1st Periodical Tests – All Subjects | 2019 Educational Files

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DepEd ORDER No. 8, s. 2015

POLICY GUIDELINES ON CLASSROOM ASSESSMENT FOR THE K TO 12 BASIC EDUCATION PROGRAM

To:
Undersecretaries
Assistant Secretaries
Bureau Directors
Directors of Services, Centers and Heads of Units
Regional Directors
Schools Division Superintendents
Heads, Public Elementary and Secondary Schools
All Others Concerned

1. In line with the implementation of the Enhanced Basic Education Act of 2013 (Republic Act No. 10533), the Department of Education is adopting the enclosed Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program,

2. Classroom Assessment is an integral part of curriculum implementation. It allows the teachers to track and measure learners’ progress and to adjust instruction accordingly. Classroom assessment informs the learners, as well as their parents and guardians, of their progress.

3. Effective School Year (SY) 2015-2016, the Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program shall be implemented in public elementary and secondary schools nationwide.

4. Non-DepEd schools are urged to implement these policy guidelines as well. Non-DepEd schools are permitted to modify these policy guidelines according to their school’s Philosophy, Vision, and Mission with the approval of the appropriate DepEd Regional Office.

5. Special programs may further issue supplementary guidelines in relation to the program’s specific assessment concerns.

6. These guidelines will remain in force and in effect for the duration of the program, unless sooner repealed, amended, or rescinded. All existing Orders and Memoranda that are inconsistent with this Order are rescinded.

7. Immediate dissemination of and strict compliance with this Order is directed.

BR.ARMIN A.LUISTRO
Secretary

(Enclosure to DepEd Order No. 8, s. 2015)

POLICY GUIDELINES ON CLASSROOM ASSESSMENT FOR THE K TO 12 BASIC EDUCATION PROGRAM (BEP)

I. Theoretical Basis

Classroom Assessment is a joint process that involves both teachers and learners. It is an integral part of teaching and learning. Teachers provide appropriate assessment when they aim to holistically measure learners’ current and developing abilities while enabling them to take responsibility in the process. This view recognizes the diversity of learners inside the classroom, the need for multiple ways of measuring their varying abilities and learning potentials, and the role of learners as co-participants in the assessment process.

At the heart of this assessment framework is the recognition and deliberate consideration of the learners’zone of proximal development (Vygotsky 1978). Appropriate assessment is committed to ensure learners’ success in moving from guided to independent display of knowledge, understanding, and skills, and to enable them to transfer this successfully in future situations. From this point of view, assessment facilitates the development of learners’ higher-order thinking and 21st-century skills.

This view of assessment, therefore, acknowledges the unity of instruction and assessment. Assessment is part of day-to-day lessons and extends the day-to-day classroom activities that are already in place in the K to 12 curriculum.

II.  What is Classroom Assessment?

Assessment is a process that is used to keep track of learners’ progress in relation to learning standards and in the development of 21st-century skills; to promote self-reflection and personal accountability among students about their own learning; and to provide bases for the profiling of student performance on the learning competencies and standards of the curriculum. Various kinds of assessments shall be used appropriately for different learners who come from diverse contexts, such as cultural background and life experiences.

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

Teachers should employ classroom assessment methods that are consistent with curriculum standards. It is important for teachers to always inform learners about the objectives of the lesson so that the latter will aim to meet or even exceed the standards. The teacher provides immediate feedback to students about their learning progress. Classroom assessment also measures the achievement of competencies by the learners.

There are two types of classroom assessment, namely, formative and summative.

A. Formative assessment may be seen as assessment for learning so teachers can make adjustments in their instruction. It is also assessment as learning wherein students reflect on their own progress. According to the UNESCO Program on Teaching and Learning for a Sustainable Future (UNESCO-TLSF), formative assessment refers to the ongoing forms of assessment that are closely linked to the learning process. It is characteristically informal and is intended to help students identify strengths and weaknesses in order to learn from the assessment experience.

Formative assessment may be given at any time during the teaching and learning process. It is also a way to check the effectiveness of instruction.

Formative assessment involves teachers using evidence about what learners know and can do to inform and improve their teaching. Teachers observe and guide learners in their tasks through interaction and dialogue, thus gaining deeper insights into the learners’ progress, strengths, weaknesses, and needs. The results of formative assessments will help teachers make good instructional decisions so that their lessons are better suited to the learners’ abilities. It is important for teachers to record formative assessment by documenting and tracking learners’ progress using systematic ways that can easily provide insight into a student’s learning. Such monitoring will allow teachers to understand their students and thus teach them better. Formative assessment results, however, are not included in the computation of summative assessment.

Formative assessment must also provide students with immediate feedback on how well they are learning throughout the teaching-learning process. Recommendations on how they can improve themselves should also be given by the teachers. Formative assessment enables students to take responsibility for their own learning, and identify areas where they do well and where they need help. As a result, students will appreciate and make their own decisions about their progress.

B. Summative assessment, on the other hand, may be seen as assessment of learning, which occurs at the end of a particular unit. This form of assessment usually occurs toward the end of a period of learning in order to describe the standard reached by the learner. Often, this takes place in order for appropriate decisions about future learning or job suitability to be made. Judgments derived from summative assessment are usually for the benefit of people other than the learner (UNESCO-TLSF).

Summative assessment measures whether learners have met the content and performance standards. Teachers must use methods to measure student learning that have been deliberately designed to assess how well students have learned and are able to apply their learning in different contexts. The results of summative assessments are recorded and used to report on the learners’ achievement. Primarily, the results of summative assessment are reported to the learners and their parents/guardians. In addition, these are reported to principals/school heads, teachers who will receive the child in the next grade level, and guidance teachers who should help students cope with challenges they experience in school.

 

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