INTERIM POLICY

GUIDELINES FOR
ASSESSMENT AND
GRADING IN LIGHT
OF THE BASIC
EDUCATION
LEARNING
 Contents
Rationale
Scope
Policy Guidelines
Planning the Assessment
Feedback and Remediation
Grading and Promotion
 RATIONALE
 To ensure teaching and learning
continuity while looking after the
health, safety and well-being of its
learners, teachers and personnel -
DepEd issued DO 12 s.2020 - Adoption
of the Basic Education Learning
Continuity Plan (BE-LCP)for SY 2020
- 2021 in the light of COVID 19
 Rationale

> To supplement DO 12, s2020 DepEd

issues the INTERIM POLICY
GUIDELINES FOR ASSESSMENT
AND GRADING IN THE LIGHT OF
THE BASIC EDUCATION -
LEARNING CONTINUITY PLAN
INTERIM POLICY
GUIDELINES FOR
ASSESSMENT AND
GRADING IN LIGHT
OF THE BASIC
EDUCATION
LEARNING
 RATIONALE
 This issuance is a means to adapt to the
implementation of the ALM that help ensure that
learners achieve essential curricular goals

 These times call for creative and innovative ways

of designing optimal learning experiences and in
assessing learning progress
 RATIONALE
 The principle adhred to by DO 8 s.2015 - the Policy
Guidelines in Classrom Assessment for K to 12
Education Program still holds true, assessment
should be used to inform and improve classroom
practices as well as promote learning outcomes.

 Under distance and blended learning we should

utilize alternative tools without creating undue
pressure on teachers, learners & their families.
 SCOPE
1.This issuance covers all public elementary and
secondary school.
2.Private schools, technical & vocational
institutions and higher education institutions
including state and local universities and colleges
offering K-12 Program are encourage to implement
these interim policy.
 POLICY GUIDELINES
DepEd is commiited in ensuring the continuity of
education while looking after health, safety and well-
being of all its learners, teachers and personnel

School must adopt assessment and grading practices

that can most meaningfully support students
development and respond to varied context at this
time
 POLICY GUIDELINES
 Assessment should be holistic and authentic in
capturing the attainment of the MELCS
 Assessment and feedback should be a shared
responsibility among teachers, learners and their
families
 A variety of assessment strageties is necessary,
with formative assessment to promote growth &
mastery
 Assessment and grading should have positive impact
on learning
 POLICY OUTCOMES
1. Teachers, school leaders, learners and parents should
commit to uphold the integrity of learning and
innstruction in the context of distance education. The
desired outcomes of this policy are:
a. To ensure thal all b. To emphasize that learning
learners are failrly standardds shall be attained
assessed and graded in the with the provision of
continuation of education reasonable leniency and
during this health crisis considerations for
possibledifficultiesthe
learner.
 PROCEDURE
under the new normal
(deped order 31s 2020)
PLANNING THE
ASSESSMENT
under the new normal
(deped order 31s 2020)
 STUDENT LEARNING
EVALUATION
> At particular points in each quarter,
summative assessments shall continue
in the form of written works and
performance tasks.
 STUDENT LEARNING
EVALUATION
> Written works shall be administered to
assess essential knowledge and
understanding 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.
 STUDENT LEARNING EVALUATION
> Performance tasks refer to assessment tasks
that “allow learners to show what they know
and are able to do in in diverse ways. They
may create or innovate products or do
performance-based tasks such as 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).
 MODULAR LEARNING - SAMPLE
SUMMATIVE ASSESSMENT TOOL THAT
QUALIFY AS PERFORMANCE TASKS
FEEDBACK &
REMEDIATION
under the new normal
(deped order 31s 2020)
 FEEDBACK AND
REMEDIATION
> 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.
> Teachers need to maximize available
communication options (e.g. writing feedback
on the output, texting feedback via SMS, and
using online channels, among others.
 FEEDBACK AND
REMEDIATION
> Consistent with D.O. No. 8 s. 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 every quarter.
This will prevent a student from failing in any
learning area at the end of the year.”
 GRADING &
PROMOTION
under the new normal
(deped order 31s 2020)
 GRADING AND PROMOTION
> Written works and performance tasks shall
be administered to assess the content and
performance standards. These are 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 (4) written works and four

(4) performance tasks within the quarter,
preferrebly one in two weeks integrating two or
more competencies.
> All competencies should be covered by the
performance tasks
> (e.g. A performance task can be used to
assess Science, Math, and English
altogether for certain topics).
> 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 SY 2020,
may be used for the presentation of major
performance for the quarter that addresses
the performance standard.
> Quarterly Examinations were given a
weight 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.
 NEW GRADING
SYSTEM FOR SHS
SY 2020-2021
TRANSMUTATION TABLE
E-CLASS
RECORD
Maramin
g Salamat