The document outlines a comprehensive approach to assessment that emphasizes holistic and authentic evaluation of student learning, prioritizing formative assessments to inform teaching and promote student growth. It details various assessment strategies, including written works and performance tasks, requiring teacher flexibility and collaboration with students and parents for effective feedback and remediation. The document also specifies guidelines for grading, ensuring that assessment methods are fair, reliable, and aligned with essential learning competencies.

1. Prepared by:
Funny B. Fiadcong
*

3. *
*Assessment should be holistic & authentic in capturing the
attainment of the most essential learning competencies;
*Assessment is integral for understanding student learning
& development;
*A variety of assessment strategies is necessary, with
formative assessment taking priority to inform teaching &
promote growth & mastery
*Assessment & feedback should be a shared responsibility
among teachers, learners, and their families; and
*Assessment & grading should have a positive impact on
learning.

4. *
*It is an ongoing process of
identifying, gathering,
organizing, and interpreting
quantitative and qualitative
information about what
learners know and can do.

5. *
*It 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.

6. *
*It 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.

7. *

8. *
*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 relevant
feedback; and
*Facilitating remediation for learners who need
further guidance.

9. *
*Learners are expected to be proactive in updating
their teacher of their situation, progress and
challenges encountered.
*A non-mandatory self-monitoring tool (Annex E) 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.

10. *
*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; and
*Guiding their children in accomplishing the
assessment tasks and / or monitoring tools
designed by their teacher.

11. *

12. *Teachers need to be creative and flexible in assessing
the student learning.
*Assessment decisions must be made in the best
interest of all learners, ensuring that all assessment
activities:
*Align with the most essential learning competencies;
*Are reliable, valid and transparent
*Are fair, inclusive and equitable
*Are 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

13. *Formative assessment is about
getting better, so it should be
specific, frequent, repetitive,
and free from the restrictions of
grading (Christodolou, 2016).
*It should target skills that are
necessary to the attainment of
learning competencies as
measured in summative
assessments.

14. *To evaluate student learning
at a particular points in each
quarter, summative
assessments shall continue in
the form of written works and
performance tasks.

15. *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 (DepEd, 2015, p. 4)
using a combination of selected-
response formats so that all are
adequately covered.

16. *
Cognitive
Process
Description
Remembering The learner can recall information & retrieve relevant knowledge from
long-term memory: identify, retrieve, recognize, duplicate, list,
memorize, repeat, reproduce
Understanding The learner can construct meaning from oral, written and graphic
messages: interpret, exemplify, classify, summarize, infer, compare,
explain, paraphrase, discuss
Applying The learner can use the information to undertake a procedure in familiar
situations or in a new way: execute, implement, demonstrate,
dramatize, interpret, solve ,use, illustrate, convert, discover.
Analyzing The learner can distinguish between parts and determine how they relate
to one another, and to the overall structure and purpose: differentiate,
distinguish, compare, contrast, organize, outline, attribute, deconstruct
Evaluating The learner can make judgments and justify decisions: coordinate,
measure, detect, defend, judge, argue, debate, critique, appraise,
evaluate
Creating The learner can put elements together to form a functional whole, create
a new product or point of view: generate, hypothesize, plan, design,
develop, produce, construct, formulate, assemble, design, devise

17. *Performance tasks refer to assessment
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. (DepEd, 2015, pp.7-8)

18. *
Language
Products:
Campaigns
Case studies
Collages
Compositions
Literary analyses
Multimedia productions
Portfolios
Research projects
Story / poem writing
Performance-based tasks:
Debates, interviews, multimedia presentations,
panel discussions, presentations, project making,
role plays, speech delivery, storytelling / reading

19. Math
Performance Tasks
A. Products: diagrams, mathematical investigatory
projects, models / making models of geometric
figures, number representations
B. Performance-based tasks
-constructing graphs from survey conducted,
multimedia presentation, outdoor math, probability
experiments, problem-posing, reasoning and proof
through recitation, using manipulatives to show math
concepts / solve problem, using measuring tools /
devices

20. Science Performance Tasks
A. Products: investigatory projects, models
and diagrams construction, prototype
building, research papers
B. Performance-based tasks:
debates, designing and implementation of
action plans, designing various models, doing
scientific investigations, issue-awareness
campaigns, laboratory activity, multimedia
presentations, simulation, skills
demonstration, verification experiments

21. AP
Performance Tasks
A. Products: collages, diorama making, leaflet,
poster and slogan making, map construction,
research work, timelines
B. Performance – Based Tasks
Community involvement, debate, interviews, issue-
awareness campaigns, news reporting,
presentations and multimedia presentations, role
plays, simulations

22. ESP Performance Tasks
Products: argument analyses, expressing their
feelings & ideas through art activities, journal
responses, letter writing, song and poem
writing
Performance-Based Tasks: issue awareness
campaigns, presentations & multimedia
presentations, role plays, preparation of action
plans, implementation of action plans, situation
analysis

23. Music
Performance Tasks
Products: creating simple musical
arrangements, musical analysis / song
analysis, musical research, writing program
notes
Performance-based tasks: multimedia
presentations, musical presentations, skills
demonstrations

24. Arts Performance Tasks
Products: art criticism and appreciation
compilations, art exhibit, art projects,
portfolio
Performance-based tasks: art production,
multimedia presentation (drawing,
coloring, painting), stage / bulletin board
production
PE Performance Tasks
Products: article / journal review,
personal fitness and health logs, portfolios
Performance-based tasks: creating
personalized exercise program, physical
activity participation, physical activity /
fitness assessment, role plays, skills
demonstration

25. Health
Performance Tasks
Products: journal responses, personal fitness
and health logs, portfolio
Performance-based tasks: debates, design
and implementation of fitness and health
program, issue-awareness campaigns, role
plays
EPP /
TLE
Products: Technical drawing output,
prototype building, products / projects
using locally available materials
Performance – based tasks: skills
demonstration, skills application, laboratory
exercises, oral tests, design, creation, and
layout of outputs / diagnose and repair
equipment

26. *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 (checklists, rubrics, rating scale
etc) to help leaners demonstrate their learning.
*Teachers are advised to collaboratively design and
implement performance tasks that integrate two or more
competencies within or across subject areas. Complex
tasks maybe broken down into shorter tasks to be
completed over longer periods of time.

27. *Learners must be given flexibility in the accomplishment
of the performance tasks to consider time and resources
available to them. Nonetheless, all learners within a class
should be assessed on the same competencies using the
same scoring tool.
*Teachers should set realistic expectations and use their
professional judgment to find a good balance between
what is effective and what is feasible to accomplish
remotely.

28. *
*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.”

29. *Written works and performance tasks could be
designed to include the following:
*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.
*Minimum of four (4) written works and four (4)
performance tasks within the quarter, preferably one
in two weeks integrating two or more competencies.
*All competencies should be covered by the
performance tasks (e.g. A performance task can be
used to assess Science, Math, and English altogether
for certain topics).

30. *
Assessment
Components
Weights
Languages / AP
/ EsP
Sci & Math MAPEH / EPP /
TLE
Written Works 40% 50% 30%
Performance
Tasks
60% 50% 70%

31. *
Assessment
Component
s
Core
Subjects
Academic Track
TVL / Sports / Arts &
Design Tracks
All Other
Subjects
WI / Research /
Business
Enterprise
Simulation /
Exhibit /
Performance
All Other
Subjects
WI / Research
Exhibit /
Performance
Written
Works
40% 40% 50% 30%
Performance
Tasks
60% 60% 50% 70%

32. *The transmutation table in DO No. 8 s. 2015,
shall still be used in this grading system. The
guidelines on learner’s progress report, as well
as on promotion and retention shall likewise
follow the provisions cited in the said policy.

33. Thank You!