Grade 7-10 ECR Templates

Grade 7-10 ECR Templates

To evaluate student learning at particular points in each quarter, summative assessments shall continue in the form of written works and performance tasks.
a. Written works shall be administered to assess essential knowledge and understandings through quizzes and long/unit tests. Items should be distributed across the Cognitive Process Dimensions (DepEd, 2015, p. 4) using a combination of selected-response and constructed- response formats so that all are adequately covered.

b. Performance tasks refer to assessment tasks that “allow learners to show what they know and are able to do in diverse ways. They may create or innovate products or do performance-based tasks [including] skill demonstrations, group presentations, oral work, multimedia presentations, and research projects. It is important to note that written outputs may also be considered as performance tasks” (DepEd, 2015, pp. 7–8). Annex B provides a list of sample summative assessments that fall under performance task for the purpose of this policy.

Performance tasks must be designed to provide opportunities for learners to apply what they are learning to real-life situations. In addition, teachers should take into consideration the following:
a. 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 (see Annex C for sample scoring tools).
b. 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.
c. 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.

d. Teachers must exercise their professional judgment 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.

Teachers should set realistic expectations and use their professional judgment to find a good balance between what is effective and what is feasible to accomplish remotely.

Conducting Assessment Remotely

Communicating the assessment task. In communicating the assessment task, teachers must ensure that the following details are explained:
a. Objectives of the assessment task
b. Roles of learners and parents/guardians
c. Procedure and expected timeline
d. Standards and rubrics

The teacher must consult the learners and, when necessary, parents/guardians, to allow room for adjustments/flexibilities needed, if any.

Record of progress

The collection and recording of evidences of learning is integral for monitoring student learning and development. Listed below are some sample strategies for this purpose:
a. Self-Monitoring Tool
b. Check-ins of teacher with learner (during assessment period)
c. Evidence of learning in the student's learning portfolio

Feedback and Remediation

To benefit student learning, 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). Annex F provides a guide to help frame decisions on appropriate feedback to learners.

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.”.

Summative Assessment

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.

Grade 7-10 ECR Templates 

ECR refers to Electronic Class Record

To ensure sustainability and to minimize technical difficulty, the designed templates were simplified using basic features used in a spreadsheet file.

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