Deped Policies On Assessment Especially On Mathematics: Reporter: EZRA JOY B. Duarte

DEPED POLICIES ON
ASSESSMENT ESPECIALLY ON
MATHEMATICS
Reporter: EZRA JOY B.
DUARTE
LEARNING OUTCOMES
At the end of this lesson, the students teacher

are expected to:
1. Explain the K – 12 basic education program
and it’s grading components;
2. Demonstrate knowledge and skills in
computing students’ grades using the 2
DepEd Orders.
REVIEW OF CONCEPTS
1. Classroom Assessment – is a process
of identifying, gathering, organizing and
interpreting quantitative and qualitative
information about what learners
understand and can do.
REVIEW OF CONCEPTS
2. Formative Assessment – is a process

of gathering evidences of students’
learning and performance to inform
and improve teachers’ teaching. This
process enables students to take
responsibility of their own learning.
REVIEW OF CONCEPTS
3. Summative Assessment – is an
assessment that is usually administered
toward the end of the learning period to
measure the extent to which the learner
have mastered the essential learning
competencies, the results of which are
recorded and are used to report the
learner’s achievement.
REVIEW OF CONCEPTS
4. Grading – is a means of reporting
assessment data by assigning value to the
results as a record of student’s ability,
achievement, or progress.
REVIEW OF CONCEPTS
5. Written Work – refers to the various
tasks whereby students can express their
skills and contents in a written form.
These include quizzes, reaction/reflection
papers, journals, assignment, etc.
REVIEW OF CONCEPTS
6. Performance Task (PT) – these are
assessment activities designed to provide
opportunities for learners to apply what
they learn to real life situation. These
may include multimedia presentations,
debates, hand-on exercises, physical
activity participation, slogan and poster
making, etc.
REVIEW OF CONCEPTS
7. Quarterly Assessment (QA) -measures

students learning at the end of the
quarter.
PERFORMANCE TASKS
Teachers should take into consideration the following:
 Eachtask must be accompanied with clear directions and
appropriate scoring tools.
 Teachers
are advised to collaboratively design and
implement performance tasks that integrate two or more
competencies within or across subject areas.
 Learners must be given flexibility in learning.
POLICY PRINCIPLES
 Assessment and grading should a positive impact
on learning.
 Assessment should holistic and authentic in
capturing the attainment of the most essential
learning competencies.
 Assessment is integral for understanding students
learning and development.
 A variety of assessment strategies must be given
for mastery.
PLANNING THE ASSESSMENT
Teacher should ensure that all assessment activities are:
a. Align with the most essential learning competencies
b. Reliable valid and transparent
c. Fair inclusive and equitable
d. Practical and manageable for both leaners and
teachers
e. Relevant giving timely and accurate information for
feedback
SUMMATIVE GRADING COMPONENTS
Deped order no. 8 s.2015
Grading components for Grade 1 to 10
ASSESSMENT LANGUAGE / SCIENCE / MAPEH / EPP /

COMPONENTS AP / ESP MATH TLE
Written Works 30% 40% 20%
Performance Tasks 50% 40% 60%
Quarterly Assessment 20% 20% 20%


Quarterly assessment is no longer part of the Grading system. Thus, giving

emphasis to performance tasks.
Grading components for Senior High School
Technical-Vocational and
Academic Tracks Livelihood (TVL) / Sports / Arts
and Design Track
Core All Other Work Immersion/ All other Work Immersion/
Subjects Subjects Research/Business Subjects Research/Exhibit/Pe
Enterprise rformance
Simulation/Exhibit/
Performance
11 Written Work 25% 25% 35% 20%
To Performance 50% 45% 40% 60%
Tasks
12 Quarterly Assessment 25% 30% 25% 20%
Grading components for Senior High School
Table 2: Weight Distribution of the Summative Assessment Components for Senior High School
Technical-Vocational and Livelihood (TVL) /

Academic Track Sports / Arts and Design Track
Assessment Core
Components Subjects All Other Work Immersion/ All other Subjects Work Immersion/
Subjects Research/Business Enterprise Research/Exhibit/Performa
Simulation/Exhibit/ nce
Performance
Written Work 40% 40% 50% 30%
Performance 60% 60% 50% 70%

Tasks

Quarterly assessment is no longer part of the Grading system. Thus, giving

emphasis to performance tasks.
Computations of grade using the DepEd order no. 31 s.2020
Computation for Math / Science
Written Work (50%) Performance Tasks (50%)

HPS Student 1 HPS Student 1
1 20 18 1 15 12
2 25 22 2 15 13
3 20 20 3 25 19
4 20 17 4 20 15
Total 85 77 Total 75 59
PS 90.59 PS 76.67
WS 45.29 WS 39.34
Initial 84.63
TG 90
Initial Grade Transmuted Grade 84.00 – 85.59 90
100 100 82.40 – 83.99 89
98.40 – 99.99 99 80.80 – 82.39 88
96.80 – 98.39 98 79.20 – 80.79 87
95.20 – 96.79 97 77.60 – 79.19 86
93.60 – 95.19 96 76.00 – 77.59 85
92.00 – 93.59 95 74.40 – 75.99 84
90.40 – 91.99 94 72.80 – 74.39 83
88.80 – 90.39 93 71.20 – 72.79 82
87.20 - 88.79 92 69.60 – 71.19 81
85.60 - 87.19 91 68.00 – 69.59 80
THANK YOU !!

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DEPED POLICIES ON

At the end of this lesson, the students teacher

2. Formative Assessment – is a process

7. Quarterly Assessment (QA) -measures

Grading components for Grade 1 to 10

ASSESSMENT LANGUAGE / SCIENCE / MAPEH / EPP /

Performance Tasks 50% 40% 60%

Quarterly Assessment 20% 20% 20%

Grading components for Grade 1 to 10

Performance Tasks 60% 50% 70%

Quarterly assessment is no longer part of the Grading system. Thus, giving

Technical-Vocational and Livelihood (TVL) /

Written Work 40% 40% 50% 30%

Performance 60% 60% 50% 70%

Grading components for Grade 1 to 10

Performance Tasks 60% 50% 70%

Quarterly assessment is no longer part of the Grading system. Thus, giving

Computation for Math / Science

Written Work (50%) Performance Tasks (50%)

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