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ASSESSMENT AND GRADING

1. INTERIM GUIDELINES FOR ASSESSMENT AND GRADING IN LIGHT OF THE BASIC EDUCATION LEARNING CONTINUITY PLAN (DO 31 s. 2020)

2. 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 DepEd Goal

3. Pros & Cons of Non-Numerical Grading System Background of DO 31. s. 2020 PROs CONs 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 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

4. 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.

5. 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.

6. 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

7. 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

8. 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 of ways to demonstrate their learning Provide timely and accurate information as basis for feedback

9. 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.

10. 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 non-mandatory self-monitoring tool (see Annex E) may be accomplished independently or with the assistance of their parent/guardian, if necessary.

11. 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

12. 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.

13. 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.

14. 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).

15. The difference between formative and summative assessment Formative 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. Summative Assessment’s goal is to evaluate student’s learning at the end of an instructional unit by comparing it against some standard or benchmark

16. Formative (Class/individual) Identifying gap between current and desired learner’s competence Adapting for learner needs Providing feedback Improving instruction Engaging students in the assessment and learning process The difference between formative and summative assessment Summative (individual) Grading Ranking Reporting Promoting Certifying

17. Assessment Purposes Planning assessment requires decision about Assessment design What to assess How to Assess Planning Collecting Interpreting Using Evaluating

18. Assessment Design

19. 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)

20. H ow to assess? Select Assessment Styles/Methods that will best elicit the knowledge/skills/attitudes to be assessed are practical and manageable for both learners and teachers Choose Context to be inclusive of gender, ethnicity, rurality, socioeconomic status, etc 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

21. 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)

22. 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.

23. In order to inform teaching and promote growth and mastery, formative assessment strategies should: a. Establish clear learning targets and success criteria;

24. In order to inform teaching and promote growth and mastery, formative assessment strategies should : Establish clear learning targets and success criteria; Elicit evidence of learning

25. 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

26. 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

27. In order to inform teaching and promote growth and mastery, formative assessment strategies should: Establish clear learning targets and success criteria; Elicit evidence of learning Provide timely and effective feedback this can be modified based on the economic status of the learners

28. In order to inform teaching and promote growth and mastery, formative assessment strategies should be: Establish clear learning targets and success criteria; Elicit evidence of learning Provide timely and effective feedback Engage learners in assessing and improving each other’s work

29. In order to inform teaching and promote growth and mastery, formative assessment strategies should be: Establish clear learning targets and success criteria; Elicit evidence of learning Provide timely and effective feedback Engage learners in assessing and improving each other’s work Increase learner’s ownership of their learnings Diary/journal of what the learners do daily, quizzes, additional activities given by the teacher, comments/notes by the teacher

30. INFORMAL FORMATIVE ASSESSMENT DECISIONS Have the learners mastered this concept/skill? Are they ready to move to the next lesson? Do I need to find another way to explain this idea? Which learners need extra support? Have the learners understood the lesson so far? What method did the learner use to solve the problem? What is his/her misunderstanding?

31. 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

32. Sample Kindergarten formative assessment (Reference: DO 31 s.2020 p72-74

33. Sample Kindergarten formative assessment (Reference: DO 31 s.2020 p72-74

34. Sample Kindergarten formative assessment (Reference: DO 31 s.2020 p72-74

35. Learning Area Summative Assessment Tool Written Outputs Products Performance Tasks Languages blog post on a book / article review essays submitted through email e-journals electronic mail writing reaction / reflection papers submitted through email PDF reports YouTube campaign videos case studies published through Adobe Acrobat e-collages compositions submitted through email blog on literary analyses multimedia productions uploaded in Facebook/You-Tube e-portfolios research projects published in an e-journal story / poem writing narrated through PowerPoint presentations online debates via Zoom or Google Meet online interviews multimedia presentation using PowerPoint or Canva panel discussions via Zoom or Google Meet online presentations recorded project presentation recorded monologues speech delivery via Zoom/Google Meet storytelling / reading via Zoom/Google Meet Annex B: Sample Summative Assessment Tools that Qualify as Performance Tasks in Various Learning Delivery Modalities Online Learning

36. Learning Area Summative Assessment Tools Written Outputs Products Performance Tasks Edukasyon sa Pagpapakatao (ESP) essays journal writing journal / article reviews reaction / reflection papers argument analyses expressing feelings and ideas through art activities journal responses letter/song/poem writing issue-awareness campaigns presentations and multimedia presentations personal action plans ( plano ng pagsasabuhay ) situation analysis ( pagsusuri ng sitwasyon ) Math data recording and analyses geometric and statistical analyses graphs, charts, or maps problem sets surveys diagrams mathematical investigatory projects models / making models of geometric figures number representations portfolio constructing graphs from surveys conducted outdoor math probability experiments problem-posing reasoning and proof using manipulatives to show math concepts / solve problems Annex B: Sample Summative Assessment Tools that Qualify as Performance Tasks in Various Learning Delivery Modalities Modular Distance Learning, TVBI, RBI

37. Must be designed to provide opportunities for learners to apply what they are learning to real-life situations . 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 . Points to remember….. 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.

38. Must be designed to provide opportunities for learners to apply what they are learning to real-life situations . Performance Tasks Points to remember….. 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. 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.

39. 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). Rubric

40. Four essential features of Rubric (Stevens & Levi, 2013) task description or a descriptive title of the task students are expected to produce or perform scale (and scoring) that describes the level of mastery (e.g., exceed expectation, meets expectation, doesn't meet expectation) components/criteria students are to attend to in completing the assignment/tasks (e.g., types of skills, knowledge, etc.) description of the performance quality (performance descriptor) of the components/dimensions at each level of mastery.

41. ANALYTIC articulates different dimensions of performance and provides ratings for each criterion or dimension

42. Scoring Performance Descriptor 100 – 95 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. 94 – 90 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. This rubric is designed to evaluate the portfolio submission based on content, presentation of work, and reflection. Portfolio Grading HOLISTIC RUBRIC describes the overall characteristics of a performance and provides a single score

43. Rubric for online

44. Rubric for offline interactive presentations

45. Rubric for Assessing Informative Write-up Reports (Modular)

46. G oal: Your task is___________________________ The goal is to ________________________ The problem/challenge is _____________ The obstacle(s) to overcome is (are) ____ R ole: You are ______________________________ You have been asked to _______________ Your job is __________________________ _ A udience: Your client(s) is (are) __________________ The target audience is ________________ You need to convince _________________ S ituation: The context you find yourself in is ___________ The challenge involves dealing with _________ P roduct/ P erformance and P urpose: You will create a ___________________________ in order to _______________________________ You need to develop ______________________ so that ___________________________________ S tandards & Criteria: Your performance needs to ________________ Your work will be judged by _______________ Your product must meet learning standards __________________________________________ A successful result will _____________________

47. 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

48. Possible STUDENT ROLES and AUDIENCES 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 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

49. 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

50. 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

51. Grade 3 Integrative Most Essential Learning Competencies Subjects Most Essential Learning Competencies (MELC) Budget of Work (BOW) ESP Nakapagpapalita ng mga natatanging kakayahan nang may pagtitiwala sa sarili (EsP3PKP-Ia-14) Week 1 English 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) Math Read and write numbers up to 10,000 in symbols and in words (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 Health Describe a healthy person (M3N-Iab-11) Week1 Science Classify objects and materials as solid, liquid, and gas based on some observable characteristics Week 1 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.

52. G oal : Interview 3 members of your family on their preferred meal of the day, one for breakfast, one for lunch and another for dinner. 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. Make a tabular presentation of classification as to solid and liquid. 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. 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. Grade 3 Integrative Performance Task for Week 1 R ole: Your job is a nutritionist

53. S ituation : 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 P roduct : Meal plan, tabular presentations of classification of foods, one paragraph with 3 – 5 sentences S tandard : The performance task is to be assessed with the following guides A udience : any family member to be interviewed -one for breakfast, one for lunch, and one for dinner

54. Rubric for Assessing the Output Reference: Do 31 s. 2020

55. Materials Solid Liquid Rice /   water   / Mango /   Meatball /   Dried fish /   banana /   pinakbet /   melon /   milk   / Sample Output Menu Cost Breakfast 1 cup of rice 1 piece of boiled egg 1 glass of Milo 1 piece of mango 1 bottle of Wilkin’s water Php 45.00 Lunch 1 cup of rice 1 bowl of soup 3 pieces of meatballs 1 piece of dried fish 1 piece of banana Php50.00 Dinner 1 platter of pinakbet 1 cup of rice 1 slice of melon 1 glass of water 1 cup of milk Php42.00 TOTAL COST in one day Php137.00 Total amount for 5 members in one day Php685.00 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.

56. 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.

57. Learner A 77 91 36.4 56 75 45 81.4 88

58. Learner A 77 91 36.4 56 75 37.5 83 89

59. Learner A 77 91 27.3 56 75 52.5 79.8 87

60. STUDENTS SHOULD BE ABLE TO TELL US WHAT THEY ARE LEARNING, NOT WHAT APP THEY ARE USING On the use of technology