INTERIM POLICY GUIDELINES

FOR ASSESSMENT
AND GRADING
(DepEd Order #031 s, 2020)
 SESSION 1
RATIONALE, SCOPE AND
POLICY STATEMENT

Facilitator:
BELEN C. AQUINO, Ph.D.
Education Program Supervisor
Objectives:
At the end of session, participants should
be able to:
- gain a clearer understanding on the logical
basis and set of reasons on the adoption of the
grading scheme this school year,
- discuss the guiding principles in ensuring
teaching and learning continuity while looking
after the health, safety and well-being of
learners, teacher, and personnel

DEPARTMENT OF EDUCATION
 Pre-assessment
3-2-1 Strategy
• List 3 things you already know about
Assessment
• List two (2) unusual or interesting
things you read about the Interim
Policy
• Write one (1) question you still have

DEPARTMENT OF EDUCATION
 What will ensure that the
Most Essential Learning
Competencies, Standards,
Desired Outcomes and
Goals are effectively
attained in this pandemic?
DEPARTMENT OF EDUCATION
What is true
learning?
DEPARTMENT OF EDUCATION
 What is true learning?

I taught
this dog
how to
whistle.

DEPARTMENT OF EDUCATION
What is true learning?
Are you sure
?! ?
How come I
don't
hear him
whistling???

DEPARTMENT OF EDUCATION
What is True Learning?
I said,
I taught him.
I didn't say
he learned it.

DEPARTMENT OF EDUCATION
 What is True Learning?

Teaching =
Learning
DEPARTMENT OF EDUCATION
 Teaching = Learning?

Which helps us
distinguish between
teaching and learning?

DEPARTMENT OF EDUCATION
 Teaching = Learning?

It is Assessment which
helps us distinguish
between teaching and
learning
DEPARTMENT OF EDUCATION
 Linking Assessment
to Learning
Standards and
Pedagogies
K to 12 Learning
Standards

Pedagogies Assessment

|Supervisory Development Program| Module 1 |

INTEGRAL COMPONENTSMost
OF INSTRUCTION
Essential
Learning
Competencies
(MELCs)
1. Planning instruction
2. Delivery of instruction
3. Assessment of learning
Learning
Delivery Assessment
Modalities

DEPARTMENT OF EDUCATION
 I. RATIONALE
I. The continuing threat of COVID-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.

DEPARTMENT OF EDUCATION
 I. RATIONALE
2. As stated in DepED Order (DO) No. 8,s. 2015, the
policy Guidelines in Classroom Assessment of 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.

DEPARTMENT OF EDUCATION
 II. SCOPE

This DepEd Order provides for the Interim

Policy Guidelines for Assessment nad
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.

DEPARTMENT OF EDUCATION
 II. SCOPE
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 institution are permitted to modify these policy
guidelines according to their Philosophy, Vision, and
Mission with the approval of their respective DepEd
Regional Office.

DEPARTMENT OF EDUCATION
 DEFINITION OF TERMS

1. Classroom Assessment -is an ongoing process of

identifying, gathering, organizing, & interpreting
information about what the learners know and can do
2. Formative Assessment - A process that involves
teachers using evidence about what learners know and
can do to inform and improve their teaching. 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.
DEPARTMENT OF EDUCATION
 DEFINITION OF TERMS

3. Summative Assessment - 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 used to report the learners’
achievement.
4. Grading - is the way of reporting assessment data
by assigning a value to the results as a record of
student's ability, achievement or progress
DEPARTMENT OF EDUCATION
 PRINCIPLES
1) Assessment should be holistic and
authentic in capturing the attainment of
most essential learning competencies.

2) Assessment is integral for understanding

student learning and development.

3) A variety of assessment strategies is

necessary, with formative assessment
taking priority to inform teaching and
promote growth and mastery.
DEPARTMENT OF EDUCATION
 PRINCIPLES

4) Assessment and feedback should be a

shared responsibility among teachers,
learners and their families.

5) Assessment and grading should have a

positive impact on learning .

DEPARTMENT OF EDUCATION
 Desired Outcomes

1) To ensure that all learners are fairly

assessed and graded in the continuation
of education during this health crisis

2) To emphasize that learning standards

shall be attained, with the provision of
reasonable leniency and considerations
for possible difficulties met by the
learner

DEPARTMENT OF EDUCATION
 Thank you so much!
Moreover, when God gives man
wealth and possessions, He causes
him to enjoy them and be happy in
his lot, this is a gift of God. He
seldom reflects on the days of his life
because he keeps him occupied with
GLADNESS of HEART.
 Assessment as a Shared Responsibility

Teachers
• Design assessments to allow for flexibility in
multiple modalities
• Communicate to learners and parents/guardians
the design and standards for grading the
assessment
• Set up mechanisms to monitor and record
progress remotely
• Giving timely, constructive, and relevant feedback
•
DO 031, s. 2020, p. 2
Facilitating remediation for learners who need
DEPARTMENT OF EDUCATION
 Assessment as a Shared
Responsibility
Learners
• Expected to be proactive in updating their
teacher of their situation, progress and
challenges encountered
• May accomplish the non-mandatory Self-
Monitoring Tool (Annex E) independently or
with the assistance of their parent/guardian

DO 031, s. 2020, p. 3

DEPARTMENT OF EDUCATION
 Assessment as a Shared Responsibility

Parents and Guardians

• Communicate with the teacher to give

updates on their child’s situation, progress,
and challenges encountered
• Guide their children in accomplishing the
assessment tasks and/or monitoring tools
designed by their teacher
DO 031, s. 2020, p. 3

DEPARTMENT OF EDUCATION
Thank you so much

DEPARTMENT OF EDUCATION