about the status of their
understanding, and employ this information to set short- and
long-term learning goals (Gottheiner and Siegel, 2012).

• Knowledge about a variety of assessment types allows teachers

to select the most appropriate and effective instruments to meet
their learning objectives (Siegel and Wissehr, 2011).

DEPARTMENT OF EDUCATION 37
The score just doesn’t tell the
whole story.

DEPARTMENT OF EDUCATION 38
Thank you!
DEPARTMENT OF EDUCATION 39