Exercises in modules are optional, not for grading
Exercises in modules are optional, not for grading
Classroom assessments, namely formative and summative assessments, shall be conducted by the teachers to track and measure learners’ progress and to adjust instruction accordingly.
Formative Assessment is a process that involves teachers using evidence about what the learners know and can do to inform and improve their teaching. This process through the teacher’s immediate feedback, enables student to take responsibility for their own learning and identify areas where they do well and where they need help.
The goal of formative assessment is to monitor student learning to provide ongoing feedback that can be used by teachers to improve their teaching and by students to improve their learning.
More specifically, formative assessments: help students identify their strengths and weaknesses and target areas that need work.
The exercises and activities in the self-learning modules are considered as formative assessments. The different activities in the modules are designed to determine the measure of a student's learning. It is not for grading or it cannot be the basis in the computation or giving of grades to learners.
Undersecretary Diosdado San Antonio clarified also that answering to some of the exercises and activities in the modules are optional for now.
The exercises and activities in the self-learning modules are considered as formative assessments. The different activities in the modules are designed to determine the measure of a student's learning. It is not for grading or it cannot be the basis in the computation or giving of grades to learners.
Undersecretary Diosdado San Antonio clarified also that answering to some of the exercises and activities in the modules are optional for now.
Summative Assessment is an assessment that is usually administered toward the end of 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.
DOWNLOAD: Electronic Class Record Templates (ECR) Under the new Normal for Grade 1-12
How are learners Graded in the New Normal
There shall be a paper-based, offline, or online assessment format, whichever is appropriate to the context and needs of the learners, to enable them to participate fully in the assessment process and be assessed fairly.
The learning outcomes in the form of knowledge, skills, attitudes, and values shall be assessed. To capture evidence of learning, learners shall prepare their portfolio/e-portfolio to include written works and products and performances whether in hardcopy, softcopy, or a combination of these and shall be assessed using rubrics.
Under the new normal education, where quizzes and examinations are no longer feasible, DepEd says students should be graded based on written works and performance tasks that will be “administered to assess the content and performance standards that describe the knowledge, abilities and skills that learners are expected to demonstrate.”
These tasks may be designed to include the student’s learning portfolio , which documents all the evidence of learning within the grading period and a minimum of four written works and four performance tasks within the quarter.
For online distance learning, written outputs may include blog posts; reaction or reflection papers; essays; graphs, charts or maps; problem sets; laboratory reports, and work designs that may be submitted electronically.
Performance tasks may either be products or performance-based activities such as multimedia productions uploaded on social media, investigatory projects, music video production, audio mixing, online debates or presentation, interviews, panel discussions and skills demonstration.
For students using other modes of learning, written outputs may include reaction or reflection papers, book or article reviews, essays, journals, reports, laboratory reports, and development of work designs and charts.
Learners must be fairly assessed and graded in the continuation of education during this health crisis, with the provision of reasonable leniency and considerations for possible difficulties met by the learner,
Assessment and New Grading System for SY 2020-2021
The Department of Education (DepEd) issued DepEd Order No. 31, s. 2020 titled Interim Policy Guidelines for Assessment and Grading in Light of the Basic Education Learning Continuity Plan to provide guidance on the assessment of student learning and on the grading scheme to be adopted this school year.
The interim guidelines on assessment and grading cover all public schools in the country, with private schools and other academic institutions offering basic education programs also encouraged to implement the guidelines.
According to the policy written works and performance tasks shall be administered to assess the content and performance standards that describe the knowledge, abilities, and skills that learners are expected to demonstrate. These tasks could be designed to include the following:
Student's Learning Portfolio that documents all the evidence of learning within the grading period including self-reflections, self-evaluations of performance tasks guided by rubrics, and self-selected best outputs in learning modules.
Minimum of four (4) written works and four (4) performance tasks within the quarter, preferably one in two weeks integrating two or more competencies.
All competencies should be covered by the performance tasks (e.g. A performance task can be used to assess Science, Math, and English altogether for certain topics).
For the current school year, quarterly assessments shall not be administered.
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