Name: NATHANIEL LEONARD D.

VILLAMOR
Year and Section: BME-III

DepEd Policies on Assessment especially on Mathematics K-12

The Department of Education (DepEd) in the Philippines has

established clear and detailed policies on assessment, particularly in
mathematics, within the K–12 curriculum framework. These policies are
designed to ensure that assessment practices align with the goals and
standards set for mathematics education at each grade level. DepEd's
assessment policies in mathematics emphasize the importance of
assessing not only students' computational skills but also their
understanding of mathematical concepts and their ability to apply these
concepts in real-world situations. Assessments are varied and may
include written tests, performance tasks, projects, and practical exams to
provide a comprehensive view of students' mathematical proficiency.
One key aspect of DepEd's assessment policies is the focus on
formative assessment techniques, which allow teachers to monitor
student progress continuously and provide timely feedback to support
learning. This approach helps identify areas where students may need
additional support or enrichment, leading to more personalized
instruction and improved learning outcomes. Furthermore, DepEd
encourages the use of a variety of assessment tools and methods to
cater to diverse learning styles and abilities among students. This
ensures that assessment practices are fair, reliable, and valid, providing
an accurate reflection of students' mathematical skills and understanding
as they progress through the K–12 curriculum.
Name: NATHANIEL LEONARD D. VILLAMOR
Year and Section: BME-III

Skills and Attitudes in K-12 Mathematics Learning Outcomes

In response to the evolving demands of the modern world, the

Department of Education (DepEd) in the Philippines has instituted a
forward-looking framework known as the "Skills and Attitudes in K–12
Mathematics Learning Outcomes. The framework adopted by the
Department of Education (DepEd) in the Philippines reflects a
comprehensive approach to mathematics education, extending beyond
traditional knowledge acquisition to encompass essential cognitive skills
and positive mindsets crucial for students' overall development. This
framework emphasizes not only mathematical proficiency but also the
cultivation of critical thinking and problem-solving abilities essential for
navigating real-world challenges. Students are encouraged to develop a
deep understanding of mathematical concepts, coupled with the capacity
to apply these concepts across different contexts, fostering adaptability
and innovation. Moreover, the framework underscores the importance of
effective mathematical communication, equipping students with the skills
to articulate their reasoning processes and solutions clearly.
Collaborative learning experiences further promote teamwork,
communication, and respect for diverse perspectives, preparing students
for collaborative problem-solving in academic and professional settings.
By nurturing positive attitudes such as perseverance, curiosity, and
confidence in students, the framework aims to instill a growth mindset
towards mathematics, encouraging continuous learning and exploration.
Ultimately, the Skills and Attitudes in K–12 Mathematics Learning
Outcomes Framework strives to empower students with a
comprehensive set of skills, attitudes, and knowledge, positioning them
for success in mathematics and beyond.