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Policy Guidelines On Classroom Assessment For The K To 12 Basic Education Program (Bep

This document outlines DepEd Order No. 8, s. 2015, which provides policy guidelines for classroom assessment in the K to 12 Basic Education Program. It discusses how learners are assessed individually and collaboratively through formative assessments at different parts of lessons. The connection between curriculum standards, cognitive process dimensions, and the K to 12 Performance Standards is also explained.

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Brendalyn Aumada Banaynal
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92 views15 pages

Policy Guidelines On Classroom Assessment For The K To 12 Basic Education Program (Bep

This document outlines DepEd Order No. 8, s. 2015, which provides policy guidelines for classroom assessment in the K to 12 Basic Education Program. It discusses how learners are assessed individually and collaboratively through formative assessments at different parts of lessons. The connection between curriculum standards, cognitive process dimensions, and the K to 12 Performance Standards is also explained.

Uploaded by

Brendalyn Aumada Banaynal
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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POLICY GUIDELINES ON

CLASSROOM ASSESSMENT FOR THE


K TO 12 BASIC EDUCATION
PROGRAM(BEP)
DEPED ORDER NO.8, S.2015
LEGAL BASIS

 DepEd Order # 8, s. 2015

 Policy Guidelines on Classroom Assessment for the


K to 12 Basic Education Program
• Effective SY 2015-2016 the Policy Guidelines on Classroom Assessment shall be
implemented in public elementary and secondary schools nationwide.

• Non-DepEd schools are encouraged to implement these type of policy guidelines as


well. However, they are permitted to modify these policy guidelines according to
their Philosophy, Vision, and Mission with the approval of the appropriate DepEd
Regional Office
HOW ARE LEARNERS ASSESSED IN
THE CLASSROOM
1. Individual Formative Assessment
- enables the learner to demonstrate independently what has been learned or mastered through a range of activities such as check-
up quizzes, written exercises, performances, models, and even electronic presentation.
2.

Collaborate Formative Assessment


-(peer assessment) allows student to support each other’s learning. Discussions, role playing, games, and other group activities
may be used as performance-based formative assessment.
3.

Formative Assessment in Different Parts of the Lesson


- every lesson has three parts: before the lesson, the lesson proper and after the lesson.

Lesson

before the during the after the


lesson lesson lesson
WHAT IS THE CONNECTION BETWEEN AND AMONG CURRICULUM
STANDARDS, COGNITIVE PROCESS DIMENSIONS AND KPUP?
Curriculum Levels of Assessment Cognitive Process Dimensions
Standards (DO 73, s. 2012
Content Knowledge Remembering
Standards 1. “What should students know?” The learner can identify,
“What should the learners retrieve, recognize,
know”? duplicate, list , memorize,
repeat, reproduce

Performance 2. “How are they to express or provide Understanding


Standard evidence of what they know?

“What can learners do with


Applying
what they know?” The learner can execute,
implement, demonstrate,
dramatize, interpret, solve,
use, illustrate, convert,
discover.

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