DO No. 73 Series of 2012
31 Series of 2020
Philosophy Assessment shall be used
primarily as a quality assurance
tool to track student progress in
the attainment of standards,
promote self-reflection and
personal accountability for
one's learning, and provide a
basis for the profiling of
student performance.
DO No. 8 Series of 2015
Comments/Remarks
Theoretical Classroom Assessment is a joint
Basis process that involves both teachers
and learners. It is an integral part of
teaching and learning. Teachers
provide appropriate assessment when
they aim to holistically measure
learners’ current and developing
abilities while enabling them to take
responsibility in the process. This view
recognizes the diversity of learners
inside the classroom, the need for
multiple ways of measuring their
varying abilities and learning
potentials, and the role of learners as
co-participants in the assessment
process.
At the heart of this assessment
framework is the recognition and
deliberate consideration of the
learners’ zone of proximal
development (Vygotsky, 1978).
Appropriate assessment is committed
to ensure learners’ success in moving
from guided to independent display of
knowledge, understanding, and skills,
and to enable them to transfer this
successfully in future situations. From
this point of view, assessment
facilitates the development of
learners’ higher-order thinking and
21st-century skills.
This view of assessment, therefore,
acknowledges the unity of instruction
and assessment. Assessment is part of
day-to-day lessons and extends the
day-to-day classroom activities that
are already in place in the K to 12
DO No.
Rationale/Theoretical 1. The continuing threat of COVID-
Basis 19 in the country and the world
brings about unprecedented
challenges to basic education. As
schools prepare for SY 2020-2021,
teachers and parents must adapt
to alternative learning modalities
to ensure that learners achieve
essential curricular goals. This will
require creative and innovative
ways of designing optimal
learning experiences and
assessing learning progress
effectively under adverse
circumstances.
2. As stated in DepEd Order (DO) No.
8, s 2015, the Policy Guidelines in
Classroom Assessment for the K
to 12 Basic Education Program,
assessment should be used to
inform and improve classroom
practices and promote learning
outcomes. However, in distance
or blended learning
environments, it is necessary to
utilize alternative tools and
strategies for assessing and
supporting learning, while
avoiding creating undue pressure
on the teachers, learners and
their families.
The exam is utilized inside
the DO No. 73 Series of 2012
to monitor student
development, encourage
introspection, and profile
performance. The classroom
evaluation is a crucial
component of teaching and
learning in the DO No. 8
Series of 2015 with the goal
of assessing learners'
capacities and empowering
them to assume
responsibility. To guarantee
that students accomplish
crucial course objectives,
teachers and parents must
adapt to COVID-19 inside the
DO No. 31 Series of 2020.
In order to ensure student
learning, assessments should
center on quality. To ensure
that students meet or
exceed standards, teachers
should implement in-class
assessment techniques that
are in line with curriculum
standards. While avoiding
placing excessive pressure
on teachers, students, and
families, assessment should
be utilized to guide and
enhance classroom
procedures and support

Nature and Assessment shall be holistic,
Purpose of with emphasis on the formative
Assessment or developmental purpose of
quality assuring student
learning.
curriculums.
What is Classroom Assessment is an ongoing
Classroom process of identifying, gathering,
Assessment? organizing, and interpreting
quantitative and qualitative
information about what learners know
and can do.
Teachers should employ classroom
assessment methods that are
consistent with curriculum standards.
It is important for teachers to always
inform learners about the objectives of
the lesson so that the latter will aim to
meet or even exceed the standards.
The teacher provides immediate
feedback to students about their
learning progress. Classroom
assessment also measures the
achievement of competencies by the
learners.
Formative assessment may be seen as
assessment for learning so teachers
can make adjustments in their
instruction. It is also assessment as
learning wherein students reflect on
their progress. According to the
UNESCO Program on Teaching and
Learning for a Sustainable Future
(UNESCO-TLSF), formative assessment
refers to the ongoing forms of
assessment that are closely linked to
the learning process. It is
characteristically informal and is
intended to help students identify
strengths and weaknesses in order to
learn from the assessment experience.
Summative assessment, on the other
hand, may be seen as assessment of
Scope 3. This DepEd Order provides for the
Interim Policy Guidelines for
Assessment and Grading in light
of the Basic Education Learning
Continuity Plan (BE-LCP) that will
be implemented by public
elementary and secondary
schools nationwide this SY 2020-
2021.
4. 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 these
interim policy guidelines as well.
Private schools and institutions
are permitted to modify these
policy guidelines according to
their Philosophy, Vision, and
Mission, with the approval of
their respective DepEd Regional
Office.
learning outcomes.
The foundation for ensuring
the quality of learning
through formative
assessments, summative
assessments, and grading at
the conclusion of instruction
are learning outcomes. They
consist of information (15%),
procedures or abilities (25%),
comprehensions (30%), and
outcomes and performances
(30%). The purpose of
assessment in the classroom
is to support students in
meeting the learning
requirements. These
standards cover learning
competencies, performance
criteria, and content
standards. While
performance standards
outline the competencies
that students should be able
to perform, content
standards define and
determine the important
knowledge and concepts
that should be learned. The
information, understanding,
abilities, and attitudes that
students must exhibit in
each lesson and/or learning
activity are referred to as
learning competencies. The

Levels of The attainment of learning
Assessment outcomes as defined in the
standards shall be the basis for
the quality assurance of
learning using formative
assessments. They shall also be
the focus of the summative
assessments and shall be the
basis for grading at the end of
instruction. The learning
outcomes defined by level:
Knowledge (15%) – the
substantive content of the
curriculum, the facts and
informative that the student
acquires
Process or skills (25%) – skills or
cognitive operations that the
student performs on facts and
information for the purpose of
constructing meanings and
understandings
Understanding (s) (30%) –
enduring big ideas, principles
and generalizations inherent to
learning, which occurs at the end of a
particular unit. This form of
assessment usually occurs toward the
end of a period of learning in order to
describe the standard reached by the
learner. Often, this takes place in order
for appropriate decisions about future
learning or job suitability to be made.
Judgments derived from summative
assessment are usually for the benefit
of people other than the learner
(UNESCO-TLSF).
What is Assessment in the classroom is aimed
assessed in at helping students perform well in
the relation to the learning standards.
classroom? Learning standards comprise content
standards, performance standards,
and learning competencies that are
outlined in the curriculum.
A. Content Standards identify
and 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?”.
B. 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
Definition of Terms 5. For the purposes of this policy,
the following terms are defined as
follows:
a. Classroom Assessment is an
ongoing process of
identifying, gathering,
organizing, and interpreting
quantitative and qualitative
information about what
learners know and can do.
b. 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.
Summative Assessment is an
progression of concept
development in the
curriculum is reflected.
Tools for various levels of
assessment are used to
evaluate student
achievement, including
quizzes, participation,
projects, routine exams, and
assignments. Questions
about what students know,
how they articulate it or
provide evidence of it, and
what they can accomplish
with it should all be
addressed in the knowledge
assessment. The highest
level of assessment focuses
on the outcomes or
performances that students
are expected to accomplish
through authentic
performance tasks, whereas
the next level focuses on the
meaning or understandings
that students come to or
develop. Learners are
assessed in the classroom
through various processes
and measures appropriate to
and congruent with learning
competencies defined in the
K to 12 curriculums. Learners
can be evaluated either
individually or
the discipline, which may be
assessed using the facets of
understanding or other
indicators of understanding
which may be specific to the
discipline
Products and performances
(30%) – real-life application of
understanding as evidenced by
the student’s performance of
authentic tasks
C. Learning Competencies refer
D. Concept Development
knowledge, understanding,
and skills is expressed through
creation, innovation, and
adding value to products/
performance during
independent work or in
collaboration with others.
Performance standards answer
the following questions:
a. “What can learners do
with what they
know?”
b. “How well must
learners do their
work?”
c. “How well do learners
use their learning or
understanding in
different situations?”
d. “How do learners
apply their learning or
understanding in real-
life contexts?”
e. “What tools and
measures should
learners use to
demonstrate what
they know?”
to the knowledge,
understanding, skills, and
attitudes that students need
to demonstrate in every lesson
and/or learning activity.
The learning standards in the
curriculum reflect
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
be used to report the
learner’s achievement.
c. 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).
collaboratively. Individual
formative assessment allows
the learner to demonstrate
what they have learned or
mastered on their own
through activities such as
check-up quizzes, written
exercises, performances,
models, and even electronic
presentations. Through
discussions, role playing,
games, and other group
activities, students can
support each other's
learning through
collaborative formative
assessment (peer
assessment). Formative
assessment is integrated
throughout the lesson, with
three sections: before the
lesson, during the lesson,
and after the lesson. The
Department of Education is
dedicated to ensuring
educational continuity in
times of crisis while also
ensuring the health, safety,
and well-being of all
students, teachers, and
personnel. To achieve this,
assessment should be
holistic and authentic,
formative assessment should
take priority, feedback
should be shared, and

Use of The assessment of student
Multiple performance does not specify
Measures such factors as quizzes,
participation, projects,
periodical tests, and
homework, but considers these
as tools or measures for the
different levels of assessment.
The following are some of the
tools for the different levels of
assessment:
1. The assessment at the
knowledge level should
answer the questions:
WHat do we want
students to know? How
do we want them to
express or provide
evidence of what they
know?
progressions of concept
development. The Cognitive
Process Dimensions adapted
from Anderson & Krathwohl
(2001) may be a good to
operationalize these
progressions. It provides a
scheme for classifying
educational goals, objectives,
and standards. It also defines a
broad range of cognitive
processes from basic to
complex, as follows:
Remembering, Applying,
Analyzing, Evaluating, and
Creating.
How are Learners are assessed in the classroom
learners through various processes and
assessed in measures appropriate to and
the congruent with learning competencies
classroom? defined in the K to 12 curriculums.
Some of these processes and
measures may be used for both
formative and summative assessment,
which have different goals. Learners
may be assessed individually or
collaboratively.
Individual and Collaborative
Formative Assessment
Individual formative assessment
enables the learner to demonstrate
independently what has been learned
or mastered through a range of
activities such as check-up quizzes,
written exercises, performances,
models, and even electronic
presentations.
Collaborative formative assessment
Policy Statement 6. The DepEd is committed to
ensure educational continuity in
times of crisis while looking after
the health, safety, and well-being
of all its learners, teachers, and
personnel. Schools must adopt
assessment and grading practices
that can most meaningfully
support student development and
respond to varied contexts at this
time.
7. This policy is grounded on the
following principles:
a. Assessment should be holistic
and authentic in capturing the
attainment of most essential
learning competencies;
b. Assessment is integral for
understanding student
learning and development;
assessment and grading
should have a positive
impact on learning.
Students must learn from
assessment results in order
to improve further and plan
to address any learning
deficiencies. The steps in
calculating the Final Grades
are the most important
details. All student work
grades are added up to
calculate the total score for
each component, which is
then converted to a
Percentage Score. The
Percentage Score is then
multiplied by the weight of
the component listed in
Table 4 for Grades 1 through
10 and Table 5 for Senior
High School. The Weighted
Score (WS) is determined by
dividing the raw score by the
highest possible score and
multiplying the result by
100%. The Initial Grade is the
weight of the components
for SHS, which is converted
into the Quarterly Grade
(QG). Distance learning
presents evaluation
problems for teachers and
learners, including
constraints on providing
2. The assessment at the (peer assessment) allows students to c. A variety of assessment instant feedback and the
process or skills level support each other’s learning. strategies is necessary, with need to account for varied
should answer the Discussions, role playing, games, and formative assessment taking contexts. Learners,
questions: What do we other group activities may also be used priority to inform teaching instructors, and
want students to do as performance-based formative and promote growth and parents/guardians all have
with what they know? assessment wherein learners support mastery; important roles and duties in
and extend each other’s learning.
How do we want them addressing these difficulties.
d. Assessment and feedback
to provide evidence of This school year, a special
Formative Assessment in Different should be a shared
what they can do with Parts of the Lesson emphasis will be placed on
responsibility among
what they know? Formative assessment may be designing the assessment to
teachers, learners, and their
3. The next level of integrated in all parts of the lesson. allow for flexibility in
families, and
assessment focuses on Basically, every lesson has three parts: multiple modalities,
the meaning or before the lesson, the lesson proper, e. Assessment and grading communicating the design
understandings that and after the lesson. Formative should have a positive impact and standards for grading
students themselves assessment conducted in each part on learning. the assessment to learners
make or develop. serves a different purpose. and parents/guardians,
Assessment at this level establishing mechanisms to
A. Before the Lesson 8. Teachers, school leaders,
should answer the remotely monitor and record
Formative assessment conducted learners, and parents must
questions: What do we progress, providing timely,
before the lesson informs the commit to uphold the integrity of
want students to learning and instruction in the constructive, and relevant
teacher about the students’
understand? How do context of distance education. feedback, and facilitating
understanding of a lesson/topic
we want them to before direct instruction. It helps The main desired outcomes of remediation for learners
provide evidence of teachers understand where the this policy are: who require additional
their understanding? students stand in terms of a. To ensure that all learners are guidance. Assessment
4. The highest level of conceptual understanding and fairly assessed and graded in decisions must be made in
assessment focuses on application. Formative assessment the continuation of education the best interests of all
the products or provides basis for making during this health crisis; and learners, ensuring that all
performances which instructional decisions, such as activities align with the most
students are expected moving on to a new lesson or b. To emphasize that learning important learning
to produce through clarifying prerequisite standards shall be attained, competencies, are reliable,
authentic performance understanding. with the provision of valid, and transparent, are
tasks. The assessment reasonable leniency and fair, inclusive, and equitable,
B. During the Lesson Proper considerations for possible
at this level should are practical and
Formative assessment conducted difficulties met by the learner.
answer the question: manageable for both
during the lesson proper informs
What product(s) or teachers of the progress of the learners and teachers, and
performance(s) do we students in relation to the provide timely and accurate
want students to development of the learning feedback. Formative
produce as evidence of competencies. It also helps the
their learning or teacher determine whether
understanding? Or, instructional strategies are
How do we want them effective. The results of formative
to provide evidence assessment given at this time may
that they can use or be compared with the results of
formative assessment given before
transfer their learning
the lesson to establish if
to real-life situations?
conceptual understanding and
application have improved. On this
basis, the teacher can make
decisions on whether to review, re-
teach, remediate, or enrich lessons
and, subsequently, when to move
on to the next lesson.
C. After the Lesson
Formative assessment conducted
after the lesson assesses whether
learning objectives were achieved.
It also allows the teacher to
evaluate the effectiveness of
instruction. Students who require
remediation and / or enrichment
should be helped by the teacher
using appropriate teaching
strategies.
Summative Assessment
This form of assessment measures the
different ways learners use and apply
all relevant knowledge, understanding,
and skills. It must be spaced properly
over the quarter. It is usually
conducted after a unit of work and/or
at the end of an entire quarter to
determine how ell learners can
demonstrate content knowledge and
competencies articulated in the
learning standards. Learners synthesize
their knowledge, understanding, and
assessment procedures
should set clear learning
targets and success criteria,
give usable proof of learning,
provide timely and effective
feedback, engage learners in
assessing and improving one
other's work, and encourage
learners to take ownership
of their own learning.
Students whose competence
level at the end of the
quarter or grading period is
Beginning(B) are obliged to
attend remediation and
summer classes. The
attendance of students in
class is documented daily
and reflected in their report
card. Learners who miss
more than 20% of the
scheduled class or laboratory
sessions should receive a
failing mark and not receive
credit for the learning area
or subject. The school head
has discretionary authority,
which may not be exercised
by a student or granted by a
faculty member without the
approval of the school head.
When absences are
unavoidable, the school
must provide alternative
techniques and materials
skills during summative assessments. that correspond to the
The results of these assessments are missed topics/competences.
used as bases for computing grades.
Individual and Collaborative
Summative Assessment Parents of students who
have a high number of
Learners may be assessed individually absences must be notified
through unit tests and quarterly through a meeting, and
assessment. Collaboratively, learners frequent tardiness is
may participate in group activities in discouraged. DO No. 8, s.
which they cooperate to produce 2015 (Policy Guidelines on
evidence of their learning. The process Classroom Assessment for
the K–12 Basic Education
of creating a learning project is given
Program) remains in effect,
more weight or importance than the
although measures that are
product itself. inconsistent with these
Components of Summative guidelines are suspended for
Assessment the upcoming school year.
Summative assessments are classified
into three components, namely,
Written Work (WW), Performance Task
(PT), and Quarterly Assessment (QA).
These three will be the bases for
grading. The nature of the learning
area defines the way these three
components are assessed.

A. The Written Work component

ensures that students are able
to express skills and concept in
written form. Written Work,
which may include long
quizzes, and unit or long test,
help strengthen test-taking
skills among the learners. It is
strongly recommended that
items in long quizzes/test be
distributed across the
Cognitive Process Dimension
so that all are adequately

Use of Results of the assessment
Feedback across levels should be fed back
immediately to the students,
consistent with the principle of
assessment as learning.
Students need to learn from
the results of the assessment
covered. Through these,
learners are able to practice
and prepare for quarterly
assessment and other
standardized assessment.
Other written work may
include essays, written
reports, and other written
output.
B. The Performance Task
components allow learners to
show what they know and are
able to do in diverse ways.
They may create or innovate
product or do performance-
based tasks. Performance-
based task may include skills
demonstrate, group
presentation, oral work,
multimedia presentation, and
research project. It is
important to note that written
output may also be considered
as performance tasks.
C. Quarterly Assessment
measures student learning at
the end of the quarter. These
may be in the form of
objective test, performance-
based assessment, or a
combination thereof.
What is the The following are the steps in Procedures 9. Distance learning poses
grading computing for the Final Grades challenges for teachers and
system? learners in the conduct of
Step 1: Grades from all student work assessment, including limitations
are added up. This result in the total on giving immediate feedback,
score for each component, namely and the need to account for
Written work, Performance Task, and
so they know what to improve
further, and then they can plan
strategically how they can
address any learning deficiency.
Quarterly Assessment.
Raw scores from each components
have to be converted to a Percentage
Score. This is to ensure that value is
parallel to each other.
Step 2: The sum foe each component
is converted to the Percentage Score.
To compute the Percentage Score (PS),
divide the raw score by the highest
possible score then multiply the
quotient by 100%. This is shown
below:
Step 3: Percentage Score are then
converted to Weighted Scores to show
the importance of each component in
promoting learning in the different
subjects.
To do this, the Percentage Score is
multiplied by the weight of the
component found in Table 4 for Grades
1 to 10 and Table 5 for Senior High
School. The product is known as the
Weighted Score (WS).
Step 4: Weight of the Components for
Grade 1-10
The grading system for Senior High
School (SHS) follows a different set of
weights for each component. Table 5
presents the weights for the core and
track subjects.
Table 5. Weight of the components for
SHS
different contexts in designing,
implementing, and grading
assessment tasks.
10. To address these challenges,
learners, teachers, and
parents/guardians each have
significant roles and
responsibilities:
a. Teachers. For this school
year, particular focus will
be given to the following:
i. Designing the
assessment to allow to
allow for flexibility in
multiple modalities;
ii. Communicating to
learners and parents/
guardians the design and
standards for grading the
assessment;
iii. Setting up mechanisms
to monitor and record
progress remotely;
iv. Giving timely,
constructive, and relevant
feedback; and
v. Facilitating remediation
for learners who need
further guidance.
b. Learners. Learners are
expected to be proactive
in updating their teacher
of their situation,
Step 4: The sum of the Weighted
Scores in each component is the Initial
Grade. This Initial Grade will be
transmuted using the given
transmutation table (see Appendix B)
to get the Quarterly Grade (QG).
Step 5: The Quarterly grade for each
learning area is written in the report
card of the student.
For a better understanding of how
record the summative assessments,
table 6 present a sample class record
showing three learners for the first
quarter of Grade 4 English. On the
basis of this class record, Table 7
presents a step-by-step process on
how to compute for the Quarterly
Grade.
Table 7. Step for Computing Grades
For MAPEH, individual grades are given
to each area, namely, Music, Art,
Physical Education, and Health. The
quarterly grade for MAPEH is the
average of the quarterly grades in the
four areas.
B. How are grades computed at
the end of the school year?
For Kindergarten
There are no numerical grades in
kindergarten. Descriptions of the
learners’ progress in the various
learnings’ areas are represented using
checklists and student portfolios.
These are presented to the parents at
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. It is
NOT required to
accomplish the self-
monitoring tool, but its
usage is highly
recommended to keep
track of the learners’
academic progress.
c. Parents and guardians.
DepEd aims to develop
independent learners
who can study and work
on the assessments on
their own. However, in
this school year’s
implementation of
distance learning
modalities, parents and
guardians will play a
crucial role in guiding
their children in adapting
to the changes of distance
learning processes.
Thus, only, when
necessary,
parents/guardians are
requested to assist in the
the program at the end of each assessment process by:
quarter for discussion. Additional
guidelines on the kindergarten i. Communicating with
program will be issued. the teacher to give
updates on their child’s
For Grade 1-10 situation, progress, and
The average of the Quarterly Grades challenges encountered;
(QG) produces the Final Grade. and

ii. Guiding their children

in accomplishing the
assessment tasks and/or
monitoring tools designed
by their teacher

A. Planning and Assessment

11. Teachers need to be creative and

flexible in assessing student
learning, while still adhering to
the principles of quality
assessment practice. With safety,
health, and well-being foremost in
mind, assessment decisions must
be made in the best interest of all
learners, ensuring that all
assessment activities:
a. align with the most
essential learning
competencies;

b. are reliable, valid and

transparent;

c. are fair, inclusive and

equitable;

d. are practical and

manageable for both
 learners and teachers;

e. give learners a range of

ways to demonstrate
their learning; and

f. provide timely and

accurate information as a
basis for feedback.

12. In distance learning modalities,

teachers shall design assessments
bearing the assumption that the
learners will asynchronously take
them and have open access to
various sources.
13. When deciding on which
assessment methods to use, it is
important to consider the
following questions:

a. What is the purpose of

the assessment?

b. What will be assessed?

c. Which method would

best allow learners to
demonstrate what they
have learned, considering
their learning modality?

d. Which method would

make it easy to gather
evidence of learners’
progress over time?

e. Will the assessment be

completed individually or
in groups?
 f. Will the assessment be
taken at the same time or
submitted within a
specific period?

g. How will class size affect

the way the assessment
will be conducted?

h. How can technology

help?

14. In order to inform teaching and

promote growth and mastery,
formative assessment strategies
should:
a. establish clear learning
targets and success
criteria;
b. elicit useful evidence of
learning;
c. provide timely and
effective feedback;
d. engage learners in
assessing and improving
each other’s work; and
e. increase ownership of
their own learning
(adapted from William &
Leahy, 2015).

15. Formative assessment is about

getting better, so it should be
specific, frequent, repetitive, and
free from the restrictions of
grading (Christodolou, 2016). It
should target skills that are
necessary to the attainment of
learning competencies as
 measured in summative
assessments.

16. To evaluate student learning at

particular points in each quarter,
summative assessments shall
continue in the form of written
works and performance tasks.
a. Written works shall be
administered to assess
essential knowledge and
understandings through
quizzes and long/unit
tests. Items should be
distributed across the
Cognitive Process
Dimensions (DepEd, 2015,
p. 4) using a combination
of selected-response and
constructed-response
formats so that all are
adequately covered.
b. Performance tasks refer
to assessment tasks that
“allow learners to show
what they know and are
able to do in diverse
ways. They may create or
innovate products or do
performance-based tasks
[including] skill
demonstrations, group
presentations, oral work,
multimedia
presentations, and
research projects. It is
important to note that
 written outputs may also
be considered as
performance tasks”
(DepEd, 2015, pp. 7-8).

17. Performance tasks must be

designed to provide opportunities
for learners to apply what they
are learning to real-life situations.
In addition, teachers should into
consideration the following:
a. 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.
b. 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.
c. 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.
d. Teachers must exercise
their professional
judgment 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.

18. Teachers should set realistic

expectations and use their
professional judgment to find a
good balance between what is
effective and what is feasible to
accomplish remotely.

B. Conducting Assessment
Remotely

19. Communicating the assessment

task. In communicating the
assessment task, teachers must
ensure that the following details
are explained:
a. Objectives of the
assessment task
b. Roles of learners and
parents/guardians
c. Procedure and expected
timeline
 d. Standards and rubrics

20. Record of progress. The collection

and recording of evidences of
learning is integral for monitoring
student learning and
development. Listed below are
some sample strategies for this
purpose:
a. Self-Monitoring Tool (e.g.
early grades need
assistance from parents,
while older learners are
expected to accomplish
self-reflection tools on
their own.)
b. Check-ins of teacher with
learner (during
assessment period)
c. Evidence of learning in
the student’s learning
portfolio

C. Feedback and Remediation

21. To benefit student learning, 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
communications options (e.g.
writing feedback on the output,
texting feedback via SMS, and
using online channels, among
 others).

22. Consistent with DO No. 8, 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 form failing in any
learning area at the end of the
year.”

D. Grading and Promotion

23. The challenges brought to light by

the coronavirus pandemic,
specifically the implementation of
different distance learning
delivery modalities, have sparked
a larger conversation about the
role grades play in student
learning, prompting education
sectors to rethink traditional
grading schemes. The grading
system implemented in this
interim policy provides
reasonable leniency to learners
who are put to a larger
disadvantage by the pandemic,
but at the same does not
compromise the integrity and
principles of assessment and
grading.

24. Written works and performance

tasks shall be administered to
assess the content and
 performance standards that
describe the knowledge, abilities
and skills that learners are
expected to demonstrate. These
tasks could be designed to include
the following:
a. Student’s Learning
Portfolio that documents
all the evidence of
learning within the
grading period including
self-reflections, self-
evaluations of
performance tasks guided
by rubrics, and self-
selected best outputs in
learning modules.
b. Minimum of four written
works and four
performance tasks within
the quarter, preferably
one in two weeks
integrating two or more
competencies.
c. All competencies should
be covered by the
performance tasks.

25. For the current school year,

quarterly assessments shall not
be administered. However, days
allotted for quarterly assessments
in DepEd Order 7, s. 2020 or the
School Calendar and Activities for
School Year 2020-2021, may be
used for the presentation of
major performance for the

Levels of The performance of students
Proficiency shall be described in the report
card, based on the following
levels of proficiency:
quarter that addresses the
performance standard.
26. Quarterly Examinations were
given a weight of 20% constantly
in DO No. 8, s. 2015. Since it will
no longer be a part of the grading
system for this school year, its
previously determined weight was
distributed equally into Written
Works and Performance Tasks,
allotting an additional 10% to
each component. This maintains
an emphasis on Performance
Tasks for some learning areas.
27. The transmutation table, which is
Appendix B in DO No. 8, s. 2015,
shall still be used in this grading
system. The guidelines on
learner’s progress report, as well
as on promotion and retention
shall likewise follow the
provisions cited in the said policy.
E. Role of Technology
28. Technology plays a substantial
role in helping teachers in the
development, communication,
implementation, and grading of
assessment tasks. A matrix of
sample tools organized by low,
medium, and high technology is
provided in Annex G.
How are the The goal of the K to 12 curriculum is to Monitoring and 29. The School Heads shall be
Core Values of holistically develop Filipinos with 21st Evaluation primarily responsible for
the Filipino century skills. The development of supervising the implementation
child reflected learners’ cognitive competencies and of this policy in their schools,
a. Beginning(B) 74% and
below- The student at this level
struggles with his/her
understanding; prerequisite
and fundamental knowledge
and/or skills have not been
acquired or developed
adequately to aid
understanding.
b. Developing(D) 75-79%- The
student at this level possesses
the minimum knowledge and
skills and core understandings,
but needs help throughout the
performance of authentic tasks.
c. Approaching proficiency(ap)
80-84%- The student at this
level has developed the
fundamental knowledge and
skills and core understanding
and, with little guidance from
the teacher and/or with some
assistance from peers, can
transfer these understandings
through authentic performance
tasks.
d. Proficient(P) 85-89%- The
student at this level has
developed the fundamental
knowledge and skills and core
understanding, and can transfer
them independently through
authentic performance tasks.
e. Advanced(A) 90% and
above- The student at this level
exceeds the core requirements
in terms of knowledge, skills
and understandings, and can
transfer them automatically
and flexibly through authentic
in the Report skills must be complemented by the
Card? formation of their values and attitudes
anchored on the Vision, Mission, and
Core Values of the Department of
Education (DepEd Order No. 36, s.
2013). Non-DepEd schools may modify
or adapt these guidelines as
appropriate to the philosophy, vision,
mission, and core values of their
schools.
Schools may craft additional indicators
for the behavior statements. Schools
must ensure that these are child-
centered, gender-fair, and age- and
culture-appropriate.
Learners who demonstrate behaviors
that are not consistent with or do not
reflect the core values may need
additional psychological support from
the school.
ensuring that the provisions are
communicated to all concerned
stakeholders in the school
community.
30. The Regional and Schools Division
Offices shall jointly monitor the
compliance of schools with these
guidelines. The Curriculum and
Learning Management Division
and Curriculum Implementation
Division shall diligently
collaborate with each other in
ensuring that the provisions of
this policy are complied with.
31. At the school level, the
implementation of this policy
shall be monitored and evaluated
at least once every quarter by the
School Heads. The School Head
shall prepare a quarterly report
that includes the challenges and
issues encountered throughout
the policy implementation. The
said reports shall be submitted to
the Schools Division Office for
collation and analysis. The SDOs
will then prepare a bi-annual
analysis report for submission to
the Regional Office.
32. Overall policy feedback from the
Regional Offices shall be provided
to the DepEd Central Office to be
used in evaluating the policy for
continuous improvement of its
design and implementation. It will
 performance tasks.
Promotion Promotion and retention of
and students shall be by subject.
Retention Students whose proficiency
level is Beginning(B) at the end
of the quarter or grading period
shall be required to undergo
remediation after class hours so
that they can immediately
catch up as they move to the
next grading period. If by the
end of the school year, the
students are still at the
Beginning level, then they shall
be required to take summer
classes.
How is the It is important for learners to be in
attendance school every day. Learners’ class
reported? attendance shall be recorded be
teachers daily. At the end of each
quarter, the attendance is reflected in
the report card.
The number of school days in each
month is presented, which is based on
the school calendar for a given school
year. The number of days that each
learner is present and absent is
indicated. Recording of attendance is
done form Kindergarten to Grade 12.
A learner who incurs absences of more
than 20% of the prescribed number of
class or laboratory periods during the
school year or semester should be
given a failing grade and not earn
credits for the learning area or subject.
Furthermore, the school head may, at
his/her discretion and in the individual
also be used in improving the
design and systems of the
Learning Continuity Plan which
may be useful should there be
arising challenges in the future
which are analogous to the
COVID-19 pandemic.
33. Such information shall be
addressed to the Office of the
Director IV of the Bureau of
Learning Delivery, via telephone
numbers (02) 8637-4346 and
8637-4347 or email at
bld.od@deped.gov.ph.
Effectivity 34. This Order shall take effect
immediately upon its arrival and
shall remain in force and in effect
for the duration of SY 2020-2021.
This shall be registered with the
Office of the National
Administrative Register (ONAR) at
the University of the Philippines
(UP) Law Center, UP Diliman,
Quezon City.
35. DO No. 8, s. 2015 (Policy
Guidelines on Classroom
Assessment for the K to 12 Basic
Education Program) is still in
effect, but its provisions
inconsistent with these guidelines
are suspended for the upcoming
school year.
case, exempt a learner who exceeds
the 20% limit for reasons considered
valid and acceptable to the school. The
discretionary authority is vested in the
school head, and may not be availed of
by a student or granted by a faculty
member without the consent of the
school head.

Such discretion shall not excuse the

learner from the responsibility of
keeping up with lessons and taking
assessments. When absences cannot
be avoided, the school must give the
learner alternative methods and
materials that correspond to the
topics/competencies that were all will
be missed. This include modules and
materials for the Alternative Delivery
Mode, and/or Alternative Learning
System as well as those that are found
on the Learning Resources
Management and Development
System (LRMDS). When students
successfully accomplish the learning
activities through these materials, they
shall be exempted. However, the
report card should still reflect the
number of absences. Parents of
learners who are accumulating many
absences must be immediately
informed through a meeting to discuss
how to prevent further absences.

Habitual tardiness, especially during

the first period in the morning and in
the afternoon, is discouraged. Teachers
shall inform the parents/guardians
through a meeting if a learner has
incurred 5 consecutive days of
 tardiness.
To whom is Classroom assessment serves to help
classroom teachers and parents understand the
assessment learners’ progress on curriculum
reported? standards. The results of assessment
are reported to the child, the child’s
remedial class teacher, if any, and the
teacher of the next grade level, as well
as the child’s parents/guardians.

Name of Group Members:

Lalag, Gilbert A.

Luminario, Reyna Jean J.

Pasencia, Anne Mari P.

Villegas, Vanessa A.