INTERIM GUIDELINES

FOR ASSESSMENT AND

GRADING
IN LIGHT OF THE BASIC
EDUCATION LEARNING
CONTINUITY PLAN
(DO 31 S. 2020)
DepEd Goal

Ensure that teaching and learning continues

during the COVID-19 Pandemic, while looking
after the health, safety, and well-being of all its
learners, teachers, and personnel
 Background of DO 31. s. 2020
Pros & Cons of Non-Numerical Grading System
PROs CONs
• Reduces score pressure • Adjusting and studying to a new grading system could
potentially mean more work for teachers in this time they are
adjusting to new teaching modalities
• Non-graded assessment
scheme may foster the • Decreased performance- students may tend to perform less
intrinsic motivations of knowing that they can obtain the targeted mark (pass) even by
students for learning as committing mistakes or performing less in a given task. It can
the pressure of scores is possibly lead to underachievement, lethargy and complacency
lifted and learning is
done for the sake of • When pandemic is over, they do not have the numerical grades
learning alone that they may be needed in enrolling to the next grade level, to
other countries/school and/or for the college application of SHS
DO 31 s. 2020
a supplement to DO 12 s. 2020: Adoption of the
Basic Education Learning continuity Plan for SY
2020-2021 in light of COVID-19 Pandemic.

shall be implemented in all public elementary and

secondary schools nationwide for SY 2020-2021
but DO No. 8, s. 2015 (Policy Guidelines on
Classroom Assessment for the K to 12 Basic
Education Program) is still in effect although
provisions inconsistent with these guidelines are
suspended for this school year.
DO 31 s. 2020

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 this DO and permitted
to modify it with the approval of the RO.
Assessment Principles
 Assessment should be holistic and authentic in
capturing the attainment of the most essential
learning competencies.

 Assessment is integral for understanding student

learning and development
Assessment Principles
 A variety of assessment strategies is necessary, with
formative assessment taking priority to inform teaching
and promote growth and mastery
 Assessment and feedback should be a shared
responsibility among teachers, learners, and their families

 Assessment and grading should have a positive impact

on learning
Characteristics of Assessment
 Align with the Most Essential Learning
Competencies
 Reliable, valid and transparent
 Fair, inclusive and equitable
 Practical and manageable for both learners and
teachers
 Give learners a range of ways to demonstrate their
learning
 Provide timely and accurate information as basis
for feedback
 Role of Teachers, Learners and Parents
Teachers
 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
facilitating remediation for learners who need further
guidance.
Role of Teachers, Learners and Parents
Learners
Learners are expected to be proactive in updating
their teacher of their situation, progress and
challenges encountered. A non-mandatory self-
monitoring tool (see Annex E) may be accomplished
independently or with the assistance of their
parent/guardian, if necessary.
 Role of Teachers, Learners and Parents

Parents and Guardians

Communicating with the teacher to give updates on their
child’s situation, progress, and challenges encountered; and
Guiding their children in accomplishing the assessment tasks
and/or monitoring tools designed by their teacher
Purpose of Assessment
Assessment should be used to inform and improve
classroom practices and promote learning
outcomes (D.O. 8 s 2015)

Formative Purposes
When assessment evidence is used to inform teaching and learning
decisions with the view to improvement.

Summative Purposes
When assessment evidence is used to make decisions about learners’
outcomes at the end of the teaching period.
Definition of Terms

Classroom Assessment is an ongoing process of identifying,

gathering, organizing, and interpreting quantitative and qualitative
information about what learners know and can do.

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.
 Definition of Terms
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
results of which are recorded and are used to report the learner’s
achievement.

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).
 The difference between
formative and summative
assessment

Formative Assessment’s Summative Assessment’s

goal is to monitor student’s goal is to evaluate student’s
learning to provide ongoing learning at the end of an
feedback that can be used by instructional unit by comparing it
instructors to improve their against some standard or
teaching and by students to benchmark
improve their learning.
 The difference between formative and summative
assessment

Formative (Class/individual) Summative (individual)

• Identifying gap between current and • Grading
desired learner’s competence
• Ranking
• Adapting for learner needs
• Providing feedback • Reporting
• Improving instruction
• Promoting
• Engaging students in the assessment
and learning process • Certifying
 Assessment Purposes

Planning Collecting Interpreting Using Evaluating

Planning assessment requires decision about

• Assessment design
• What to assess
• How to Assess
ASSESSMENT DESIGN
Must be aligned with the most
essential learning competencies

Consider curricula across grades and

learning areas

Consider typical steps in development

of learners

Consider timing of assessment

(before, during, after)
 Select Assessment Styles/Methods
that will best elicit the are practical and manageable for both
knowledge/skills/attitudes to be assessed learners and teachers

Choose Context
to be inclusive of gender, ethnicity, rurality, socioeconomic status, etc

How
Design Task
to so that knowledge/skills/attitudes being are fair, inclusive that are varied for learners to have a range
assess? assessed determine success in the item and equitable of was to demonstrate their learning

Write Instructions
to give clear guidance about what to be done (tasks and administration guidance)

Provide timely and effective feedback

 Feedback and Remediation

 Both formative and summative assessment must be

accompanied with timely, constructive, and meaningful
feedback based on the learner’s record of progress. In
giving feedback, 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 DO 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 any quarter. This will prevent a student from
failing in any learning area at the end of the year.
In order to inform teaching and promote growth and mastery, formative assessment
strategies should:
a. Establish clear learning targets and success criteria;
In order to inform teaching and promote growth and mastery, formative assessment strategies
should :
a. Establish clear learning targets and success criteria;
b. Elicit evidence of learning
• This is not mandatory but
highly recommended to be
accomplished to keep track of
the academic progress of the
learners
• Weekly feedback to help
formative assessment
 • There is also feedback for the
parents/guardians and teachers
• Formative assessment is not
necessarily a test, it could be a
question or emoji

Teacher gives also notes to provide timely feedback

In order to inform teaching and promote growth and mastery, formative assessment strategies should:
a. Establish clear learning targets and success criteria;
b. Elicit evidence of learning
c. Provide timely and effective feedback this can be
modified based
on the economic
status of the
learners
In order to inform teaching and promote growth and mastery, formative assessment strategies should be:
a. Establish clear learning targets and success criteria;
b. Elicit evidence of learning
c. Provide timely and effective feedback
d. Engage learners in assessing and improving each other’s work
In order to inform teaching and promote growth and mastery, formative assessment strategies should be:
a. Establish clear learning targets and success criteria; Diary/journal of
b. Elicit evidence of learning what the learners
do daily, quizzes,
c. Provide timely and effective feedback additional activities
d. Engage learners in assessing and improving each other’s work given by the
e. Increase learner’s ownership of their learnings teacher,
comments/notes by
the teacher
 INFORMAL FORMATIVE ASSESSMENT DECISIONS

Have the learners Are they ready to Do I need to find

mastered this move to the next another way to
concept/skill? lesson? explain this idea?

Have the learners What method did

Which learners
understood the the learner use to
need extra support?
lesson so far? solve the problem?

What is his/her
misunderstanding?
Instructions for learners need to be clear

Methods need to take learner context/resources into

consideration

Link between evidence and decisions needs planning

Shift assessment control to learners/caregivers where

possible

Explain purpose to minimize input by caregivers

 Sample Kindergarten
formative assessment
(Reference: DO 31 s.2020
p72-74
Sample Kindergarten
formative assessment
(Reference: DO 31 s.2020
p72-74
Sample Kindergarten
formative assessment
(Reference: DO 31 s.2020
p72-74
Annex B: Sample Summative Assessment Tools that Qualify as Performance Tasks in Various Learning
Delivery Modalities
Online Learning
Learning Summative Assessment Tool
Area Written Outputs Products Performance Tasks
1. blog post on a book / 1. YouTube campaign videos 1. online debates via Zoom or Google
article review 2. case studies published through Meet
2. essays submitted Adobe Acrobat 2. online interviews
through email 3. e-collages 3. multimedia presentation using
3. e-journals 4. compositions submitted through PowerPoint or Canva
4. electronic mail email 4. panel discussions via Zoom or
writing 5. blog on literary analyses Google Meet
5. reaction / reflection 6. multimedia productions uploaded 5. online presentations
Languages papers submitted in Facebook/You-Tube 6. recorded project presentation
through email 7. e-portfolios 7. recorded monologues
6. PDF reports 8. research projects published in an 8. speech delivery via Zoom/Google
e-journal Meet
9. story / poem writing narrated 9. storytelling / reading via
through PowerPoint presentations Zoom/Google Meet
 Annex B: Sample Summative Assessment Tools that Qualify as Performance Tasks in Various Learning
Delivery Modalities
Modular Distance Learning, TVBI, RBI
Summative Assessment Tools
Learning
Area Written Outputs Products Performance Tasks
1. essays 1. argument analyses 1. issue-awareness campaigns
2. journal writing 2. expressing feelings and 2. presentations and multimedia
Edukasyon sa 3. journal / article ideas through art activities presentations
Pagpapakata reviews 3. journal responses 3. personal action plans (plano ng
o (ESP) 4. reaction / reflection 4. letter/song/poem writing pagsasabuhay)
papers 4. situation analysis (pagsusuri ng
sitwasyon)
1. data recording and 1. diagrams 1. constructing graphs from surveys
analyses 2. mathematical conducted
2. geometric and investigatory projects 2. outdoor math
statistical analyses 3. models / making models 3. probability experiments
Math
3. graphs, charts, or of geometric figures 4. problem-posing
maps 4. number representations 5. reasoning and proof
4. problem sets 5. portfolio 6. using manipulatives to show math
5. surveys concepts / solve problems
 Points to remember…..
Performance Tasks Clear Directions
Must be designed Each task must be accompanied with clear
to provide directions and appropriate scoring tools (i.e.
checklists, rubrics, rating scale, etc.) to help
opportunities for learners demonstrate their learning .
learners to apply
what they are
Collaboration
learning to real- Teachers are advised to collaboratively design and
life situations. implement performance tasks that integrate two or
more competencies within or across subject areas.
Complex tasks may be broken down into shorter tasks
to be completed over longer periods of time.
 Points to remember…..
Performance Tasks
Must be Flexibility
Learners must be given flexibility in the accomplishment of the
designed to performance tasks to consider time and resources available to
provide them. Nonetheless, all learners within a class should be assessed
opportunities on the same competencies using the same scoring tool.
for learners to
apply what they Opportunities
are learning to Teachers must exercise their professional judgement in carrying
real-life out summative assessments, providing enough opportunities for
learners to practice and to redo their work whenever necessary, so
situations. that they can reach their learning targets with the least amount of
pressure.
Rubric
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.
(Andrade, 2000; Arter & Chappuis, 2007;
Stiggins, 2001).
Four essential features of Rubric (Stevens & Levi, 2013)
1)task description or a descriptive title of the task students are
expected to produce or perform
2)scale (and scoring) that describes the level of mastery (e.g.,
exceed expectation, meets expectation, doesn't meet expectation)
3)components/criteria students are to attend to in completing the
assignment/tasks (e.g., types of skills, knowledge, etc.)
4)description of the performance quality (performance
descriptor) of the components/dimensions at each level of
mastery.
ANALYTIC
• articulates different dimensions of performance and provides ratings for each criterion or dimension
HOLISTIC RUBRIC
• describes the overall characteristics of a performance and provides a single score
Portfolio Grading
This rubric is designed to evaluate the portfolio submission based on content, presentation of work, and reflection.
Scoring Performance Descriptor
All required items are included, with a significant number of additions.
Items clearly demonstrate that the desired learning outcomes for the term have been achieved. The student has gained a
100 – 95 significant understanding of the concepts and applications.
Reflections illustrate the ability to effectively critique work, and to suggest constructive practical alternatives.
Items are clearly introduced, well organized, and creatively displayed, showing connection between items.
All required items are included, with a few additions.
Items clearly demonstrate most of the desired learning outcomes for the term. The student has gained a general
94 – 90 understanding of the concepts and applications.
Reflections illustrate the ability to critique work, and to suggest constructive practical alternatives.
Items are introduced and well organized, showing connection between items.
All required items are included.
Items demonstrate some of the desired learning outcomes for the term. The student has gained some understanding of the
89 – 85 concepts and attempts to apply them.
Reflections illustrate an attempt to critique work, and to suggest alternatives.
Items are introduced and somewhat organized, showing some connection between items.
A significant number of required items are missing.
Items do not demonstrate basic learning outcomes for the term. The student has limited understanding of the concepts.
85 - 80 Reflections illustrate a minimal ability to critique work.
Items are not introduced and lack organization.
Rubric for online
Rubric for offline interactive presentations
Rubric for Assessing Informative Write-up Reports (Modular)
Goal:
• Your task is___________________________
• The goal is to ________________________
• The problem/challenge is _____________
• The obstacle(s) to overcome is (are) ____
Role:
• You are ______________________________
• You have been asked to _______________
• Your job is ___________________________
Audience:
• Your client(s) is (are) __________________
• The target audience is ________________
• You need to convince _________________
Situation:
• The context you find yourself in is ___________
• The challenge involves dealing with _________
Product/ Performance and Purpose:
• You will create a ___________________________
• in order to _______________________________
• You need to develop ______________________
• so that ___________________________________
Standards & Criteria:
• Your performance needs to ________________
• Your work will be judged by _______________
• Your product must meet learning standards
__________________________________________
• A successful result will _____________________
 Possible STUDENT ROLES and AUDIENCES

• Actor • Farmer
• CEO
• Advertiser • Filmmaker
• Coach
• Artist • Fire fighter
• Community member
• Astronaut • Forest anger
• Composer
• Author • Friend
• Client/customer
• Biographer • Geographer
• Construction worker
• Board member • Geologist
• Dancer
• Boss • Government official
• Designer
• Boy/girl scout • Historian
• Detective
• Business person • Historical figure
• Doctor
• Candidate • Elected official
• Editor
• Carpenter • Embassy staff
• Elected official
• Cartoon character • Engineer
• Embassy staff
• Caterer • Stenographer
• Engineer
• Celebrity • Expert (in)
• Stenographer
• Chairperson • Eye witness
• Expert (in)
• Chef • Farmer
• Eye witness
• Choreographer • Filmmaker
 Possible STUDENT ROLES and AUDIENCES
• Museum goer
• Neighbor • Ship captain
• Fire fighter
• Newscaster • Social scientist
• Forest anger
• Novelist • Social worker
• Friend
• Nurse • Statistician
• Geographer
• Nutritionist • Storyteller
• Geologist
• Panelist • Student
• Government official
• Photographer • Taxi driver
• Historian
• Pilot • Teacher
• Historical figure
• Playwright • TV viewer
• Illustrator
• Poet • Tour guide
• Intern
• Policeman • Travel agent
• Interviewer
• Radio listener • Traveler
• Inventor
• Reader • TV movie character
• Judge
• Reporter • Tutor
• Jury
• Researcher • Viewer
• Lawyer
• Reviewer • Visitor
• Literary critic
• Soldier • Web designer
• Lobbyist
• School official • Zoo keeper
• Museum director/curator
• scientist
 Possible PRODUCTS and PERFORMANCE

WRITTEN ORAL
• Conversation
• Advertisement * Biography
• debate
• Blog * book report/review • discussion
• Brochure * crossword puzzle • dramatization
• Editorial * essay • Dramatic reading
• Historical fiction * journal • infomercial
• Journal * lab report • interview
• Letter * magazine article • radio script
• Memo * newscast • Oral presentation
• Newspaper article * play • oral report
• Poem * research report • Poetry reading
• Proposal * script • puppet show
• rap
• Screen play * test
• speech
• Story
• song
• position paper/policy brief • teach a lesson
 Possible PRODUCTS and PERFORMANCE

WRITTEN
• Advertisement * book/cd cover
• cartoon * collage
• Computer graphic * data display
• design * diagram
• display * drawing
• Facebook/My space page * flowchart
• flyer * game
• graph * map
• model * power point show
• photograph * questionnaire
• painting * poster
• scrapbook * sculpture
• Storyboard *videotape
• Web site
 Grade 3 Integrative Most Essential Learning Competencies
GRADE LEVEL STANDARDS: The learner listens critically to get information from text heard, demonstrate
independence in using the basic language structure in oral and written communication and reads with
comprehension.
Subjects Most Essential Learning Competencies (MELC) Budget of Work
(BOW)

Nakapagpapalita ng mga natatanging kakayahan nang may

ESP Week 1
pagtitiwala sa sarili (EsP3PKP-Ia-14)
Use common and proper nouns in a sentence (EN3G-If-2.2)
English Use plural form of regular nouns by adding /s/ or /es/ (e.g. dog, dogs,
wish, wishes) (EN2G-Ig-h-2.3)
Read and write numbers up to 10,000 in symbols and in words (M3NS-Ia-
9.3)
Math Add 3-digit by 3-digit numbers with sums up to 1000 without and with Week 1
regrouping(M2NS-Ih-27.5)
Health Describe a healthy person (M3N-Iab-11) Week1
Classify objects and materials as solid, liquid, and gas based on some
Science Week 1
observable characteristics
 Grade 3 Integrative Performance Task for Week 1
Goal:
1. Interview 3 members of your family on their preferred meal of the day, one
for breakfast, one for lunch and another for dinner.
2. Make a meal plan for the family members or people living with you based on
the food pyramid reflecting the go, glow and grow foods from the meal plan.
3. Make a tabular presentation of classification as to solid and liquid.
4. After making the meal plan, ask the elders in the family the cost of each meal
in a day per person and the total cost for the entire family in a day.
5. Write a one paragraph with 3 to 5 sentences using the given proper and
common nouns in describing your meal plan. Observe the correct use of
singular and plural forms of nouns.

Role: Your job is a nutritionist

Audience: any family member to be interviewed -one for breakfast, one
for lunch, and one for dinner

Situation: You are a nutritionist and you are to prepare a meal plan for one
day for one person based on their preferred menu following the food
pyramid. You are going to share this meal plan to your classmates

Product: Meal plan, tabular presentations of classification of foods, one

paragraph with 3 – 5 sentences

Standard: The performance task is to be assessed with the following guides

 Rubric for Assessing the Output

Reference: Do 31 s. 2020
 Menu Cost
Sample Output
Breakfast Materials Solid Liquid
1 cup of rice Php 45.00 Rice /  
1 piece of boiled egg
1 glass of Milo water   /
1 piece of mango Mango /  
1 bottle of Wilkin’s water Meatball /  
Dried fish /  
Lunch banana /  
1 cup of rice Php50.00 pinakbet /  
1 bowl of soup melon /  
3 pieces of meatballs milk   /
1 piece of dried fish
1 piece of banana
One day, my family spent a total of
Dinner
1 platter of pinakbet Php42.00
Php685.00 for our meals. We had rice, boiled
1 cup of rice egg, glass of Milo, mango and Wilkins water for
1 slice of melon
1 glass of water breakfast. For lunch, we also had rice, bowl of
1 cup of milk soup, pieces of meat balls, dried fish, banana.
And for dinner, we had pinakbet, rice, melon,
TOTAL COST in one day Php137.00
water and milk.
Total amount for 5 members in Php685.00
one day
 Conducting Assessment Remotely
A. Communicating the Assessment B. Record of Progress
Task
 Objectives of the assessment task  Self-reflection Tool
 Roles of learners and
 Check-ins of teacher with
parents/guardians
learner (during assessment
 Procedure and expected timeline
period)
 Standards and rubrics
 Evidence of learning in the
student's learning portfolio

The teacher must consult the learners, and when necessary, parents/
guardians, to allow room for adjustments/ flexibilities needed, if any.
Learner
77 91 36.4 56 75 45 81.4 88
A
Learner
A
77 91 36.4 56 75 37.5 83 89
Learner
A 77 91 27.3 56 75 52.5 79.8 87
 STUDENTS
SHOULD BE ABLE
TO TELL US WHAT
On the use of THEY ARE
technology LEARNING, NOT
WHAT APP THEY
ARE USING