DepEd Policies, Orders, & Issuances on

Assessment of K – 12 Basic Education

Curriculum

G ROUP 2
ME MBE RS :
P E LAYO , A A LI YA H MA E D.
P INE DA , A LE JANDRO JOS E R.
SUA RE Z, JE NNIF ER V.
DepEd Order No. 8 s. 2015

D I S C U S S A N T:
PINEDA, ALEJANDRO JOSE R.
 INTRODUCTION
1. Policy Guidelines on 5. Special Programs issued the
Classroom Assessment for the Supplementary Guidelines in
K to 12 Basic Education relation to the program’s
Program. specific assessment concerns.

2. Classroom Assessment: 6. These Guidelines will remain in

Curriculum Implementation force and in effect unless
sooner repealed, amended, or
3. Effective School Year 2015 – rescinded.
2016
7. Immediate Dissemination and
4. Non-DepEd schools are urged Strict Compliance with this
to implement the Policy order is directed.
Guidelines.
 THEORETICAL BASIS

Classroom Assessment
It is an integral part of teaching and learning. Teachers provide
appropriate assessment when they aim to holistically measure learners’
current and developing abilities while enabling them to take
responsibility in the process.

NOTE:
Zone of Proximal Development (Vygotsky 1978)
Views of Assessment
 What is Classroom Assessment?

 It is an ongoing process of identifying, gathering, organizing, and

interpreting quantitative and qualitative information about what learners
know and can do.
NOTE:
It is important for teachers to always inform learners about the
objectives of the lesson so that they will aim to meet or even exceed
the standards.

2 Types of Classroom Assessment

 Formative
 Summative
 Classroom Assessmnt
FORMATIVE
 Assessment for Learning
 Assessment as Learning
 It is used as an evidence about
what learners know and can do
to inform and improve their
teaching.
 Immediate Feedback
 Record by Documenting and
Tracking Learners’ Progress
SUMMATIVE
 Assessment of Learning
 It takes place for appropriate
decisions about future learning
or job.
 It measures whether learners
have met the content and
performance standards.
 ASSESSED IN THE CLASSROOM

 Content Standards
It identifies and set the essential knowledge and understanding that
should be learned.

 Performance Standards
It describes the abilities and skills that learners are expected to
demonstrate.

 Learning Competencies
Knowledge, Understanding Skills, and Attitude.

 Concept Development
Cognitive Process Dimension; Anderson & Krathwohl (2001)
 Adaptive Cognitive Process Dimensions

Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
 Individual and Collaborative Formative Assessment

INDIVIDUAL COLLABORATIVE
It enables the learners to It allows students’ to support
demonstrate independently each other’s learning.
what has been mastered or
learned through a range of
activities.
 Different Parts of Formative Assessment

 Before
Informs the teacher about the student’s understanding of a topic before
direct instruction.

 During
Proper inform the teachers of the progress of the students in relation to
the development learning competencies.

 After
Assesses whether learning objectives were achieved.
 Summative Assessment

It measures the different ways of learners use and apply

all relevant knowledge, understanding, and skills.
The results of these assessments are used as bases for
computing grades.
 Components of Summative Assessment

Written Work
Performance Task
Quarterly Assessment
 What is Grading System?

These are found in the curriculum guides

All grades will be based on the weighted raw score of the
learners summative assessments.
Weight of the Component
 How are grades computed at the end of the school year?

Kindergarden Grades 1 – 10
There are no numerical grades
in Kindergarden. Descriptions
of the learners progress in the
various learning areas are
represented using checklists
and students’ portfolios.
How is the learner’s progress reported?
How are learners promoted or retained at the end of the
school year?
How are learners promoted or retained at the end of the
school year?
Sample of Certificate Recomputed Final Grade
How are the Core Values of the Filipino Child reflected in the
report card?
Marking for the Observed Values
How is attendance reported?
 To whom is classroom assessment reported?

Child
Child’s remedial class teacher
Teacher of the next grade level
Parents / Guardians
Deped Order no. 55 s. 2016

DISCUSSANTS
S U A R E Z , J E N N I F E R V.