DepEd Order No. 31, s.

2020
Interim Policy Guidelines for
Assessment in Light of the Basic
Education Learning Continuity Plan
(BE-LCP)
Is there a need for teachers
to assess the performance
of their learners?
How are we going to assess
and grade our learners in
this time of pandemic?
Why interim policy?
Rationale
1.With the continuing threat of
COVID-19 in the country and the
world, it brings unprecedented
challenges to education system.
Rationale
For School Year 2020-2021, we
must adapt to alternative
learning modality to ensure
that learners achieve essential
curriculum goals.
Rationale
2. As stated in DepEd Order No. 8, s. 2015,
the Policy Guidelines in Classroom
Assessment for the K to 12 BEP,
assessment should be used to inform and
improve classroom practices and promote
learning outcomes.
Rationale
In distance or blended learning
modality, it is necessary to utilize
alternative tools and strategies for
assessing and supporting learning while
avoiding creating undue pressure to
teachers, learners, and their families.
Scope
3. DepEd Order No. 31, s. 2020 provides for
the Interim Policy Guidelines for
Assessment in Light of the Basic
Education Learning Continuity Plan (BE-
LCP) for public elementary and secondary
schools nationwide this SY 2020-2021.
Scope
4. The K to 12 Basic Education Program –
Private schools, TVI’s and higher
institutions may implement this interim
policy guidelines and are permitted to
modify according to their Philosophy,
Vision, and Mission with the approval of
their respective DepEd Regional Office.
Definition of Terms
5. For the purposes of this policy, the
following terms are defined as follows:
a. Classroom assessment is an ongoing
process of identifying, gathering,
organizing, and interpreting quantitative
and qualitative information about what
learners know and can do.
Definition of Terms
b. 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 teachers’ 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 are used to report the
learners’ achievement.
Definition of Terms
c. Grading is the way of reporting assessment
data by assigning a value to the results of a
students’ ability, achievement or progress
(Association for Supervision and Curriculum
Development, 2020).
Policy Statement
6. DepEd is committed to ensure educational
continuity in this times of crisis to ensure the
health, safety, and well-being of all the
learners, teachers, and personnel. Schools
must adapt assessment and grading practices
that can most meaningfully support student
development and respond to varied contexts at
this time.
Policy Statement
7. This policy is grounded in the following
principles:
a. Assessment should be holistic and
authentic that could capture the
attainment of most essential learning
competencies;
Policy Statement
7. This policy is grounded in the following
principles:
b. Assessment is integral for understanding
student learning and development.;
Policy Statement
7. This policy is grounded in the following
principles:
c. Assessment strategies are necessary with
formative assessment taking priority to
inform teaching and promote growth and
mastery;
Policy Statement
7. This policy is grounded in the following
principles:
d. Assessment and feedback should be a
school responsibility among teachers,
learners, and their families; and
Policy Statement
7. This policy is grounded in the following
principles:
e. Assessment and grading should have a
positive impact on learning.
Policy Statement
8. Teachers, school leaders, learners, and parents
must commit to uphold the integrity of
learning and instruction in the context of
distance education. The main desired
outcomes of this policy are:
Policy Statement
a. To ensure that all learners are fairly
assessed and graded in the
continuation of education during
health crisis; and
Policy Statement
b. To emphasize that learning standards
shall be attained, with the provision
of reasonable leniency and
considerations for possible difficulties
met by the learners.
As the department head and as the key
teacher, what are your roles and
responsibilities in the delivery of basic
education specially in the conduct of
assessment through distance learning?
Procedures
9. Distance learning poses challenges for
teachers and learners in the conduct of
assessment, including limitations on
giving immediate feedback, and the need
to account for different contexts in
designing, implementing, and grading
assessment tasks.
Procedures
10.Significant roles and responsibilities of
those directly involved in the delivery of
basic education especially in the conduct
of assessment.
Procedures
a. Teachers. For this school year,
particular focus will be given to the
following:
Procedures
i.Designing the assessment to
allow for flexibility in multiple
modalities;
Procedures
ii. Communicating to learners and
parents/guardians the design
and standards for grading the
assessment
Procedures
iii.Setting up mechanisms to
monitor and record progress
remotely
Procedures
iv. Giving timely, constructive, and
relevant feedback;
Procedures
v. Facilitating remediation for
learners who need further
guidance.
Procedures
b. Learners. Learners are expected to
be proactive in updating their
teacher of their situation, progress,
and challenges encountered.
Procedures
A non-mandatory self-monitoring tool
(See Annex E) may be accomplished
independently or with the assistance
of their parents/guardian if necessary.
Procedures
It is NOT required to accomplish the
self-monitoring tool, but its usage is
highly recommended to keep track of
learners’ academic progress.
Procedures
c. Parents and guardians. DepEd
aims to develop independent
learners who can study and
work on the assessments of
their own.
Procedures
However, in this school year’s
implementation of distance learning
modalities, parents and guardians will
play a crucial role in guiding their
children in adapting to the changes of
distance learning processes.
Procedures
Thus, only when necessary, parents/
guardians are requested to assist in the
assessment process by:
Procedures
i. Communicating with the teacher to give
updates on their child’s situation,
progress, and challenges encountered;
and
Procedures
ii. Guiding their children in accomplishing
the assessment tasks and/or monitoring
tools designed by their teacher.
Thank you!