Guidelines in Interpreting and Analyzing

Quarterly Result Assessment

I. Rationale

DepEd Order No. 8, s. 2015 paragraph 2 provides that classroom assessment is an

integral part of curriculum implementation. It allows the teachers to track and measure
learners’ progress and to adjust instruction accordingly. Classroom assessment informs the
learners, as well as their parents and guardians, of their progress. The progress of learners is
expressed though their grades which are released every quarter as stipulated in DepEd Order
31, s. 2020 which states that grading is a way of reporting assessment data by assigning a value
to the results as a record of students’ ability, achievement, or progress.

To keep track of the learners’ achievement and the effectivity of classroom instruction, a
quarterly monitoring and evaluation is done starting at the School Level to the Schools Division
Level gathering the Quarterly Results Assessment (QRA) of the learners in all learning areas.
How do teachers and schools make use of these data? How do these data help in the progress of
the learners’ academic performance? How do these data improve the teachers’ teaching
performance?

As found out, teachers do the analysis and the interpretation of these data differently.
There is no standard procedure that is followed in analyzing and interpreting these data.
Reports from the field which are submitted to the Schools Division office are done differently or
there is no analysis and interpretation of these data at all.

Thus, these guidelines are made to have a standard in analyzing and interpreting the
data and providing possible interventions.

II. Scope

These guidelines cover purely on the analysis and interpretation of class, school, district,
and division Quarterly Result Assessment (QRA).

III. Definition of Terms

Assessment is an on-going process of identifying, gathering, organizing, and interpreting

quantitative and qualitative information about what learners know and can do.

Intervention refers to the appropriate action taken by the teacher to address learning gaps and
improve learners’ performance.

Quarterly Result Assessment refers to the summary of learners’ performance based on their
quarterly grade per learning area.
IV. Procedures

Using the data from the QRA, the teacher shall:

A. Analyze Quarterly Result Assessment data

Step 1 – Introduce the table by giving the following details: name of subject, grade level,
name of school, quarter period, and school year.

Example:
The table exhibits the Math performance of Grade VI learners of XYZ Elementary
School during the 3rd Quarter of S.Y. 2021-2022.

Step 2- Perform tabular analysis by describing the data seen in the table.

Example:
As shown, out of 64 learners, 17 learners (26.56%) obtained outstanding grades, 24
learners (37.50%) got very satisfactory rating, 15 learners (23.44%) received satisfactory
grades, 7 learners (10.94%) were rated fairly satisfactory, and 1 learner (1.56%) did not meet
expectation.

Step 3 – Highlight the extreme (highest and lowest) values or outliers.

Example:
Data further revealed that most of the students demonstrated very satisfactory
performance in the subject. Meanwhile, only few numbers of learners failed to meet
expectation.

Step 4 – Describe the dominant data using the description provided herein.

Level of Proficiency Grading Scale Description Remarks

The learners have exceeded the core requirements in terms of

Outstanding 90-100 knowledge, skills and understanding and can transfer them Passed
automatically and flexibly through authentic performance tasks.
The learners have developed the fundamental knowledge, skills and
Very Satisfactory 85-89 core understanding and can transfer them independently through Passed
authentic performance tasks.
The learners have developed the fundamental knowledge, skills and
core understanding with little guidance from teachers and/or less
Satisfactory 80-84 Passed
assistance from peers, and can transfer these understandings
through authentic performance tasks.
The learners have possessed the minimum knowledge, skills and
Fairly Satisfactory 75-79 core understanding but need help throughout the performance of Passed
the authentic tasks.
The learners have struggled with his/her undertanding;
Did not Meet
Below 75 prerequisite and fundamental knowledge and/or skills have not Failed
Expectations
been acquired and developed adequately to aid understanding.
 Example:
This implies that most of the learners have developed the fundamental knowledge
and skills and core understanding and can transfer them independently through authentic
performance tasks.

B. Interpret quarterly assessment data

Step 5 – Make an inference/s by citing the potential factors that contributed to the
results.

Example:
This further implies that the competencies of this quarter were easy; the self-
learning modules were effective; the learners were motivated to get through this quarter;
the home learning facilitators have provided enough support to learners; among others.

C. Come up with possible intervention

Step 6 – Propose possible intervention to the problem identified based on the data
gathered.

Example:
However, there is still learner who manifested difficulty in mastering the
competencies. Having the policy on, “No Child Left Behind” in mind, learners who did not
meet expectation should be appropriately addressed by the teacher through diagnosing
learner’s poor performance in the subject so he/she can provide timely, practical, data-
driven, well-calculated and guidelines-based interventions to mitigate, if not eradicate, such
cases. The existing interventions suggested by DepEd such as home visitation, close
monitoring, and the like should be modified and/or intensified if deemed necessary. If
possible, the teacher should design some innovations that can best address this problem
without putting the health of the parents and learner at stake.

D. Present learners’ overall performance in the subject

Step 7 – Generate a conclusion/generalization by providing the general picture of the

data.

Example:
To conclude, the Math performance of Grade VI learners under modular distance
learning has been commendably notable.

V. Monitoring and Evaluation

The school heads shall supervise the proper implementation of these guidelines at the
school level. Likewise, they shall monitor and evaluate the implementation of these guidelines a
month after the end of each quarter.
 The Education Program Supervisors (EPSvr) and Public Schools District Supervisors
(PSDS) shall monitor the compliance of these guidelines using the appropriate monitoring tool.

VI. Effectivity

These guidelines shall take effect immediately upon the Schools Division
Superintendent’s approval and shall remain in force and in effect until repealed or modified.

VII. References

1. D.O No. 031, s. 2020 "Interim Guidelines for the Assessment and Grading in the Light of The
Basic Education Learning Continuity Plan"
2. D.O No. 8, s. 2015 "Policy Guidelines on Classroom Assessment for the K to 12 Basic Education
Program"
3. D.O No. 31, s. 2012 "Policy Guidelines on the Implementation of Grades 1 to 10 of the K to 12
Basic Education Curriculum (BEC) Effective School Year 2012-2013