Official Guidelines For Assesment Under The New Normal: DEPED ORDER 31 S. 2020

OFFICIAL GUIDELINES FOR
ASSESMENT UNDER THE

NEW NORMAL
DEPED ORDER 31 s. 2020
RATIONALE
RATIONALE
• This is issuance is a means to adapt to the implementation of
alternative learning modalities that help ensure that learners
achieve essential curricular goals.
• These times call for creative and innovative ways of designing
optimal learning experiences and in assessing learning
progress.
• The principle adhered to by DO 8 s. 2015 still holds true,
assessment should be used to inform and improve classroom
practices as well as promote learning outcomes.
• Under distance and blended learning we should utilize
alternative tools without creating undue pressure on
teachers, learners and their families.
SCOPE
SCOPE
• This issuance covers all public elementary and secondary
schools
• Private schools, technical and vocational institutions and
higher education institutions including state and local
university and colleges off ering K-12 Basic Education
Program are encouraged to implement these interim policy
guidelines.
• Private schools and institutions are permitted to modify
these policy guidelines in accordance to their Philosophy,
Vision, Mission with the approval of their respective DepEd
Regional Offi ce.
Definition of
Terms
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 of their own learning and identify areas where
they do well and where they need help.
DEFINITION OF TERMS
3. Summative Assessmen t - is an assessment that is usually
administered toward the end of the 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.
4. Grading is the way of reporting assessment data by assigning

value to the results as a record of student's ability achievement,
or progress
Policy Principles
POLICY PRINCIPLES
• The Department of education is committed in ensuring the continuity of
education while looking after the health, safety and well-being of all its
learners, teachers and personnel.
• Schools must adapt assessment and grading practices that can most
meaningfully support students development and respond to varied
context at this time.
POLICY 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.
• 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; and
• Assessment and grading should have a positive impact on learning.
Roles and
Responsibilities
• Teachers, school , leaders, learners and parents should commit to
uphold the integrity of learning and instruction in the context of distance
education. The main desired outcomes of this policy are:
• To ensure that all learners are fairly assessed and graded in the
continuation of education during this health crisis
• To emphasize that learning standards shall be attained with the
provision of reasonable leniency and considerations for possible
difficulties met by the learner.
TEACHERS
Roles and Responsibilities
• Designing the assessment to allow for flexibility in multiple modalities

• Communicating to learners and parents/guardians the design and
standards for grading the assessment.;
• Setting up mechanisms to monitor and record progress remotely.
• Giving timely, constructive, and relative feedback;
• Facilitating remediation for learners who need further guidance.
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.
PARENTS AND GUARDIANS
• DepEd Aims to develop independent learners who can study on the assessments on
their own. However, in this school year's implementation of distance learning parents
and guardians play a crucial role in guiding their children in adapting to the changes of
distance learning process.
• Thus only when necessary, parents/guardians are requested to assist in the
assessment process by:
⚬ Communicating with the teacher to give updates on their child's situation progress
and challenges encountered;
⚬ Guiding their children in accomplishing the assessment tasks and /or monitoring
tootls designed by their teacher.
PLANNING THE ASSESSMENT
Teachers should ensure that all assessment
activities:
a. align with the most essential learning competencies
b. are reliable valid and transparent
c. are fair inclusive and equitable
d. are practical and manageable for both learners and teachers.
e. give learners a range of ways to demonstrate their learning.
f. provide timely and accurate information as basis for feedback.
SUMMATIVE ASSESSMENT
WRITTEN WORKS
• Written works shall be administered to assess essential knowledge and
understanding 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 teachers to show what
they know are able to do in diverse ways. They may create or innovate products
or do performance-based tasks including skill demonstration , group
presentations, oral work, multimedia presentation and research projects.
Written works could also be considered as performance tasks.
"ANNEX A provides a list of sample summative assessments that fall under
performance tasks for the purpose of this policy
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:
• Each task must be accompanied with clear directions and appropriate scoring tools (i.e.
checklist, rubrics, rating scale, etc.) to help learners demonstrate their learning (see Annex C
for sample scoring tools)
• Teachers are advised to collaboratively design and 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 (see Annex D
for sample integrative assessment tasks)
• Learners must be given flexibility in the accomplishment of the performance tasks to
consider time and resources available to them. Nonetheless all learners should be assessed
on the same competencies using the same scoring tool.
GRADING AND
PROMOTION
GRADING AND PROMOTION
• Written works and performance tasks shall be administered to assess the

content and performance standards that describe the knowledge abilities and
skills that learners are expected to demonstrate. These tasks could designed
to include the following:
a. Student's Learning Portfolio that documents all the evidence of learning within the grading period including
self-reflections, self evaluations of performance tasks guided by rubrics and self selected best outputs in
learning modules.
b. Minimum of four (4) written works and four (4) performance tasks within the quarter, preferably one in two
weeks integrating two or more competencies.
c. All competencies should be covered by the performance tasks (e.go. A performance tasks can be used to
assess Science, Math and English altogether for certain topics. )

Official Guidelines For Assesment Under The New Normal: DEPED ORDER 31 S. 2020

Uploaded by

Copyright:

Available Formats

Official Guidelines For Assesment Under The New Normal: DEPED ORDER 31 S. 2020

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Official Guidelines For Assesment Under The New Normal: DEPED ORDER 31 S. 2020

Uploaded by

Copyright:

Available Formats

OFFICIAL GUIDELINES FOR

ASSESMENT UNDER THE

• Classroom Assessment - is an ongoing process of identifying,

4. Grading is the way of reporting assessment data by assigning

• Designing the assessment to allow for flexibility in multiple modalities

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

• Written works and performance tasks shall be administered to assess the

You might also like