DEPED ORDER NO.

31
S’2020
INTERIM GUIDELINES FOR ASSESSMENT AND
GRADING IN LIGHT OF THE BASIC
EDUCATION LEARNING CONTINUITY PLAN
THE POLICY IS GROUNDED ON THE
FOLLOWING PRINCIPLES:
 a. Assessment should be holistic and authentic in capturing the attainment
of the most essential learning competencies;
 b. Assessment is integral for understanding student learning and
development;
 c. A variety of assessment strategies is necessary, with formative assessment
taking priority to inform teaching and promote growth and mastery;
 d. Assessment and feedback should be a shared responsibility among
teachers, learners, and their families; and
 e. Assessment and grading should have a positive impact on learning.
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 Wiliam &
Leahy, 2015).
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?
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 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.
CLASSROOM ASSESSMENT
DEFINED
DepEd Order No. 8, s. 2015 defines classroom assessment as:
 the “ongoing process of identifying, gathering, organizing, and
interpreting quantitative and qualitative information about what
learners know and can do” (DepEd Order No. 8, s. 2015, page 1).
 “an integral part of curriculum implementation that allows teachers
to track and measure learners’ progress and to adjust their
instruction accordingly. It informs the learners, as well as their
parents and guardians, of their progress” (DepEd Order No. 8, s.
2015).
TYPES OF CLASSROOM
ASSESSMENT
 The policy outlines two types of assessment: formative and summative.
 Formative assessment is known as assessment for learning because it helps to
improve the learning of all learners while they learn. Learners also develop
an understanding of what is involved in their learning and how to take
responsibility for improving it.
 Summative assessment is known as assessment of learning as it summarizes
learning that has occurred over a period of time for all learners. It is
administered at the end of a block of learning to measure the extent learners
have mastered the content and performance standards; the results of
summative assessment are used as the basis for computing grades.
PRINCIPLES OF EFFECTIVE
ASSESSMENT
1. Assessment must align with the curriculum and relate directly to the content and
performance standards and competencies.
2. Assessment must be valid.
3. Assessment must be reliable and consistent.
4. Assessment must be fair and inclusive.
5. Assessment must be manageable for both learners and teachers
6. Assessment must give learners a range of ways to demonstrate their achievements.
7. Assessment must be part of a transparent ongoing process where learners’ progress is
monitored over time.
8. Teachers and learners must use feedback effectively to improve learning and reflect on the
teaching and learning process.
ASSESSMENT METHODS
 Assessment methods are the ways you gather evidence of a learner’s progress over time. The
four assessment methods commonly used to find out what learners know and understand
(knowledge) and what they can do (skills) are:
•Observation: Teachers make formal and informal observations of the learners’ performance
or behaviors based on assessment criteria.
•Talking to learners: Teachers talk to and question learners to gain insights on their
understanding and progress and to clarify their thinking; often referred to as conferencing.
•Analyses of learners’ products: Teachers judge the quality of products created by learners
according to agreed-upon criteria.
•Tests: Teachers set quizzes to determine learners’ ability to demonstrate mastery of a skill or
knowledge and understanding of content.
 SAMPLE SUMMATIVE
ASSESSMENT TOOLS
THAT QUALIFY AS
PERFORMANCE TASKS IN
VARIOUS LEARNING
DELIVERY MODALITIES
WHAT IS RUBRIC?
 A rubric is a learning and assessment tool that is used to evaluate written
outputs, products, or performance-based tasks. It is a scoring guide that
articulates the expectations and describes the levels of quality expected from
a learner. (Andrade, 2000; Arter & Chappuis, 2007; Stiggins, 2001).
 Rubrics contain four essential features (Stevens & Levi, 2013):
1) a task description or a descriptive title of the task students are expected to
produce or perform;
2) a scale (and scoring) that describes the level of mastery (e.g., exceed
expectation, meets expectation, doesn't meet expectation);
3) components/criteria students are to attend to in completing the
assignment/tasks (e.g., types of skills, knowledge, etc.); and
4) description of the performance quality (performance descriptor) of the
components/dimensions at each level of mastery.
ACTIVITIES FOR FORMATIVE
ASSESSMENT
In a formative learning environment, teachers can fairly assess learners on
learning activities by explicitly teaching and modeling to them how to do their
tasks well
Each activity should include:
• a brief background, with a definition and reasons to explain why it is a good
teaching, learning, and assessment activity;
• some suggested topics for the activity;
• steps on how to model the activity with learners before, during, and after a
lesson;
• tips on how to use it for assessment; and
• additional guidelines whenever necessary.
EXAMPLES OF TEACHING-
LEARNING ACTIVITIES:
• Concept maps
Concept maps are graphics for organizing and representing
knowledge. They can enrich learners’ understanding of how
ideas connect and interrelate with one another.
• Essays
Essays are extended pieces of writing designed to either tell a
story, present information, or give an opinion on a particular
topic or issue. They present their writers’ own ideas.
EXAMPLES OF TEACHING-
LEARNING ACTIVITIES:
• Interviews
Interviews are one-on-one conversations with one person (the
interviewer) asking questions of another person (the interviewee)
to gather information, opinions, and stories from the interviewee.
• Investigations
The term investigation refers to the sustained exploration of an
unfamiliar situation and is open ended. It is different from
problem solving, which has a definite goal, that is, to solve a
problem.
EXAMPLES OF TEACHING-
LEARNING ACTIVITIES:
 Journals
Journals are diaries where learners keep a record of important daily
events, experiences, observations, or thoughts and ideas while in
class.
• Movie/film analyses
Film analysis refers to the process of viewing and studying
visual media such as movies, documentaries, and video clips
for their content, cinematography, sound editing, and other
technical aspects.