Division Memo No. 218 S. 2023

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TANGGAPAN NG MGA PAARALANG PANSANGAY NG CAMARINES SUR
Freedom Sports Complex, San Jose, Pili, Camarines Sur
June 19, 2023

DIVISION MEMORANDUM
No.flti . S. 2023
GUIDELINES ON THE IMPLEMENTATION OF READING ASSESSMENT

IN THE SCHOOLS DIVISION OF CAMARINES SUR
UNDER RAISE: CAMSUR LN
TO: Assistant Schools Division Superintendents

Chief Education Supervisors
Education Program Supervisors
Secondary and Elementary PSDSs
Secondary and Elementary School Heads
All others concerned
1. In line with the implementation of the Learning Recovery and Continuity

Plan (LRCP) of the Schools Division Office of Camarines Sur dubbed as RAISE:
CAMSUR LN, this Office, through the Curriculum Implementation Division (CID),
shall conduct the assessment of the learners on literacy on monthly and quarterly
bases this school year 2022-2023 and thereafter.
2. To ensure the continuous development of learners on theirbasic skills thus

making them a reader and a writer at his/her grade level and efficient
implementation of the assessment, the specific Guidelines on the Implementation
of Reading Assessment in the Schools Division of Camarines Sur are enclosed.
3. The Schools Division Office of Camarines Sur directs all 45 districts to

implement these guidelines and provide the mechanism needed for the smooth
conduct of the reading assessments.
4. For information, guidance, and immediate dissemination.
NORMA B. SAMANTELA, CESO VI

Schools Division Superintendent ,, A/\
Address: Freedom Sports Complex, San Jose, Pili, Camarines Sur

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GUIDELINES ON THE IMPLEMENTATION OF READING ASSESSMENT

IN THE SCHOOLS DIVISION OF CAMARINES SUR
UNDER RAISE: CAMSUR LN
I. RATIONALE
1. One of the most important abilities a child can learn is literacy since reading
is the cornerstone of all academic learning. A child’s success in school and in life
after childhood depends on their ability to read, write and count. Hence, the goal
of the Schools Division Office of Camarines Sur is to enhance literacy. The
division’s RAISE CAMSUR LN-Catch Them Early Program and Catch-Up Program
as well as the Department of Education’s flagship “Every Child A Reader Program”
serve as its pillars. These programs aim to make every Filipino child a reader and
writer at his/her grade level.
2. An essential and crucial component of instruction is administering various

assessments, which enables teachers to actively participate in choosing the
objectives of instruction and the subject matter of learning to be covered in the
classroom. This is to establish baseline data as bases for interventions to address
learning gaps.
3. The vital question, "Are my students learning?" is answered via assessments,

which offer crucial information that aids teachers in making decisions about what
to teach and how to teach it. With careful analysis on the reading assessment
results, teachers may make the most of their time and concentrate on aligning
goals with instruction and content. The teacher and the pupils both gain when
an assessment is closely correlated with instruction.
4. There are many different types of reading tests, and they can be used for
many different things. They come in several forms and can be either official or
informal. Since they indicate both the student's learning outcome (what they have
learned) and preferred learning method (how they learn best), they aid in our
analysis of the learner's performance, both quantitatively and qualitatively.
5. The Philippine Reading Inventory Assessment Tool is intended to be used as

a classroom-based assessment tool to gauge and analyze learners’ reading
abilities. Classroom teachers can create and deliver effective reading instruction
for their students with the use of the assessment's information. The inclusionaiy

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ideas that emphasize the need for learner-centered, flexible, relevant curricula
and culturally aware education are embraced by this diagnostic method to explain
how children read. School administrators will be able to develop more effective
school reading programs or activities with the assistance of the data from the Phil-
IRI assessment.
6. Informal reading inventories are made to give teachers more information

about a student's reading proficiency in relation to a particular passage so that
they can tailor the lesson to their needs (Rutlledge,1998). The underlying premise
is that a learner's approximate literacy abilities are best demonstrated by how well
he or she performs in real reading and writing activities. This contrasts with
formal reading assessments, which are standardized and frequently given with the
intention of comparing a student's performance to that of other students (Weaver,
2014).
7. The Functional Literacy Assessment Tool (FLAT) by World Vision assesses

the highest level of reading that can perform comfortably. This is used to
measure the child’s well-being target on functional literacy with children nearing
the end of primary school, Grade 6 or equivalent. The data from this reading
assessment is required during the conduct of regular Performance
Implementation Review and Performance Assessment (PIRPA) from school to
regional levels.
8. The Comprehensive Rapid Literacy Assessment is an assessment used for

Grades 1 to 3 to identify learners’ reading profiles. The result of this assessment
tool is used to design appropriate reading instruction.
II. SCOPE
9. Guidelines for administering the reading assessment tools are provided in

this division memorandum, provides the guidelines for the administration of the
reading assessment tools. These tools are administered to Grades 1 to 10
learners in the public schools in the Schools Division Office of Camarines Sur. It
defines the responsibilities of the different levels of governance pertaining to the
dissemination and utilization of the said tools.
III. DEFINITION OF TERMS
10. For these guidelines, the following terms are operationally defined as follows:

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a. Phil-IRI - refers to the revised assessment tool composed of a set of

graded passages administered to the whole class and to individual
learners, which was designed to determine a learner’s reading level.
b. Phil-IRI Group Screening Test (GST) - is a 20-item group -
administered reading comprehension test for each grade level covering
Grades 3 to 6 in Filipino and Grades 4 to 6 in English. The objective of
the GST is to identify the learners who need further testing.
c. Phil-IRI Graded Passages refer to informal assessment tools used to
record individual learners’ performance in oral reading. Silent reading,
and listening comprehension. There are four sets (Sea A, B, C, and D)
of passages for both Filipino and English spanning Kindergarten to
Grade 7 level which can be used for both pre-testing and post-testing.
• The Phil-IRI Oral Reading Test is administered in order to (a)

identify the learner’s miscues in oral reading; (b) record the
number of words that a learner reads per minute; and (c) find
out how well a learner understands the passage read.
• The Phil-IRI Listening Comprehension is administered when

the learner is identified as a nonreader. The purpose is to find
out how well a student understands the selection which will be
read by the test administrator/teacher. Then the test
administrator reads the multiple-choice question and the learner
answers them orally.
• The Phil-IRI Silent Reading Test may be administered after the

Oral reading Test is conducted to further check the learners’
comprehension skills.
d. Phil-IRI Testing Kit is a set of materials composed of (a) the Manual of

Administration; (b) Group Screening Test for English and Filipino; (c)
Graded Passages with Comprehension Questions for English and
Filipino; and (d) Phil-IRI Forms.
e. Functional Literacy Assessment Tool (FLAT) is an assessment tool

used to measure the highest level of reading children can perform
comfortably. A child is considered “functional” if the child can read
through the story or local material and answer at least two fact retrieval
questions them. The highest functional literacy is reading and
comprehension of the local material.

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f. Comprehensive Rapid Literacy Assessment (CRLA) - is an

assessment conducted at the beginning and end of the school year to
Grades 1 to 3 learners in order to determine learners’ reading profiles.
• Beginning of School Year CRLA (BoSY CRLA) is conducted at

the beginning of the school year. Learners reading profiles are
Full Refresher, Moderate Refresher, Light Refresher, and Grade
Ready.
• End of School Year CRLA (EoSY CRLA) is conducted at the end
of the school year. Learners reading profiles are Full
Intervention, Moderate Intervention, Light Intervention, and
Grade Ready
• Full Refresher/Intervention - a Grade 1 learner who needs
phonological awareness and letter sound instruction; a Grade 2
learner who needs direct instruction with a Grade 1 phonics
pattern; or a Grade 3 learner who needs direct instruction with a
Grade 2 phonics pattern.
• Moderate Refresher/Intervention - a Grade 1 learner who
needs direct instruction with letter sounds; a Grade 2 learner
who needs practice with Grade 1 phonics patterns; or a Grade 3
learner who needs practice with Grade 2 phonics patterns.
• Light Refresher/Intervention - a Grade 1 learner who needs
practice with letter sounds; a Grade 2 learner who needs practice
with Grade 1 texts to improve accuracy; or a Grade 3 learner
who needs practice with Grade 2 texts to improve accuracy.
• Grade Ready - a Grade 1 learner who demonstrates reading
ability aligned with the end of Kindergarten standards; a Grade 2
learner who demonstrates reading ability with the end of Grade 1
standards; or a Grade 2 learner who demonstrates reading
ability with the end of Grade 3 standards.
IV. POLICY STATEMENT
11. These instructions lay out the standardized methods for using the reading
assessment tools mentioned in this memorandum. This procedure, when applied
and strictly followed, should ensure that:
a. a research-based method of classroom education can be adopted by

teachers and school administrators

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b. instruction in literacy is learner-centered and sensitive to the needs

and strengths of each learner as well as the group of learners as a
whole; and
c. it supports DepEd Order No. 8, s. 2015 “Policy Guidelines on

Classroom Assessment for the K to 12 Basic Education Program”.
V. PROCEDURE OF ADMINISTRATION
12. The Curriculum Implementation Division (CID) is responsible for uploading

the Phil-IRI and FLAT materials before SY 2022-2023 ends. These can be
downloaded by the Public Schools District Supervisor, School Head In-charge in
Reading, and the Secondary School Reading Coordinators. They are responsible
for equipping all the teachers with these materials. To ensure that teachers have
the complete set of materials, the schools are advised to use the MOOE funds for
reproduction and distribution. It is necessary that the division and district shall
conduct orientation training for teachers on the proper administration of the Phil-
IRI and FLAT which shall be part of the RAISE CAMSUR LN-Catch Them Early
Program and Catch-Up Program.
13. In the implementation of the RAISE CAMSUR LN, the process of the conduct
of the Phil-IRI shall be contextualized. Phil-IRI Set A shall be used to diagnose the
reading performance of the incoming Grades 3 to 10 learners during the
enrolment. Its purpose is to help the school in grouping the learners and in
designing their reading program. Phil-IRI Set B and Set Materials shall be used in
the second quarter and third quarters of the school year respectively while Phil-
IRI Set D shall be used as the Post Test a month before the school year ends.
14. The graded passages are not to be used as reading passages for practice
reading because it is an assessment tool for reading. The District LRCP Core
Team shall organize a Reading Validation Team to conduct a validation
assessment of all Grades 1 to 10 learners using another tool to be provided by the
Division LRCP Core Team.
15. The Secondary School’s Reading Core Team shall conduct a validation
assessment of all incoming Grade 7 two weeks before the end of the school year to
help them design their Summer Reading Class in bridging the learners to Grade
7’s content reading abilities.
16. How to conduct the Phil-IRI

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STEP 1. Secure a complete set of the Phil-IRI Testing Kit such as:
a. Phil-IRI Graded Passages for one-on-one administration - teacher’s copy
and learner’s copy
b. Phil-IRI Form 3A: Markahang Papel ng Panggradong Lebel n Teksto/Phil-
IRI Form 3B: Grade Level Passage Rating Sheet
c. Phil-IRI Form 4; Talaan ng Indibidwal na Pagbabasa/Individual Summary
Record (ISR)
d. Timer
e. Pen
f. Recording Device
STEP 2. Set up the testing area. Secure an area conducive to testing (i.e.
well-ventilated, well-lit, and free from distractions). Make sure the testing kit
is complete. Layout the necessary materials (e.g. graded passages, score
sheets).
STEP 3. Assess Performance.

a. Orient the test-taker, establish rapport, and get the appropriate Phil-IRI
Graded Passage Set.
To illustrate, Ana is an incoming Grade 4 learner at the beginning of the
school year. The test administrator will give her Phil-IRI Oral Graded
Passages Set A.
b. Ask the motivation and motive questions. The teacher will have an idea
about the prior knowledge of the child on the topic s/he will read based
on the response to the motivation question. The response to the motive
question indicates the child’s ability to make predictions. The test
administrator may or may not record the child’s responses.
c. Let the child read the selection. While the child is reading, the test
administrator shall take note of the miscues committed by the child on
Phil-IRI Form 3A: Markahang Papel ng Panggradong Lebel na
Teksto/Phil-IRI Form 3B: Grade Level Passage Rating Sheet. If the child
reads the words incorrectly but then self-corrected himself/herself, the
child gets a point. He/She also should take note of the behavior of the
children while reading. It is required that the test administrator record
the child’s reading performance discretely. This means that the recording
should not be known to anyone else. This recording will aid the test
administrator to validate the miscues recorded on the Phil-IRI Form
3A/3B. One miscue is equivalent to one point.
d. After the child has read the selection, the test administrator asks the
child to answer the questions orally. Record the child’s answer. Repeat
the process until all questions are answered. Mark the item with an X if

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the child’s answer is wrong or if the response is “I don’t know”. If the

child asks to go back to the selection to look for the answer, s/he may do
so. If the child is then able to answer correctly, mark the item on the
scoring sheet as correct and write LB (Looked Back).
e. Compute the scores in Word Recognition (WR) and Comprehension(C) to
identify the child’s reading level. If the child’s reading level is Frustration
or Instructional Level, do sub-step f. If it is Independent Level do sub
step g. The formula are as follows and its interpretation:
Number of Words in the Passage - Number of Miscues

WR = --------------------------------------------------------------------------X 100
Number of Words in the Passage
Number of Correct Response

C= -------------------------------- - --------- X 100
Number of Items
Table 1. Phil-IRI Oral Reading Profile

Oral Reading Word Recognition Comprehension
Level Score (in %) Score (in %)
Independent 97-100% 80-100%
Instructional 90-96% 59-79%
Frustration 89% and below 58% and below
Table 2. Learner’s Reading Profile per Passage

Word Reading Reading Reading Profile
Comprehension Per Passage
Independent Independent Independent
Independent Instructional Instructional
Independent Frustration Frustration
Instructional Independent Instructional
Instructional Instructional Instructional
Instructional Frustration Frustration
Frustration Independent Frustration
Frustration Instructional Frustration
Frustration Frustration Frustration
f. If the child’s reading level is Frustration or Instructional Level, the test

administrator shall give the child another passage in the same set one
grade lower than his/her Grade Level. The test administrator shall not
stop until he/she found the independency level of the child.

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To illustrate, Ana’s word recognition is frustration and her

comprehension is instructional, Ana’s reading level in Grade 4 is
Frustration. In this case, the test administrator shall give Ana Grade 3
Set A. Ana’s reading level in Grade 3 is Frustration. The test
administrator will give Ana Grade 2 Set A. Ana’s reading level in Grade 2
is Independent Level so therefore Ana will no longer be given additional
assessment.
g. If the reading level of the child is independent level, the child will be given
a Silent Reading Passage Test in the Grade Level. This is to further
describe the kind of text that a child can do independently. This helps in
identifying the kind of text that can be used for classroom
activities/seatwork. The child’s reading level will also be recorded in the
Phil-IRI Class Record.
To illustrate, if Ana’s reading level in word recognition is independent and
her comprehension is also independent, the test administrator will give
Ana a Grade 4 Silent Reading Passage Text. Then the assessment stops
here.
h. If the child is a non-reader, the test administrator will conduct a Listening
Comprehension Test. The test administrator reads the text to the child
and asks questions about the text listened to. The purpose of this is to
describe their ability to comprehend texts when the decoding task is not
included.
STEP 4. Report Results

a. Fill out all required learner information and test details in Form 3A/3B.
b. Form 4 - Use separate forms for the English and Filipino-administered
Phil-IRI. Fill out the required learner information and test details.
c. The results of the Phil-IRI are analyzed quantitatively and qualitatively.
Quantitative analysis involves summing up the number of miscues
observed; recording the number of minutes it took the learner to read the
passage; and getting the number of correctly answered comprehension
questions about the passage. The combined results of the word
recognition and the answers to comprehension questions will give the
reading level of the learner per passage (refer to Table 2) whether the
child is independent, instructional, or frustration level. The formula
below is used to determine the reading speed of the learner.
Number of Words Read
Reading Speed = ................ .......... .. X 60
Reading Time in Seconds
(No. of Seconds Consumed in Reading the Passage

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The qualitative analysis consists of analyzing what types of miscues are

made and describing the learner’s behavior while reading. Likewise,
while the teacher administers the oral reading test, s/he assesses
whether the reading material matches the learner’s reading performance.
The teacher may give the child reading material with a lower readability
level if s/he detects that the grade-level reading material is too difficult
for the child.
d. The test administrator shall prepare a report to the School Reading
Coordinator. The School Reading Coordinator in turn submits the
school’s report to the Public Schools District Supervisor. The Public
Schools District Supervisor shall also submit the district report to the
Division Literacy Coordinator.
e. The school head shall attach the Phil-IRI Post Assessment Result in the
Graduation Project Proposal upon submission to the Curriculum
Implementation Division (CID) in seeking approval for the proposal. This
shall be done this SY 2022-2024 and thereafter.
STEP 8. Using the Result

Results of the Beginning Phil-IRI Assessment Result shall be the basis of the
Reading Program of the school. The quarterly Phil-IRI Assessment shall be
the basis of adjustment of the school reading program. The Post Phil-IRI
Assessment Result shall be the basis of the school for referral of additional
intervention to the learners needing it.
17. How to conduct the Comprehensive Rapid Literacy Assessment (CRLA)

This is an assessment given to Grades 1 to 3 learners.
STEP 1. Prepare for the BoSY/EoSY CRLA

a. Study/Review the administration procedure using the Administration
Guide.
b. Print the materials needed for the assessment such as Administration
Guide, Learner Sheet, Scoresheet, and Class Record Sheet.
c. Designate a quiet and well-lit space for assessment.
STEP 2. Administer the BoSY/EoSY CRLA

a. Ensure that the test administrator has the following during the
assessment:
• Pencil and eraser
• Drinking water
• Learner Sheet

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• Administration Guide
• Testing Tool
b. Establish rapport with the child by talking to them in the language they
are comfortable with.
c. Administer Task 1 depending on the language being tested
d. Count and write down the total for Task 1 to determine the child’s Task
2.
e. Conduct Task 2.
Important Reminders:
If you notice the child feeling anxious, remind them one or more of the
following:
If the child seems stuck but is unable to tell so, ask if he /she wants to
try the next item. For example: Do you want to try the next one?
Okay, let us do that.
If the child is in distress, stop the assessment. Try again on another
day when the child is feeling more motivated and confident.
STEP 2. Add the Task 1 and Task 2 scores
STEP 3. Encode the results of the BoSY/EoSY CRLA in the Excel file.
STEP 4. Submit reports to the persons in charge.
18. How to conduct FLAT
STEP 1. The test administrator shows the first card with the paragraphs and
story. Let the child choose which of the paragraph and story would he/she
like to read aloud.
STEP 2. LETTERS. Ask the child to read any 5 letters from the letters list.
Let the child choose the letters. If he or she does not choose, then point out
letters. If the child was able to read at least 4 out of 5 letters with ease, do
sub-step b. If not, stop the assessment and mark the child at “Nothing
Level”.
STEP 3. WORDS. Ask the child to read any 5 words from the word list. Let
the child choose the words. If he or she does not choose, then point out 5
words to read. If the child was able to read 4 out of 5 words do sub-step c. If
the child reads less than 4 words, ask the child to read again the words. If
he or she can read 4 out of 5 letters but cannot comfortably read words,
____ then, mark the child at “Letter Level”. Stop the assessment.
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STEP 4. PARAGRAPH. Ask the child to read either of the two paragraphs
aloud. Let the child choose the paragraph. If the child does not choose,
point to one paragraph to read. Ask the child to read it. Listen carefully to
how he or she reads. Mark the mistakes with a slash on the individual
recording sheet. If the child reads a word incorrectly but then self-corrects,
circle the slashed word, so it is counted as correct. If the child achieved the
paragraph level, do sub-step d. If not, ask the child to read again the
paragraph. If he or she can correctly and comfortably tread words but still
struggling with the paragraph, then mark the child at “Word Level”. Stop the
assessment.
STEP 5. STORY. Ask the child to read the story aloud. While the child
reads, mark the mistakes with a slash on the individual recording sheet. If
the child reads a word incorrectly but then self-corrects, circle the slashed
word, so it is counted as correct. If the child was able to read the story with
not more than 3 mistakes, do sub-step e. If the child reads with more than
3 mistakes, ask the child to read again the stoiy. But if the child commits
more than 3 mistakes in reading the story, mark the child at “Paragraph
Level”.
STEP 6. STORY COMPREHENSION. Read the questions out loud to the

child and then let the child answer out loud. If the child can answer 2
comprehension questions do sub-step f. If the child cannot answer at least 2
comprehension questions, mark the child at “Story Reading Level”. Then,
stop the assessment.
STEP 7. LOCAL MATERIAL. Ask the child to read local material aloud.
Then read the questions out loud to the child and then let the child answer
aloud. If the child can read the text without more than 3 mistakes and
correctly answer at least 2 questions about it mark the child at “Local
Material Level”. If the child cannot read the text with more than 3 mistakes
or answer at least 2 questions, mark the child at “Story Comprehension
Level”.
Children who reach Stoiy Comprehension Level or Local Material Level

are counted as functionally literate for the Target based on the standard
set by World Vision. Table 4 shows the FLAT Rating Scale

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Table 4. FLAT Rating Scale

LEVEL DESCRIPTION
Can read nothing or at “Nothing Can recognize fewer than 4
0
Level” out of 5 letters
Can read letters or at “Letter Can recognize 4 out of 5
1
Level” letters
Can read common words or at
2 Can recognize 4 out of 5 words
“Word Level”
Can read the words in the
Can read a paragraph of 4 simple
3 paragraph with no more than
sentences or at “Paragraph Level”
3 mistakes
Can read the words in the
Can read a story or at “Story
4 story with no more than 3
Reading Level”
mistakes
Can read and understand a story Can read the text with no
or at “Story Comprehension Level” more than 3 mistakes and
5
and is considered as functionally answered 2 out of 3 questions
literate
Can read and understand local Can read the text with no
material or at the “Local Material more than 3 mistakes and
6
Level” and is considered as answered 2 out 3 questions
functionally literate
STEP 8. Reporting the results. Prepare monthly reading reports and

submit such to the school reading coordinator. The School Reading
Coordinator shall report the status of the reading status of the learner by
grade level to the school principal.
19. Table 5 shows the schedule of activities in relation to the administration of

the reading assessment tools this school year 2022-2023 and thereafter.
Table 5. Schedule of Activities

TIME ACTIVITIES
A week before the Orientation-training to the PSDS, School Head In
opening of classes charge
Individualized Phil-IRI Assessment Set A
Enrolment Period (Pre
(Diagnostic Test Result shall be the basis of the
test)
School’s Reading Program)
Conduct the BoSY CRLA to all Grades 1 to 3
BoSY CRLA as per
Learners on the scheduled date stated in the
schedule
Memorandum

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TIME ACTIVITIES
A week after the Submission of the BoSY CRLA to the link stated in the
conduct of the BoSY Memorandum
CRLA
Submission of the Individualized Phil-IRI Assessment
A month after the
Set A (Diagnostic Test Result shall be the basis of the
opening of classes
School’s Reading Program)
Every month during Functional Literacy Assessment Tool - progress
the school year monitoring tool
Second Periodical
Individualized Phil-IRI Assessment Set B
Test
A month after the
Submission of the Phil-IRI Assessment Set B Result
second periodical test
Third Periodical Test Individualized Phil-IRI Assessment Set C
A month after the
Submission of the Phil-IRI Assessment Set C Result
third periodical test
2 weeks before the
scheduled 4th Individualized Phil-IRI Assessment Set D for Grades 6
Quarterly and Grades 10 8s 12
Examination
Post Test (4th Individualized Phil-IRI Assessment Set D for Grades 4
Periodical Test) - 5 and Grades 7-9 & 11
Two weeks before the Submission of the Graduation Proposal attached with
submission of the the Post Phil-IRI Assessment Result of the Graduating
Graduation Proposal Class
A month after the
Submission of the Phil-IRI Assessment Set D Result
fourth periodical test
For this school Year 2022-2023, the Post Assessment shall be conducted on
June 23 - 30, 2023. The report shall be submitted on July 15, 2023. There
will also be a re-orientation of how the Phil-IRI Post Assessment shall be
conducted on June 27, 2023. This re-orientation shall be attended by the
Elementary and Secondary Public Schools District Supervisors at a venue to
be announced later.
The Phil-IRI Manual, CRLA Tools, FLAT Tools and report templates can be
accessed at
https: / /drive.google.com/drive/folders/ lsVXQ4VOsrcIHz6BI3mTvoOAMW8e
Qlhlh?usp=drive link.

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Reports on reading assessment shall be uploaded to the following links:

FLAT
https: / /drive.google.com/drive/folders/ lEBf8hGGwUKliwBtqKVw5GHK6K5
ESX6aZ?usp=drive link
Phil-IRI
https://drive.google.com/drive/folders/ 116ZW5KH 9eOGCk9AbqaxutNZSc9
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VI. Reading Assessment: Roles and Responsibilities

20. To ensure the efficient conduct of the reading assessment, the following roles
and responsibilities should be enforced:
Curriculum Implementation Division:

a. Create a reading validation team;
b. Ensure strict compliance of public elementary and secondary schools in
the implementation of the reading assessment through the conduct of
training-workshop and orientation;
c. The CID Chief shall make sure that the Education Program Supervisors’
and Public Schools District Supervisors’ supervisory schedules and
technical assistance focused on the implementation of the reading
assessment;
d. Provide technical assistance and other forms of support to schools for
effective program delivery;
e. Enhance teachers, school heads, and supervisors’ attitudes, skills, and
knowledge on reading assessment through Professional Development of
Teachers, School Heads, and Supervisors on assessment and Monitoring
and Evaluation;
f. Close monitor and evaluate the reading assessment; and
g. Gather, analyze, and interpret the district’s pre-test, quarterly
assessment, and post-test results to determine learners’ progress.
Public Schools District Supervisor

a. Create a reading validation team;
b. Ensure the supervisory schedules and technical assistance are focused
on the implementation of the reading assessment;
c. Provide technical assistance and other forms of support to schools for
effective program delivery;
______ d. Orient school heads in the conduct of the reading assessment;
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e. Closely monitor and evaluate the conduct of the reading assessment;

f. Gather, analyze, and interpret the school’s pre-test, quarterly
assessment, and post-assessment results to determine learner’s progress;
and
g. Submit reading assessment results to the Division Literacy and Mother
Tongue Coordinator.
School Head
a. Orient Grades 1 to 10 teachers on how to conduct reading assessments
and the tools to be used;
b. Monitor the conduct of the pre-test, quarterly, and post-test reading to
the learners;
c. Coordinate with the PSDS/EPS In-charge for support and technical
assistance, if needed;
d. Gather, analyze, and interpret assessment results to determine the
progress of the learners; and
e. Submit reading assessment results to the Public Schools District
Supervisor.
Teachers
a. Assess the learner’s reading performance in the pre-test, monthly,
quarterly, and post-test;
b. Record the types of miscues committed by the learners and their behavior
while reading; and
c. Compile reading records of learners for ready - reference of monitors and
validators.
VII. MONITORING AND EVALUATION

21. To ensure effectiveness in the implementation of the reading assessment, the
Schools Division Office of Camarines Sur through the Curriculum
Implementation Division (CID) with the full involvement of Public Schools
District Supervisors (PSDSs), Education Program Supervisors (EPSs) and
Education Program Specialists of the Alternative Learning System (EPSs-
ALS) is expected to:
a. conduct close monitoring as well as provide technical assistance;
b. gather feedback as the basis for planning, adjustment, and improvement
of the process of the reading assessment;
c. validate the submitted reading reports by the school heads prior to its
submission to the division office; and
d. submit data-based progress and terminal reports.
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22. This Division Policy shall take effect immediately upon issuance.
IX. REPEALING CLAUSE

23. All division issuances, instructions, rules, regulations, or parts thereof
which are consistent with this Division Policy are hereby deemed repealed
or modified.
X. REFERENCES
• DepEd Order No. 14, s. 2018, Policy Guidelines on the Administration of the
Revised Philippine Informal Reading Inventory
• Regional Memorandum No. 020, s. 2023, Utilization of Functional Literacy
Assessment Tool (FLAT) for Functional Literacy Assessment
• DepEd Order No. 34, s. 2022, Calendar of Activities for School Year 2022-
2023

Email: deped. camsur@deped.gov.ph
Website: www.dcpedcarnsur.com

Division Memo No. 218 S. 2023

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Division Memo No. 218 S. 2023

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June 19, 2023

GUIDELINES ON THE IMPLEMENTATION OF READING ASSESSMENT

TO: Assistant Schools Division Superintendents

1. In line with the implementation of the Learning Recovery and Continuity

2. To ensure the continuous development of learners on theirbasic skills thus

3. The Schools Division Office of Camarines Sur directs all 45 districts to

4. For information, guidance, and immediate dissemination.

NORMA B. SAMANTELA, CESO VI

Address: Freedom Sports Complex, San Jose, Pili, Camarines Sur

GUIDELINES ON THE IMPLEMENTATION OF READING ASSESSMENT

2. An essential and crucial component of instruction is administering various

3. The vital question, "Are my students learning?" is answered via assessments,

5. The Philippine Reading Inventory Assessment Tool is intended to be used as

Address: Freedom Sports Complex, San Jose, Pili, Camarines Sur

6. Informal reading inventories are made to give teachers more information

7. The Functional Literacy Assessment Tool (FLAT) by World Vision assesses

8. The Comprehensive Rapid Literacy Assessment is an assessment used for

9. Guidelines for administering the reading assessment tools are provided in

III. DEFINITION OF TERMS

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a. Phil-IRI - refers to the revised assessment tool composed of a set of

• The Phil-IRI Oral Reading Test is administered in order to (a)

• The Phil-IRI Listening Comprehension is administered when

• The Phil-IRI Silent Reading Test may be administered after the

d. Phil-IRI Testing Kit is a set of materials composed of (a) the Manual of

e. Functional Literacy Assessment Tool (FLAT) is an assessment tool

Address: Freedom Sports Complex, San Jose, Pili, Camarines Sur

f. Comprehensive Rapid Literacy Assessment (CRLA) - is an

• Beginning of School Year CRLA (BoSY CRLA) is conducted at

IV. POLICY STATEMENT

a. a research-based method of classroom education can be adopted by

Address: Freedom Sports Complex, San Jose, Pili, Camarines Sur

b. instruction in literacy is learner-centered and sensitive to the needs

c. it supports DepEd Order No. 8, s. 2015 “Policy Guidelines on

12. The Curriculum Implementation Division (CID) is responsible for uploading

16. How to conduct the Phil-IRI

Address: Freedom Sports Complex, San Jose, Pili, Camarines Sur

STEP 3. Assess Performance.

Address: Freedom Sports Complex, San Jose, Pili, Camarines Sur

the child’s answer is wrong or if the response is “I don’t know”. If the

Number of Words in the Passage - Number of Miscues

Number of Correct Response

Table 1. Phil-IRI Oral Reading Profile

Table 2. Learner’s Reading Profile per Passage

f. If the child’s reading level is Frustration or Instructional Level, the test

Address: Freedom Sports Complex, San Jose, Pili, Camarines Sur

To illustrate, Ana’s word recognition is frustration and her

STEP 4. Report Results

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The qualitative analysis consists of analyzing what types of miscues are

STEP 8. Using the Result

17. How to conduct the Comprehensive Rapid Literacy Assessment (CRLA)

STEP 1. Prepare for the BoSY/EoSY CRLA

STEP 2. Administer the BoSY/EoSY CRLA

Address: Freedom Sports Complex, San Jose, Pili, Camarines Sur

STEP 2. Add the Task 1 and Task 2 scores

STEP 4. Submit reports to the persons in charge.

18. How to conduct FLAT

STEP 6. STORY COMPREHENSION. Read the questions out loud to the

Children who reach Stoiy Comprehension Level or Local Material Level

Address: Freedom Sports Complex, San Jose, Pili, Camarines Sur

Table 4. FLAT Rating Scale