DEPED
ORDER #
31, s.
2015
OBJECTIVES 2
At the end of this session, the participants should be able to:
1. Orient DepEd Order No. 31, s. 2020
2. Discuss the different type of
assessment under the new normal.
DEPARTMENT OF EDUCATION
ACTIVITY 3
1. The group shall list down at
least five information drawn
from DepEd Order No. 31, s.
2020 in a manila paper.
DEPARTMENT OF EDUCATION
ANALYSIS 4
How do you find the activity?
Was it easy ? Difficult?
Why do you consider this easy?
Difficult?
Are we all practicing what are
mentioned in this order?
Can we all articulate what are
in this order?
If not, then what shall we do?
DEPARTMENT OF EDUCATION
CLASSROOM ASSESSMENT 5
What is new kind of Assessment?
What are the types of Assessment?
What is/are Assessed?
How is learner progress recorded and
computed?
How are learners Assessed?
DEPARTMENT OF EDUCATION
What is Classroom Assessment?
6
1 . Assessment is a joint process that involves
both teachers and learners.
2. It should be in unity with instruction.
Instruction Assessment
DEPARTMENT
DEPARTMENT OF EDUCATION
OF EDUCATION
What is Classroom Assessment?
7
5
6
DEPARTMENT
DEPARTMENT OF EDUCATION
OF EDUCATION
What is Classroom Assessment?
8
5
6
DEPARTMENT
DEPARTMENT OF EDUCATION
OF EDUCATION
What is assessed in the classroom?
9
Content Standard
- cover a specified scope of sequential
topics within each learning strand,
domain, theme, or component.
- answer the question “What should
learners know?”.
5
6
DEPARTMENT
DEPARTMENT OF EDUCATION
OF EDUCATION
What is assessed in the classroom? 10
Performance Standard
- describe the abilities and skills that learners are expected to
demonstrate in relation to the content standards and integration of the
21st century skills.
What can learners do with what they know?
How well must learners do their work?
How well do learners use their learning or understanding in different
situations? What can learners do with what they know?
How well must learners do their work?
How well do learners use their learning or understanding in different
situations?
5
6
DEPARTMENT
DEPARTMENT OF EDUCATION
OF EDUCATION
What is assessed in the classroom?
11
Learning Competencies
-refer to the knowledge,
understanding, skills, and
attitudes that learners need to
demonstrate in every lesson
and/or activity.
5
6
DEPARTMENT
DEPARTMENT OF EDUCATION
OF EDUCATION
How are learners assessed in the
classroom?
Learners are assessed through
various processes and measures
which maybe used for both:
Formative Assessment
Summative Assessment
14
DEPARTMENT OF EDUCATION
Two Types of CLASSROOM ASSESSMENT
14
DEPARTMENT OF EDUCATION
How are learners assessed in the
classroom?
14
DEPARTMENT OF EDUCATION
How are learners assessed in the
classroom?
Formative Assessment may be
integrated in all parts of the lesson.
lesson
before the during the after the
lesson lesson lesson
15
DEPARTMENT OF EDUCATION
How are learners assessed in the
classroom?
Purposes of Formative Assessment
For the Learner For the Teacher
1. Know what s/he 1. Get information about
knows about the what the learner
topic/lesson already knows and
2. lesson
Understand the can do about the new
purpose of the lesson lesson
and how to do well 2. Share learning
before the during
in the lesson the intentionsafter
and the
lesson 3. Identifylesson
ideas or success criteria to the
concepts s/he learners lesson
misunderstands 3. Determine
4. Identify barriers to misconceptions
learning 4. Identify what hinders
learning
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DEPARTMENT OF EDUCATION
Purposes of Formative Assessment
For the Learner For the Teacher
1. Provide immediate
1. Identify one’s feedback
strengths and
weaknesses to learners
2. Identify barriers to 2. Identify what
learning hinders learning
3. Identify factors that 3. Identify what
during the help him/her learn
4.
after th
facilitates learning
Identify learning
Know what s/he
lesson
4.
knows and does not gaps lesson
know 5. Track learner progress
5. Monitor his/her in comparison to
own progress formative assessment
results prior to the
lesson proper
6. To make decisions on
whether to proceed with
the next lesson, re-
teach, or provide for
corrective measures or
reinforcements 17
DEPARTMENT OF EDUCATION
Purposes of Formative Assessment
For the Learner For the Teacher
1. Tell and recognize 1 . Assess whether
whether s/he met learning objectives
learning objectives have been met for a
and success criteria lesson specified duration
2. Seek support through 2. Remediate and/or
after the remediation, enrich with
enrichment, or otherduring the
appropriate strategies
lesson strategies as needed
lesson
3. Evaluate whether
learning intentions
and success criteria
have been met
18
DEPARTMENT OF EDUCATION
BEFORE LESSON LESSON PROPER AFTER LESSON
Reflect on these practices…
DEPARTMENT OF EDUCATION
FORMATIVE ASSESSMENT
Assessment for learning
- teachers can make
adjustments in their
instructions.
14
DEPARTMENT OF EDUCATION
FORMATIVE ASSESSMENT
Assessment as learning
- students reflect on their
own progress.
14
DEPARTMENT OF EDUCATION
SUMMATIVE ASSESSMENT
Assessment of learning
- which occurs at the end of a
particular unit. usually occurs
towards the end of a period of
learning in order to describe the
standard reached by the learner
14
DEPARTMENT OF EDUCATION
Assessment for Learning (formative) is not an attack on
Assessment of learning (summative). These are
complementary approaches - it’s about getting the balance
right.
It is the teacher who decides the balance and timing of
formative and summative assessments;
(“Putting Assessment for Learning into Practice,”
David Spendlove, 2009)
DEPARTMENT OF EDUCATION
Reminders:
Formative assessment results
are not included in the
computation of grades
Summative assessment results
are recorded and are included
in the computation of the final
grade.
19
19
1. What kind of written test will
you give to your students?
2. What particular performance
task will you give?
19
INTERACTIVE
GAME
19
Sample SUMMATIVE ASSESSMENT Tools
Learning Area Written Works (WW) Performance Tasks (PT
LANGUAGE
21
DEPARTMENT OF EDUCATION
d es computed at the end of
How are grad
the School Year?
Checklists, anecdotal records and
Kindergarten portfolios are presented to the parents at
the end of each quarter for discussion.
1. The average of the Quarterly
Grades produces the Final Grade.
2. The General Average is computed by
Grades 1 to 10
dividing the sum of all final grades by
the total number of learning areas.
Each learning area has equal weight.
1. The average of the Quarterly Grades
produces the Semestral Final Grade.
2. The General Average is computed by
Grades 1 1 to 12
dividing the sum of all Semestral
Final Grades by the total number of
learning areas.
24
DEPARTMENT OF EDUCATION
How is the learner’s progress reported?
The summary of learner progress is shown quarterly to
parents and guardians through a parent-teacher
conference, in which the report card is discussed.
Descriptor Grading Scale
Outstanding 90-100
Very Satisfactory 85-89
Satisfactory 80-84
Fairly Satisfactory 75-79
Did Not Meet Expectations Below 7 5
25
DEPARTMENT
DEPARTMENT OF
OF EDUCATION
How are learners promoted and retained at the end of
the School Year?
For Grades 1 to 3 Learners:
Requirements Decision
Final Grade of at least 75 in
Promoted to the next grade level
all learning areas
Must pass remedial classes for
learning areas with failing mark
Did Not Meet Expectations
to be promoted to the next
in not more than two
grade level. Otherwise the
learning areas
learner is retained in the same
grade level.
Did Not Meet Expectations
in three or more learning Retained in the same grade level
areas
26
DEPART ENT OF
DEPARTMENT OF EDUCATION
EDUCATION
How are learners promoted and retained at the
end of the School Year?
For Grades 4 to 10 Learners:
Requirements Decision
Final Grade of at least 7 5 in all
Promoted to the next grade level
learning areas
Must pass remedial classes for
learning areas with failing mark to
Did Not Meet Expectations in not more
be promoted to the next grade
than two learning areas
level. Otherwise the learner is
retained in the same grade level.
Did Not Meet Expectations in three or
Retained in the same grade level
more learning areas
Must pass all learning areas in the 1. Earn the Elementary Certificate
Elementary 2. Promoted to Junior High School
1. Earn the Junior High School
Must pass all learning areas in the
Certificate
Junior High School
2. Promoted to Senior High School
27
DEPARTMENT
DEPARTMENT OF EDUCATION
EDUCATIO
How are learners promoted and retained at the end of
the School Year?
For Grades 1 1 to 1 2 Learners:
Requirements Decision
Final Grade of at least 7 5 in all
Can proceed to the next semester
learning areas in a semester
Must pass remedial classes for failed
Did not Meet Expectations in a
competencies in the subject before
prerequisite subject in a learning
being allowed to enroll in the higher-
area
level subject
Must pass remedial classes for failed
Did Not Meet Expectations in any competencies in the subjects or
subject or learning area at the learning areas to be allowed to enroll
end of the semester in the next semester. Otherwise the
learner must retake the subjects failed.
Must pass all subjects or learning
Earn the Senior High School Certificate
areas in Senior High School
28
DEPARTMENT OF EDUCATION
How are learners promoted and retained at the end of
the School Year?
1. Summative Assessments are also given during remedial classes. These
are computed, weighted and transmuted in the same way as the Quarterly
Grade.
2. The equivalent of the Final Grade for remedial classes is the Remedial Class
Mark.
3. The Final Grade at the end of the School Year and the Remedial Class Mark are
averaged.
4. If the Recomputed Final Grade is 7 5 or better:
Grades 1 to 10 Student is promoted to next grade level
Grades 1 1 to 12
Student is able to enroll in the higher level
(for subjects that are pre-requisites for other learning area
subjects)
5. If the Recomputed Final Grade is below 75:
Grades 1 to 10 Student is retained in the grade level
Grades 1 1 to 12 Student needs to retake the subject.
Grades 1 1 to 12
Student will not be allowed to enroll in the
(for subjects that are pre-requisites for other higher level learning area 29
subjects) DEPARTMENT OF EDUCATION
How are the Core Values of the Filipino child reflected in
the Report Card?
Maka-Diyos Makakalikasan
Makatao Makabansa
33
DEPARTMENT OF EDUCATION
How are the Core Values of the Filipino child
reflected in the Report Card?
Marking Non-Numerical Rating
AO Always Observed
SO Sometimes Observed
RO Rarely Observed
NO Not Observed
37
DEPARTMENT
DEPARTMENT OF
OF EDUCATION
38
DEPARTMENT OF EDUCATION
39
DEPARTMENT OF EDUCATION
THANK YOU VERY MUCH!
43
DEPARTMENT OF EDUCATION
REFERENCES 41
Alberta Assessment Consortium. Refocus: Looking at Assessment for Learning. 2nd ed. Edmonton,
AB: Alberta Assessment Consortium, 2005.
. Refocus: Looking at Assessment for Learning. Edmonton, AB: Alberta Assessment
Consortium, 2003.
Burns, Marilyn. "Looking at how students reason." Educational Leadership 63, 3 (2005), pp. 26–31.
Davies, Anne. Finding Proof of Learning in a One-to-One Computing Classroom. Courtenay, BC:
Connections Publishing, 2004.
McNamee, Gillian D. and Jie-Qi Chen. "Dissolving the line between assessment and
teaching." Educational Leadership 63, 3 (2005), pp. 72–77.
Sparks, Dennis. "Assessment without victims: An interview with Rick Stiggins." Journal of Staff
Development 20, 2 (1999).
http://www.nsdc.org/library/publications/jsd/stiggins202.cfm (Accessed ).
Stiggins, Richard J. et al. Classroom Assessment for Student Learning: Doing It Right—Using It
Well.Portland, OR: Assessment Training Institute, 2004.
DEPARTMENT OF EDUCATION
