In its commitment to ensure teaching and learning continuity while looking after the health and safety of its learners, teachers, and personnel, the NDU-ETD implemented the new guidelines for assessment and grading pursuant to DepEd Order No. 012, s. 2020.
The policy is grounded on the following 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;
- 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; and
- Assessment and grading should have a positive impact on learning.
For the current school year, quarterly assessments shall not be administered. However, days allotted for quarterly assessments in DepEd Order 7, s. 2020 or the School Calendar and Activities for School Year 2021-2022, may be used for the presentation of major performance for the quarter that addresses the performance standard.
Quarterly Examinations were given a weight of 20% constantly in DO No. 8, s. 2015. Since it will no longer be a part of the grading system for this school year, its previously determined weight was distributed equally into Written Works and Performance Tasks, allotting an additional 10% to each component. This maintains an emphasis on Performance Tasks for some learning areas.
Table 1: Weight Distribution of the Summative Assessment Components per Learning Area for Grade 1 to Grade 6
| Assessment Components | Weights | ||
| Languages/AP/EsP | Science/Math | MAPEH/EPP/TLE | |
| Written Works | 40% | 50% | 30% |
| Performance Tasks | 60% | 50% | 70% |
Table 2: Sample Computation of Written Works and Performance Tasks in Languages/AP/EsP for Grade 1 to Grade 6
| Written Works (40%) | Performance Tasks (60%) | Initial Grade | Quarterly Grade | |||||||||||||
| 1 | 2 | 3 | 4 | Total | PS | WA | 1 | 2 | 3 | 4 | Total | PS | WA | |||
| Highest PossibleScore | 20 | 25 | 20 | 20 | 85 | 100 | 40% | 15 | 15 | 25 | 20 | 75 | 100 | 60% | 100 | 100 |
| Learner A | 18 | 22 | 20 | 17 | 77 | 91 | 36.4% | 12 | 13 | 19 | 15 | 56 | 75 | 45% | 81.4 | 88 |
Table 3: Sample Computation of Written Works and Performance Tasks in Math/Science for Grade
1 to Grade 6
| Written Works (50%) | Performance Tasks (50%) | Initial Grade | Quarterly Grade | |||||||||||||
| 1 | 2 | 3 | 4 | Total | PS | WA | 1 | 2 | 3 | 4 | Total | PS | WA | |||
| HighestPossible Score | 20 | 25 | 20 | 20 | 85 | 100 | 50% | 15 | 15 | 25 | 20 | 75 | 100 | 50% | 100 | 100 |
| Learner A | 18 | 22 | 20 | 17 | 77 | 91 | 45.5% | 12 | 13 | 19 | 15 | 56 | 75 | 37.5% | 83 | 89 |
Table 4: Sample Computation of Written Works and Performance Tasks in MAPEH/EPP/TLE for
Grade 1 to Grade 6
| Written Works (30%) | Performance Tasks (70%) | Initial Grade | Quarterly Grade | |||||||||||||
| 1 | 2 | 3 | 4 | Total | PS | WA | 1 | 2 | 3 | 4 | Total | PS | WA | |||
| Highest Possible Score | 20 | 25 | 20 | 20 | 85 | 100 | 30% | 15 | 15 | 25 | 20 | 75 | 100 | 70% | 100 | 100 |
| Learner A | 18 | 22 | 20 | 17 | 77 | 91 | 27.3% | 12 | 13 | 19 | 15 | 56 | 75 | 52.5% | 79.8 | 87 |
The transmutation table, which is Appendix B in DO No. 8, s. 2015, shall still be used in this grading system. The guidelines on learner’s progress report, as well as on promotion and retention shall likewise follow the provisions cited in the said policy
