INTERIM GUIDELINES FOR

ASSESSMENT AND GRADING IN

THE NEW NORMAL
DepEd Order No. 31, s. 2020

KVES VIRTUAL INSET

MARCH 15-19, 2021
1:00-5:00 PM
 RATIONALE
• COVID-19 brings about unprecedented challenges
to basic education
• Teachers and parents must adapt to alternative
learning modalities
• Ensure learners to achieve essential curricular goals
• Designing optimal learning experiences and
assessing learning progress effectively
• Under distance learning environment, it is
necessary to utilize alternative tools and strategies
for assessing and supporting learning
 SCOPE
• Be implemented by public elementary and
secondary schools nationwide for SY 2020-2021

• Private schools and institutions are permitted to

modify these policy guidelines with the approval
of their respective DepEd Regional Office
 POLICY STATEMENT
• To ensure that all learners are fairly assessed and graded
in the continuation of education during this health crisis;
and
• To emphasize that, learning standards shall be attained
with the provision of reasonable leniency and
considerations for possible difficulties met by the learner.
 ROLES AND
RESPONSIBILITIES
TEACHERS
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
v. Facilitating remediation for learners who need further guidance
 ROLES AND
RESPONSIBILITIES
LEARNERS
LEARNERS
• To be proactive in updating their teacher of their
situation, progress and challenges encountered

• A Self-Monitoring Tool (not required but highly

recommended) may be accomplished independently
or with assistance of their parent/guardian
 ROLES AND
RESPONSIBILITIES OF
PARENTS OR GUARDIANS
PARENTS AND GUARDIANS

• Communicating with the teacher to give updates on their

child’s situation, progress, and challenges encountered

• Guiding their children in accomplishing the assessment

tasks and/or monitoring tools designed by their teacher
FORMATIVE
ASSESSMENT
It is a process that involves teachers
using evidence about what
learners know and can do to
inform and improve their teaching.
FORMATIVE ASSESSMENT
STRATEGY
FORMATIVE ASSESSMENT
STRATEGY
FORMATIVE ASSESSMENT
STRATEGY
FORMATIVE ASSESSMENT
STRATEGY
FORMATIVE ASSESSMENT
STRATEGY
 SUMMATIVE ASSESSMENT
• is an assessment administered at 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
used to report the learner’s achievement
SUMMATIVE
ASSESSMENT
 SUMMATIVE ASSESSMENT
• To evaluate student learning at particular points in
each quarter, summative assessments shall
continue in the form of written works and
performance tasks
• Teachers should set realistic expectations and use
their professional judgement to find a good balance
between what is effective and what is feasible to
accomplish remotely
 WRITTEN WORKS

• assess essential knowledge and understandings

• in the form of quizzes and long/unit test
• distributed across Cognitive Process Dimensions
• combination of selected-response and
constructed-response formats
COGNITIVE

PROCESS

DIMENSIONS
 PERFORMANCE TASK
• Refer to assessment tasks that allow learners to show what they know
and are able to do in diverse ways
• Create or innovate products
• Do performance-based task
• Skill Demonstration
• Group Presentations
• Oral Work
• Multimedia Presentations
• Research Projects
• Written Outputs may also be considered as performance tasks
 PERFORMANCE TASK

• Each task must be accompanied with clear directions and appropriate

scoring tools (checklists, rubrics, rating scale, etc.)
• 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
• Learners must be given flexibility in the accomplishment of
performance tasks (consider time and resources available)
• Provide enough opportunities for learners to practice and to redo their
work whenever necessary, reach learning targets with least amount of
pressure
 CONDUCTING ASSESSMENT
REMOTELY
Ensure the following details are explained:
• Objectives of the assessment task
• Roles of learners and parents/guardians
• Procedure and expected timeline
• Standards and rubrics
SAMPLE SUMMATIVE ASSESSMENT TOOLS
FOR MODULAR LEARNING
SAMPLE SUMMATIVE ASSESSMENT TOOLS
FOR MODULAR LEARNING
SAMPLE SUMMATIVE ASSESSMENT TOOLS
FOR MODULAR LEARNING
SAMPLE SUMMATIVE ASSESSMENT TOOLS
FOR MODULAR LEARNING
SAMPLE SUMMATIVE ASSESSMENT TOOLS
FOR MODULAR LEARNING
SAMPLE SUMMATIVE ASSESSMENT TOOLS
FOR MODULAR LEARNING
SAMPLE SUMMATIVE ASSESSMENT TOOLS
FOR MODULAR LEARNING
SAMPLE SUMMATIVE ASSESSMENT TOOLS
FOR MODULAR LEARNING
 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.
• Contain four essential features
• Descriptive Title
• Scale (and scoring)
• Components/Criteria
• Performance Descriptor
HOLISTIC
RUBRIC
Describes the overall
characteristics of a
performance and provides
a single score
ANALYTIC
RUBRIC

Articulates different
dimensions of
performance and
provides ratings for each
criterion or dimension
 RECORD OF PROGRESS
• Sample collection and recording of evidences of
learning:
Self-Monitoring Tool
Check-ins of teacher with learner (during
assessment period)
Evidence of Learning in the student’s learning
portfolio
Class Record
Learner’s Report Card
 FEEDBACK AND REMEDIATION
WHEN AND HOW TO GIVE FEEDBACK?
•Both formative and summative assessment results
must be reported to learners
•Timely, Constructive and Meaningful
•Maximize available communication options
(written feedback on the output, text via SMS,
messages via internet, calls via phone/online, etc.)
 FEEDBACK AND REMEDIATION
WHEN AND HOW TO GIVE REMEDIATION
•Learners need remediation when they earn raw scores
which are consistently below expectation in summative
assessments by the fifth week of any quarter
•Remediation can be done using available communication
to reach the learner and provide opportunities to practice
and redo their work whenever necessary
•Parents ot guardians must be informed for the needed
intervention
 GRADING
It is the way of reporting
assessment data by assigning a
value to the results as a record
of students’ ability,
achievement, or progress
 GRADING
• Quarterly Assessment shall not be administered for this school
year
• Summative Test in the form of written works and performance
tasks shall be administered
• Minimum of four (4) written works and four (4) performance
tasks within the quarter
• All competencies should be covered by the performance task
 77 ÷ 85 = 0.91
0.91 x 100 = 91 36.4 + 45= 81.4
91 x 40% = 36.4 56 ÷ 75 = 0.75
0.75 x 100 = 75
75 x 60% = 45
 Initial Grade Transmuted Initial Grade Transmuted Initial Grade Transmuted
Grade Grade Grade

100 100 52.00 – 55.99 73

98.40 - 99.99 99 77.60 – 79.19 86 48.00 – 51.99 72
96.80 – 98.39 98 76.00 – 77.59 85 44.00 – 47.99 71
95.20 – 96.79 97 74.40 – 75.99 84 40.00 – 43.99 70
Initial 93.60 – 95.19 96 72.80 – 74.39 83 36.00 – 39.99 69

Grade 92.00 – 93.59 95 71.20 – 72.79 82 32.00 – 35.99 68

81.4
90.40 – 91.99 94 69.60 – 71.19 81 28.00 – 31.99 67
88.80 – 90.39 93 68.00 – 69.59 80 24.00 – 27.99 66
87.20 – 88.79 92 66.40 – 67.99 79 20.00 – 23.99 65

Quarterly 85.60 – 87.19 91 64.80 – 66.39 78 16.00 – 19.99 64

Grade 84.00 – 85.59 90 63.20 – 64.79 77 12.00 – 15.99 63

88 82.40 – 83.99
80.80 – 82.39
88
89 61.60 – 63.19
60.00 – 61.59
76
75
8.00 – 11.99
4.00 – 7.99
62
61

79.20 – 80.79 87 56.00 – 59.99 74 0 – 3.99 60

 PROMOTION AND RETENTION

The guidelines on learner’s report card , as

well as on promotion and retention shall
likewise follow the provisions cited in DO
No. 8, s. 2015 titled Policy Guidelines on
Classroom Assessment for the K to 12
Basic Education Program.
THANK
YOU