INTERIM GUIDELINES
FOR ASSESSMENT AND
GRADING
IN LIGHT OF THE BASIC
EDUCATION LEARNING
CONTINUITY PLAN
(DO 31 S. 2020)
DepEd Goal
Ensure that teaching and learning
continues during the COVID-19 Pandemic,
while looking after the health, safety, and
well-being of all its learners, teachers, and
personnel
Background of DO 31. s. 2020
Pros & Cons of Non-Numerical Grading System
PROs
• Reduces score
pressure
• Non-graded
assessment scheme
may foster the
intrinsic motivations
of students for
learning as the
pressure of scores is
lifted and learning is
done for the sake of
learning alone
CONs
• Adjusting and studying to a new grading system could
potentially mean more work for teachers in this time
they are adjusting to new teaching modalities
• Decreased performance- students may tend to perform
less knowing that they can obtain the targeted mark
(pass) even by committing mistakes or performing less
in a given task. It can possibly lead to
underachievement, lethargy and complacency
• When pandemic is over, they do not have the numerical
grades that they may be needed in enrolling to the next
grade level, to other countries/school and/or for the
college application of SHS
DO 31 s. 2020
a supplement to DO 12 s. 2020: Adoption of the
Basic Education Learning continuity Plan for SY
2020-2021 in light of COVID-19 Pandemic.
shall be implemented in all public elementary and
secondary schools nationwide for SY 2020-2021
but DO No. 8, s. 2015 (Policy Guidelines on
Classroom Assessment for the K to 12 Basic
Education Program) is still in effect although
provisions inconsistent with these guidelines are
suspended for this school year.
DO 31 s. 2020
Private
schools,
technical
and
vocational
institutions, and higher education institutions
including state and local universities and colleges
offering the K to 12 Basic Education Program are
encouraged to implement this DO and permitted
to modify it with the approval of the RO.
Assessment 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
Assessment Principles
 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
 Assessment and grading should have a positive
impact on learning
Characteristics of Assessment
 Align with the Most Essential Learning
Competencies
 Reliable, valid and transparent
 Fair, inclusive and equitable
 Practical and manageable for both learners
and teachers
 Give learners a range
demonstrate their learning
of
ways
to
 Provide timely and accurate information as
basis for feedback
Role of Teachers, Learners and Parents
Teachers
 Design the assessment to allow for flexibility in
multiple modalities;
 Communicate to learners and parents/guardians the
design and standards for grading the assessment;
 Set-up mechanisms to monitor and record progress
remotely;
 Give timely, constructive, and relevant feedback; and
facilitating remediation for learners who need
further guidance.
Role of Teachers, Learners and Parents
Learners
Learners are expected to be proactive in
updating their teacher of their situation,
progress and challenges encountered. A nonmandatory self-monitoring tool (see Annex E)
may be accomplished independently or with
the assistance of their parent/guardian, if
necessary.
Role of Teachers, Learners and Parents
Parents and Guardians
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
Purpose of Assessment
Assessment should be used to inform and
improve classroom practices and promote
learning outcomes (D.O. 8 s 2015)
Formative Purposes
When assessment evidence is used to inform teaching and
learning decisions with the view to improvement.
Summative Purposes
When assessment evidence is used to make decisions about
learners’ outcomes at the end of the teaching period.
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 for their own learning and identify areas where
they do well and where they need help.
Definition of Terms
Summative Assessment
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.
Grading is the way of reporting assessment data by assigning
a value to the results as a record of students' ability, achievement,
or progress (Association for Supervision and Curriculum
Development, 2020).
The difference between
formative and summative
assessment
Formative Assessment’s Summative Assessment’s
goal is to monitor student’s
learning to provide ongoing
feedback that can be used by
instructors to improve their
teaching and by students to
improve their learning.
goal is to evaluate student’s
learning at the end of an
instructional
unit
by
comparing it against some
standard or benchmark
The difference between formative and summative
assessment
Formative (Class/individual) Summative (individual)
• Identifying gap between current
• Grading
and desired learner’s
competence
• Adapting for learner needs
• Providing feedback
• Improving instruction
• Engaging students in the
assessment and learning
process
• Ranking
• Reporting
• Promoting
• Certifying
Assessment Purposes
Planning
Collecting
Interpreting
Using
Evaluating
Planning assessment requires decision about
• Assessment design
• What to assess
• How to Assess
ASSESSMENT DESIGN
Must be aligned with the most
essential learning competencies
Consider curricula across
grades and learning areas
Consider typical steps in
development of learners
Consider timing of assessment
(before, during, after)
Select Assessment Styles/Methods
are practical and manageable for both
that will best elicit the
knowledge/skills/attitudes to be assessed learners and teachers
Choose Context
to be inclusive of gender, ethnicity, rurality, socioeconomic status, etc
How
to
assess?
Design Task
so that knowledge/skills/attitudes
being assessed determine success in
the item
are fair,
inclusive and
equitable
that are varied for learners to have a
range of was to demonstrate their
learning
Write Instructions
to give clear guidance about what to be done (tasks and administration
guidance)
Provide timely and effective feedback
Feedback and Remediation
 Both formative and summative assessment must be
accompanied with timely, constructive, and
meaningful feedback based on the learner’s
record of progress. In giving feedback, teachers need
to maximize available communication options (e.g.
writing feedback on the output, texting feedback via
SMS, and using online channels, among others)
Feedback and Remediation
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.
In order to inform teaching and promote growth and mastery, formative
assessment strategies should:
a. Establish clear learning targets and success criteria;
In order to inform teaching and promote growth and mastery, formative assessment
strategies should :
a. Establish clear learning targets and success criteria;
b. Elicit evidence of learning
• This is not mandatory but
highly recommended to be
accomplished to keep track
of the academic progress
of the learners
• Weekly feedback to help
formative assessment
• There is also feedback for
the parents/guardians and
teachers
• Formative assessment is not
necessarily a test, it could
be a question or emoji
Teacher gives also notes to provide timely feedback
In order to inform teaching and promote growth and mastery, formative assessment
strategies should:
a. Establish clear learning targets and success criteria;
this can be
b. Elicit evidence of learning
modified
c. Provide timely and effective feedback
based on the
economic
status of the
learners
In order to inform teaching and promote growth and mastery, formative assessment strategies
should be:
a. Establish clear learning targets and success criteria;
b. Elicit evidence of learning
c. Provide timely and effective feedback
d. Engage learners in assessing and improving each other’s work
In order to inform teaching and promote growth and mastery, formative assessment strategies should
be:
Diary/journal of
what the learners
a. Establish clear learning targets and success criteria;
do daily, quizzes,
b. Elicit evidence of learning
additional
c. Provide timely and effective feedback
activities given
by the teacher,
d. Engage learners in assessing and improving each other’s work
e. Increase learner’s ownership of their learnings
comments/notes
by the teacher
INFORMAL FORMATIVE ASSESSMENT DECISIONS
Have the learners
mastered this
concept/skill?
Which learners
need extra
support?
Are they ready to
move to the next
lesson?
Do I need to find
another way to
explain this
idea?
Have the learners
understood the
lesson so far?
What method did
the learner use to
solve the
problem?
What is his/her
misunderstanding?
Instructions for learners need to be clear
Methods need to take learner
context/resources into consideration
Link between evidence and decisions needs
planning
Shift assessment control to learners/caregivers
where possible
Explain purpose to minimize input by
caregivers
Sample Kindergarten
formative assessment
(Reference: DO 31
s.2020 p72-74
Sample Kindergarten
formative assessment
(Reference: DO 31 s.2020
p72-74
Sample Kindergarten
formative assessment
(Reference: DO 31 s.2020
p72-74
Annex B: Sample Summative Assessment Tools that Qualify as Performance Tasks in Various
Learning Delivery Modalities
Online Learning
Learning
Area
Written Outputs
1. blog post on a
book / article
review
2. essays submitted
through email
3. e-journals
4. electronic mail
writing
Languages 5. reaction /
reflection papers
submitted through
email
6. PDF reports
Summative Assessment Tool
Products
Performance Tasks
1. YouTube campaign videos
2. case studies published
through Adobe Acrobat
3. e-collages
4. compositions submitted
through email
5. blog on literary analyses
6. multimedia productions
uploaded in Facebook/YouTube
7. e-portfolios
8. research projects published
in an e-journal
9. story / poem writing narrated
through PowerPoint
presentations
1. online debates via Zoom or
Google Meet
2. online interviews
3. multimedia presentation using
PowerPoint or Canva
4. panel discussions via Zoom or
Google Meet
5. online presentations
6. recorded project presentation
7. recorded monologues
8. speech delivery via
Zoom/Google Meet
9. storytelling / reading via
Zoom/Google Meet
Annex B: Sample Summative Assessment Tools that Qualify as Performance Tasks in Various
Learning Delivery Modalities
Modular Distance Learning, TVBI, RBI
Learning
Area
1.
2.
Edukasyon
3.
sa
Pagpapakat
4.
ao (ESP)
Math
Written Outputs
essays
journal writing
journal / article
reviews
reaction /
reflection papers
1. data recording and
analyses
2. geometric and
statistical analyses
3. graphs, charts, or
maps
4. problem sets
5. surveys
1.
2.
3.
4.
1.
2.
3.
4.
5.
Summative Assessment Tools
Products
Performance Tasks
argument analyses
1. issue-awareness campaigns
expressing feelings
2. presentations and multimedia
and ideas through art
presentations
activities
3. personal action plans (plano ng
journal responses
pagsasabuhay)
letter/song/poem
4. situation analysis (pagsusuri ng
writing
sitwasyon)
diagrams
1. constructing graphs from
mathematical
surveys conducted
investigatory projects 2. outdoor math
models / making
3. probability experiments
models of geometric
4. problem-posing
figures
5. reasoning and proof
number
6. using manipulatives to show
representations
math concepts / solve problems
portfolio
Points to remember…..
Performance Tasks
Clear Directions
Each task must be accompanied with
clear directions and appropriate scoring
tools (i.e. checklists, rubrics, rating
scale, etc.) to help learners demonstrate
their learning .
Collaboration
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.
Performance Tasks
Points to remember…..
Flexibility
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.
Opportunities
Teachers must exercise their professional judgement in
carrying out summative assessments, providing enough
opportunities for learners to practice and to redo their
work whenever necessary, so that they can reach their
learning targets with the least amount of pressure.
Rubric
a learning and assessment tool that is
used to evaluate written outputs,
products, or performance-based tasks. It
is a scoring guide that articulates the
expectations and describes the levels of
quality expected from a learner.
(Andrade, 2000; Arter & Chappuis, 2007;
Stiggins, 2001).
Four essential features of Rubric (Stevens & Levi, 2013)
1)task description or a descriptive title of the task
students are expected to produce or perform
2)scale (and scoring) that describes the level of mastery
(e.g., exceed expectation, meets expectation, doesn't meet
expectation)
3)components/criteria students are to attend to in
completing the assignment/tasks (e.g., types of skills,
knowledge, etc.)
4)description of the performance quality (performance
descriptor) of the components/dimensions at each level
of mastery.
ANALYTIC
• articulates different dimensions of performance and provides ratings for each criterion or
dimension
HOLISTIC RUBRIC
• describes the overall characteristics of a performance and provides a single score
Portfolio Grading
This rubric is designed to evaluate the portfolio submission based on content, presentation of work, and reflection.
Scoring
100 – 95
94 – 90
Performance Descriptor
All required items are included, with a significant number of additions.
Items clearly demonstrate that the desired learning outcomes for the term have been achieved. The student
has gained a significant understanding of the concepts and applications.
Reflections illustrate the ability to effectively critique work, and to suggest constructive practical
alternatives.
Items are clearly introduced, well organized, and creatively displayed, showing connection between items.
All required items are included, with a few additions.
Items clearly demonstrate most of the desired learning outcomes for the term. The student has gained a
general understanding of the concepts and applications.
Reflections illustrate the ability to critique work, and to suggest constructive practical alternatives.
Items are introduced and well organized, showing connection between items.
89 – 85
All required items are included.
Items demonstrate some of the desired learning outcomes for the term. The student has gained some
understanding of the concepts and attempts to apply them.
Reflections illustrate an attempt to critique work, and to suggest alternatives.
Items are introduced and somewhat organized, showing some connection between items.
85 - 80
A significant number of required items are missing.
Items do not demonstrate basic learning outcomes for the term. The student has limited understanding of the
concepts.
Reflections illustrate a minimal ability to critique work.
Items are not introduced and lack organization.
Rubric for online
Rubric for offline interactive presentations
Rubric for Assessing Informative Write-up Reports (Modular)
Goal:
•
•
•
•
Your task is___________________________
The goal is to ________________________
The problem/challenge is _____________
The obstacle(s) to overcome is (are) ____
Role:
• You are ______________________________
• You have been asked to _______________
• Your job is ___________________________
Audience:
• Your client(s) is (are) __________________
• The target audience is ________________
• You need to convince _________________
Situation:
• The context you find yourself in is ___________
• The challenge involves dealing with _________
Product/ Performance and Purpose:
•
•
•
•
You will create a ___________________________
in order to _______________________________
You need to develop ______________________
so that ___________________________________
Standards & Criteria:
• Your performance needs to ________________
• Your work will be judged by _______________
• Your product must meet learning standards
__________________________________________
• A successful result will _____________________
Possible STUDENT ROLES and AUDIENCES
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Actor
Advertiser
Artist
Astronaut
Author
Biographer
Board member
Boss
Boy/girl scout
Business person
Candidate
Carpenter
Cartoon character
Caterer
Celebrity
Chairperson
Chef
Choreographer
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
CEO
Coach
Community member
Composer
Client/customer
Construction worker
Dancer
Designer
Detective
Doctor
Editor
Elected official
Embassy staff
Engineer
Stenographer
Expert (in)
Eye witness
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Farmer
Filmmaker
Fire fighter
Forest anger
Friend
Geographer
Geologist
Government official
Historian
Historical figure
Elected official
Embassy staff
Engineer
Stenographer
Expert (in)
Eye witness
Farmer
Filmmaker
Possible STUDENT ROLES and AUDIENCES
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Fire fighter
Forest anger
Friend
Geographer
Geologist
Government official
Historian
Historical figure
Illustrator
Intern
Interviewer
Inventor
Judge
Jury
Lawyer
Literary critic
Lobbyist
Museum director/curator
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Museum goer
Neighbor
Newscaster
Novelist
Nurse
Nutritionist
Panelist
Photographer
Pilot
Playwright
Poet
Policeman
Radio listener
Reader
Reporter
Researcher
Reviewer
Soldier
School official
scientist
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Ship captain
Social scientist
Social worker
Statistician
Storyteller
Student
Taxi driver
Teacher
TV viewer
Tour guide
Travel agent
Traveler
TV movie character
Tutor
Viewer
Visitor
Web designer
Zoo keeper
Possible PRODUCTS and PERFORMANCE
WRITTEN
• Advertisement
* Biography
• Blog
* book report/review
• Brochure
* crossword puzzle
• Editorial
* essay
• Historical fiction
* journal
• Journal
* lab report
• Letter
* magazine article
• Memo
* newscast
• Newspaper article
* play
• Poem
* research report
• Proposal
* script
• Screen play
* test
• Story
• position paper/policy brief
ORAL
• Conversation
• debate
• discussion
• dramatization
• Dramatic reading
• infomercial
• interview
• radio script
• Oral presentation
• oral report
• Poetry reading
• puppet show
• rap
• speech
• song
• teach a lesson
Possible PRODUCTS and PERFORMANCE
WRITTEN
• Advertisement
* book/cd cover
• cartoon
* collage
• Computer graphic
* data display
• design
* diagram
• display
* drawing
• Facebook/My space page
* flowchart
• flyer
* game
• graph
* map
• model
* power point show
• photograph
* questionnaire
• painting
* poster
• scrapbook
* sculpture
• Storyboard
*videotape
• Web site
Grade 3 Integrative Most Essential Learning Competencies
GRADE LEVEL STANDARDS: The learner listens critically to get information from text heard, demonstrate
independence in using the basic language structure in oral and written communication and reads
with comprehension.
Budget of Work
Subjects
Most Essential Learning Competencies (MELC)
(BOW)
ESP
English
Nakapagpapalita ng mga natatanging kakayahan nang may
pagtitiwala sa sarili (EsP3PKP-Ia-14)
Week 1
Use common and proper nouns in a sentence (EN3G-If-2.2)
Use plural form of regular nouns by adding /s/ or /es/ (e.g.
dog, dogs, wish, wishes) (EN2G-Ig-h-2.3)
Read and write numbers up to 10,000 in symbols and in words
Math
Health
Science
(M3NS-Ia-9.3)
Add 3-digit by 3-digit numbers with sums up to 1000 without
and with regrouping(M2NS-Ih-27.5)
Week 1
Describe a healthy person (M3N-Iab-11)
Week1
Classify objects and materials as solid, liquid, and gas based
on some observable characteristics
Week 1
Grade 3 Integrative Performance Task for Week 1
Goal:
1. Interview 3 members of your family on their preferred meal of the
day, one for breakfast, one for lunch and another for dinner.
2. Make a meal plan for the family members or people living with you
based on the food pyramid reflecting the go, glow and grow foods
from the meal plan.
3. Make a tabular presentation of classification as to solid and liquid.
4. After making the meal plan, ask the elders in the family the cost of
each meal in a day per person and the total cost for the entire family
in a day.
5. Write a one paragraph with 3 to 5 sentences using the given proper
and common nouns in describing your meal plan. Observe the
correct use of singular and plural forms of nouns.
Role: Your job is a nutritionist
Audience: any family member to be interviewed -one for
breakfast, one for lunch, and one for dinner
Situation: You are a nutritionist and you are to prepare a meal plan
for one day for one person based on their preferred menu
following the food pyramid. You are going to share this meal
plan to your classmates
Product: Meal plan, tabular presentations of classification of foods,
one paragraph with 3 – 5 sentences
Standard: The performance task is to be assessed with the following
guides
Rubric for Assessing the Output
Reference: Do 31 s. 2020
Menu
Breakfast
1 cup of rice
1 piece of boiled egg
1 glass of Milo
1 piece of mango
1 bottle of Wilkin’s water
Lunch
1 cup of rice
1 bowl of soup
3 pieces of meatballs
1 piece of dried fish
1 piece of banana
Dinner
1 platter of pinakbet
1 cup of rice
1 slice of melon
1 glass of water
1 cup of milk
Sample Output
Cost
Php 45.00
Php50.00
Php42.00
TOTAL COST in one day
Php137.00
Total amount for 5
members in one day
Php685.00
Materials Solid
Rice
/
water
Mango
/
Meatball
/
Dried fish
/
banana
/
pinakbet
/
melon
/
milk
Liquid
/
/
One day, my family spent a total of
Php685.00 for our meals. We had rice,
boiled egg, glass of Milo, mango and
Wilkins water for breakfast. For lunch, we
also had rice, bowl of soup, pieces of meat
balls, dried fish, banana. And for dinner, we
had pinakbet, rice, melon, water and milk.
Conducting Assessment Remotely
A. Communicating the
Assessment Task
 Objectives of the assessment
task
 Roles of learners and
parents/guardians
 Procedure and expected
timeline
 Standards and rubrics
B. Record of Progress
 Self-reflection Tool
 Check-ins of teacher with
learner (during
assessment period)
 Evidence of learning in the
student's learning portfolio
The teacher must consult the learners, and when necessary,
parents/ guardians, to allow room for adjustments/ flexibilities
needed, if any.
Learner
A
77
91
36.4
56
75
45
81.4
88
Learner
A
77
91
36.4
56
75
37.5
83
89
Learner
A
77
91
27.3
56
75
52.5
79.8
87
On the use
of
technology
STUDENTS
SHOULD BE ABLE
TO TELL US WHAT
THEY ARE
LEARNING, NOT
WHAT APP THEY
ARE USING