Guidelines for Assessment and
Grading in Light of the Basic Education
Learning Continuity Plan
DO No. 31, s. 2020
By
DR. ALICE C. RAGANAS MRS. MARIA MEL H. BELANO
PSDS- Sikatuna District PSDS -Loon North
Objectives:
At the end of the session the participants should be able to:
1. Familiarize themselves with the Policies of DO No. 31, s.
2020;
2. Highlight the salient features of the DO No. 31, s. 2020;
3. Acquaint themselves on grading and promotion of learners
under the new normal situation based on DO No. 31, s.
2020 and DO No. 8 s. 2015.
4. Appreciate new technologies used in assessment.
Topics
• Rationale
• Scope
• Definition of Terms
• Policy Statement
• Procedures
• Planning the Assessment
• Conducting Assessment Remotely
• Feedback and Remediation
• Grading and Promotion
• Role of Technology
RATIONALE
The continuing threat of COVID-19 in the country and the world brings about unprecedented challenges to
basic education.
• This issuance is a means to adapt to the implementation of alternative learning modalities to ensure that
learners achieve essential curricular goals.
• These times calls for creative and innovative ways of designing optimal learning experiences and
assessing learning progress effectively under adverse circumstances.
• As stated in Deped Order (DO) No. 8, s. 2015, the Policy Guidelines in Classroom Assessment for the K
to 12 Basic Education Program, assessment should be used to inform and improve classroom practices
and promote learning outcomes.
• Under 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.
SCOPE
• This Deped Order provides for the Interim Policy Guidelines for
Assessment and 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.
• 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 guidelines as well.
• Private schools and institutions are permitted to modify these policy
guidelines according to their philosophy, vision and mission with the
approval of their respective DepEd regional office.
DEFINITION OF TERMS
For the purposes of this policy, the following terms are defined as follows:
a. Classroom Assessment is an ongoing process of identifying, gathering, organizing, and
interpreting quantitative and qualitative information about what learners know and can do.
b. Formative Assessment is a process that involves teachers using evidence about what
learners know and can do to inform and improve their teaching. This process, 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.
c. Summative Assessment is an assessment that is usually administered toward the end of a
learning period to measure the extent to which the learners have mastered the essential
learning competencies, the result of which are recorded and are used to report the learner’s
achievement.
d. Grading is the way of reporting assessment data by assigning a value to the results as a
record of students’ ability, achievement, or progress (Association for Supervision and
Curriculum Development, 2020)
POLICY STATEMENT
The DepEd is committed to ensure educational continuity
in this time of crisis while looking after the health, safety,
and well-being of all its learners, teachers and personnel.
Schools must adopt assessment and grading practices that
can most meaningfully support student development and
respond to varied contexts at this time.
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.
POLICY OUTCOME
1. To ensure that all learners are fairly assessed and graded in the
continuation of education during this health crisis; and
[Link] emphasize that learning standards shall be attained, with the
provision of reasonable leniency and considerations for
possible difficulties met by the learner.
Assessment as
Shared
Responsibilities
TEACHERS
Roles and Responsibilities
▪ Design the assessment 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;
▪ Give timely, constructive and relevant feedback; and
▪ Facilitate remediation for learners who need further
guidance.
LEARNERS
Roles and Responsibilities
• Expected to be proactive in updating their teacher of their situation,
progress and challenges encountered.
• May accomplish the non-mandatory Self-monitoring Tool (see
Annex E) independently or with the assistance of their
parent/guardian.
PARENTS AND GUARDIANS
Roles and responsibilities
• Communicatie with the teacher to give updates on their
child’s situation, progress, and challenges encountered; and
• Guide their children in accomplishing the assessment tasks
and/ or monitoring tool designed by their teachers.
PLANNING
THE
ASSESSMENT
Planning the Assessment
Assessment Activities Align with the most essential learning competencies
Are reliable, valid and transparent
Must be made in the best
interest of all learners Are fair, inclusive and equitable
Assumption: Are practical and manageable for both learners and teachers
To be taken asynchronously with
open access to various sources
Give learners a range of ways to demonstrate their learning
Provide timely and accurate information as basis for feedback
DO 031, s. 2020, p. 3
PLANNING THE ASSESSMENT
Deciding which methods to use
a. What is the purpose of the assessment?
b. What will be assessed?
c. Which method would best allow learners to demostrate what they have learned,
considering their learning modality?
d. Which method would make it easy to gather evidence of learner's 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?
How do I know if a child is learning?
Formative Assessment
Assessment
A process that involves teachers using
evidence about what learners know and FOR
can do to inform and improve their Learning
teaching
Through the teacher’s immediate
feedback, enables students to take
Assessment
responsibility for their own learning and AS
identify areas where they do well and Learning
where they need help
How do I know if a child is learning?
Formative Assessment Where is the learner going?
(Where am I going?)
A process that involves teachers using
evidence about what learners know and
can do to inform and improve their Where is the learner right now?
teaching (Where am I right now?)
Through the teacher’s immediate
feedback, enables students to take How will the learner get there?
responsibility for their own learning and (How will I get there?)
identify areas where they do well and
where they need help
How do I know if a child is learning?
Establish clear learning targets and success
Formative Assessment criteria
Elicit useful evidence of learning
A process that involves teachers using
evidence about what learners know and
can do to inform and improve their Provide timely and effective feedback
teaching
Engage learners in assessing and
Through the teacher’s immediate improving each other’s work
feedback, enables students to take
responsibility for their own learning and
Increase ownership of own learning
identify areas where they do well and
where they need help
Annex A: Sample Techniques for each Formative Assessment Strategy
DO 031, s. 2020, p. 10
Sample Techniques for each Formative Assessment Strategy
DO 031, s. 2020, p. 10-11
Sample Techniques for each Formative Assessment Strategy
DO 031, s. 2020, p. 11
How do I know if a child is learning?
Formative Assessment
A process that involves teachers using Should be specific, frequent, repetitive,
evidence about what learners know and and free from the restrictions from
can do to inform and improve their grading (Christodoulou, 2016)
teaching
Should target skills that are necessary to
the attainment of learning competencies
Through the teacher’s immediate
as measured in summative assessments
feedback, enables students to take
responsibility for their own learning and
identify areas where they do well and
where they need help
DO 031, s. 2020, p. 1
How do I know if a child is learning?
Summative Assessment Assessment
OF
Learning
Usually administered toward the end of a
learning period to measure the extent to
which the learners have mastered the Written Works
essential learning competencies, the
results of which are recorded and are
used to report the learners’ achievement
Performance Tasks
DO 031, s. 2020, p. 1
How do I know if a child is learning?
Summative Assessment Written Works
Usually administered toward the end of a To assess essential knowledge and
learning period to measure the extent to understandings through quizzes and
long/unit tests
which the learners have mastered the
essential learning competencies, the To be composed of items distributed
results of which are recorded and are across the Cognitive Process
Dimensions (DO 8, s. 2015, p. 4) using a
used to report the learners’ achievement
combination of selected-response and
constructed-response formats
DO 031, s. 2020, p. 1 DO 031, s. 2020, p. 4
How do I know if a child is learning?
Summative Assessment Performance Tasks
Usually administered toward the end of a Allow learners to show what they know
learning period to measure the extent to and are able to do in diverse ways
which the learners have mastered the
May include products or performances
essential learning competencies, the (e.g. skills demonstrations, group
results of which are recorded and are presentations, oral work, multimedia
used to report the learners’ achievement presentations, research projects)
May include written outputs
Annex B: Sample Summative Assessments that Qualify as Performance Tasks in Various
Learning Delivery Modalities
DO 031, s. 2020, pp. 12 & 14
Annex B: Sample Summative Assessments that Qualify as Performance Tasks in Various
Learning Delivery Modalities
DO 031, s. 2020, p. 17
SUMMATIVE ASSESSMENT
Performance Tasks
Performance tasks must be designed to provide opportunities for learners to apply what they
are learning to real-life situations. In addition, teachers should take into consideration the
following:
a. Each task must be accompanied with clear directions and appropriate scoring tools'
b. Teachers are advised to collaboratively design and implement performace tasks that
integrate two or more competencies within or across subject areas.
c. Learners must be given flexibility in the accomplishment of the performance tasks to
consider time and resources available to them.
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.
• Types of Rubric
– Analytic Rubric
– Holistic Rubric
Analytic Rubric
An analytic rubric
articulates
different
dimensions of
performance and
provides ratings
for each criterion
or dimension.
Holistic Rubric
A holistic rubric describes
the over-all characteristics
of a performance and
provides a single score
Note: In developing a
rubric, it should be
emphasized that higher
points could be given for a
certain level of Mastery
depending on the
complexity of the question.
Annex D: Sample Integrative Performance Task
DO 031, s. 2020, p. 22
Contents of the Integrative Performance Task for Modular Learners
Goal
Role
Audience
Situation
Product
Standards
SUMMATIVE ASSESSMENT
Teachers must exercise their professional
judgement in carrying out summative
assessments, providing enough
opportunities for learners to practice and to
redo their work whenever necessary, so that
they can reach their learning targets with
Formative
the least amount of pressure.
Assessment
Teachers should set realistic expectations
Summative
and use their judgement to find a good
Assessment
balance between what is effective and what
is feasible to accomplish remotely.
Conducting Assessments Remotely
1. Objectives of the assessment task
2. Roles of learners and parents/guardians
3. Procedure and expected timeline
4. Standards and rubrics
Consult learners and, when necessary,
parents/guardians to allow room for
adjustments/flexibilities needed, if any.
Conducting Assessments Remotely
1. Self-monitoring tool
2. Check-ins of teacher with learner
3. Evidences of learning in the students’
learning portfolio
Feedback and
Remediation
To benefit student learning,
both formative and
summative assessment must
be accompanied with timely,
constructive and
meaningful feedback.
DO 031, s. 2020, p. 5 & 30
Gan, 2011
ROLE OF
TECHNOLOGY
Annex G
OUTPUT for this Session:
• Prepare an Integrative Assessment
• One output per district
• It could be 1 Integrative Assessment by grade level
across 3 subjects.
• It could also be 1 integrative assessment for grade 1
and 2 across 3 subjects.
• Or whatever is possible