Parent’s Orientation

School Year 2020-

2021
October 15, 2020
 ASSESSMENT AND
GRADING IN LIGHT OF
THE BASIC EDUCATION
LEARNING CONTINUITY
PLAN
DepEd Order No.
031 s.2020
Interim Guidelines The policy is grounded on the following principles:
 Assessment should be holistic and authentic in capturing the
For Assessment attainment of the most essential learning competencies;

and Grading in  Assessment is integral for understanding student learning and

development;
Light of the Basic  A variety of assessment strategies is necessary, with formative
Education assessment taking priority to inform teaching and promote
growth and mastery;
Learning  Assessment and feedback should be a shared responsibility
among teachers, learners and their families; and
Continuity Plan  Assessment and grading should have a positive impact on
learning.
This policy shall be implemented in
all public elementary and secondary
schools nationwide for SY 2020-
2021.
DO No. 8 s.2015 titled Policy Guidelines on Classroom Management for the
K to 12 Basic Education Program is still in effect, provisions inconsistent
with these new guidelines are suspended for this school year.
 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.

However, in distance or blended learning environments, it is necessary to utilize

alternative tools and strategies for assessing and supporting learning, while avoiding
creating under pressure on the teachers, learners and their families.
 • An ongoing process of identifying, gathering,
Classroom organizing and interpreting quantitative and
qualitative information about what learners
Assessment know and can do.
 • Is a process that involves
teachers using evidence about
what learners know and can do
to inform and improve their
teaching. This process, through
Formative the teacher’s immediate
Assessment feedback, enables students to
take responsibility for their own
learning and identify areas where
they do well where they need
help.
 • 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
Summative competencies, the results of
which are recorded and are used
Assessment to report the learner’s
achievement.
 • The way of reporting assessment of data by

Grading assigning a value to the results as a record of

student’s ability, achievement or progress.
Roles and Responsibilities of Teachers

1 2 3 4 5
Designing the assessment Communicating to Setting up mechanisms to Giving timely, constructive Facilitating remediation
to allow for flexibility in learners and monitor and record and relevant feedback; for learners who need
multiple modalities; parents/guardians the progress remotely; and further guidance.
design and standards for
grading the assessment;
Roles and Responsibilities of Learners

• Learners are expected to be proactive in updating their teacher of their

situation, progress and challenges encountered. A non-mandatory Self –
Monitoring Tool may be accomplished independently or with the
assistance of their parent/guardian, if necessary. It is NOT required to
accomplish the self-monitoring tool, but its usage is highly recommended
to keep track of learners’ academic progress.
 • Deped aims to develop independent learners who can
study and work on the assessments on their own.
However, in this school year’s implementation of
distance learning modalities, parents and guardians will
play crucial role in guiding their children in adapting to
Roles and the changes of distance learning processes.

Responsibilitie Thus, only when necessary, parents/guardians are

s of Parent and
requested to assist in the assessment process by:
• Communicating with the teacher to give updates on
Guardians their child’s situation, progress and challenges
encountered; and
• Guiding their children in accomplishing the assessment
tasks and/or monitoring tools designed by their
teachers.
To evaluate student learning at particular points in each
quarter, summative assessments shall continue in the
form of written works and performance tasks.

• Written works

• Shall be administered to assess essential knowledge and understandings

through quizzes and long/unit tests. Items should be distributed across
the Cognitive Process Dimensions using a combination of selected –
response and constructed – response formats so that all are adequately
covered.
• Performance Tasks

• Refer to assessment tasks that “allow learners to show what they

know and are able to do in diverse ways. They may create or innovate
products or do performance – based tasks (including) 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”.
Written
Student’s Learning portfolio that all the evidence of
learning within the grading period including self –
reflections, self – evaluations of performance tasks

works and guided by rubrics and self-selected best outputs in

learning modules.

performance Minimum of four (4) written works and four (4)

tasks could performance tasks within the quarter, preferably one in
two weeks integrating two or more competencies.

be designed
to include the All competencies should be covered by the performance
tasks (e.g. a performance task can be used to assess
following: Science, Math and English altogether for certain topics.)
 Table 1: Weight
Distribution of
the Summative
Assessment
Components per
Learning Area for
Grade 6
Table 2: Sample
Computation of
Written Works
and Performance
Tasks in
ENGLISH/ESP/
AP for Grade 6
Table 3: Sample
Computation of
Written Works
and Performance
Tasks in
MATH/SCIENC
E for Grade 6
Table 3: Sample
Computation of
Written Works
and Performance
Tasks in
EPP/MAPEH for
Grade 6
Sample Summative Assessment Tools that Qualify as
Performance Tasks in Various Learning Modalities