Assessing Student Learning

(salient features of DO 31, s. 2020)

VALENTIN L. JACOBE
Education Program Supervisor
Presenter
Scope
 Public elementary and secondary schools
nationwide this SY 2020-2021
 Private schools and institutions are
encouraged to implement and are permitted
to modify according to their Philosophy,
Vision and Mission with the approval from
their DepEd Regional Office
Principles
1. Assessment should be holistic and
authentic in capturing the attainment of
most essential learning competencies.
2. Assessment is integral for understanding
student learning and development.
3. A variety of assessment strategies is
necessary , with formative assessment
taking priority to inform teaching and
promote growth and mastery.
Principles
4. Assessment and feedback should be a
shared responsibility among teachers,
learners, and their families.
5. Assessment and grading should have a
positive impact on learning.
Desired Outcomes

a. To ensure that all learners are fairly assessed

and graded in the continuation of education
during this health crisis; and
b. To emphasize that learning standards shall be
attained, with the provision of reasonable
leniency and considerations for possible
difficulties met by the learner.
Roles and Responsibilities of Teachers
• Design assessment to allow
for flexibility in multiple
modalities;
• Communicate to learners and
parents/guardians the design
and standards for grading and
assessment;
• Set up mechanisms to monitor
and record progress remotely;
• Give timely, constructive, and
relevant feedback; and
• Facilitate remediation for
learners who need guidance
Roles and Responsibilities of Learners

• Expected to be Teachers must

proactive in updating •also ask the well-being of
their teacher of their the learner.
situation, progress •ensure readiness of the
and challenges learners for the next
encountered. lesson

• May accomplish the •identify the academic

challenges met by the
non-mandatory Self- learners
Monitoring Tool
•be lenient
(Annex E)
independently or with
the assistance of
their parent/guardian
Roles and Responsibilities of
Parents/Guardians
• Communicate 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 tools designated
by their teacher
 Planning the Assessment
Assessment Activities  align with the MELC;
 are reliable, valid and
must be made in the transparent;
best interest of all
learners  are fair, inclusive and
equitable;
 are practical and manageable
for both learners and teachers;
 give learners a range of ways
to demonstrate their learning;
and
 provide timely and accurate
information as basis for
feedback
Choosing Assessment Methods
Consider the following questions:

1. What is the purpose of the assessment?

2. What will be assessed?
3. Which method would best allow learners to
demonstrate what they have learned,
considering their learning modality?
4. Which method would make it easy to gather
evidence of learners’ progress over time?
5. Will the assessment be completed individually
or in groups?
Choosing Assessment Methods
Consider the following questions:

6. Will the assessment be taken at the same time

or submitted within a specific period?
7. How will class size affect the way the
assessment will be conducted?
8. How can technology help?
Learning Assessment Strategies include:

• Observation  may videocall with permission

by the parent
• Talking to  Gather additional information
Learners by doing conferencing/ phone
calls/ messenger
• Analyzing  provide oral feedback to
products learners and parents
 a combination of selected-
• Tests response and constructed-
response

Remember: No ‘one size fits all’ assessment

 How do I know if a child is learning?

Formative Assessment

A process that involves Where is the learner going?

teachers using evidence about (Where am I going?)
what learners know and can
do to inform and improve their
teaching
Where is the learner right now?
(Where am I right now?)
Teacher’s immediate feedback
enables students to take
responsibility for their own
learning and identify areas How will the learner get there?
where they do well and where (How will I get there?)
they need help
 How do I know if a child is learning?
specific skills or
knowledge
Formative Assessment

Should be specific, frequent, repetitive,

and free from the restrictions from
grading (Christodoulou, 2016)

Should target skills that are

necessary to the attainment of
learning competencies as measured
in summative assessments

focuses on
process
 How do I know if a child is learning?

Summative Assessment

Usually administered toward

Written Works
the end of a learning period to
measure the extent to which
the learners have mastered Performance Tasks
the essential learning
competencies, the results of
which are recorded and are
used to report the learners’
achievement
Summative assesses a
range of skills or knowledge

Summative focuses on
product
 How do I know if a child is learning?
Summative Assessment

Written Works Performance Tasks

To assess essential knowledge Allow learners to show what they
and understandings through know and are able to do in diverse
quizzes and long/unit tests ways

To be composed of items May include products or

distributed across the Cognitive
performances (e.g. skills
Process Dimensions (DO 8, s.
demonstrations, group
2015, p. 4) using a combination
presentations, oral work,
of selected-response and
multimedia presentations, research
constructed-response formats
projects)

May include written outputs

 How do I know if a child is learning?

Summative Assessment

Teachers must exercise professional judgment in

carrying out SAs, providing enough opportunities
for learners to practice and to redo their work
whenever necessary, so that they can reach their
learning targets with the least amount of pressure.
 p. 6, DO 31, s. 2020
DEPARTMENT OF EDUCATION
 p. 6, DO 31, s. 2020
DEPARTMENT OF EDUCATION
Assessment Weight in Percentage
Component
Languages/ Science/ MAPEH/
AP/EsP Math EPP/TLE

Written 40 50 30
Works

Performance 60 50 70
Tasks

p. 6, DO 31, s. 2020
DEPARTMENT OF EDUCATION
 Weight in Percentage

Technical/Vocational and
Academic Track Livelihood (TVL)/Sports/Arts and
Design Tracks

Assessment Core Work

Component Subjects Immersion/Research/Busines
Work
All Other s Enterprise Simulation/ All Other
Immersion/Research
Subjects Performance Subjects
Exhibit/Performance
MAPEH/EPP/
TLE

Written Works 40 40 50 30 30

Performance
Tasks 60 60 50 70 70

p. 6, DO 31, s. 2020
DEPARTMENT OF EDUCATION
• Transmutation of grades
will still follow Appendix B
of DO 8, s. 2015
• Policies on retention and
promotion will still follow
provisions in DO 8, s. 2015

p. 7, DO 31, s. 2020
DEPARTMENT OF EDUCATION
End of my presentation!