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It is the way of reporting assessment data by assigning value to the results as a record of student's ability achievement, or progress

• Formative Assessment

• Summative Assessment

• Grading

• Classroom Assessment

It is an ongoing process of identifying, gathering organizing and interpreting quantitative and qualitative information about what learners know and can do.

• Formative Assessment

• Summative Assessment

• Grading

• Classroom Assessment

It is an assessment that is usually administered toward the end of the 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.

• Formative Assessment

• Summative Assessment

• Grading

• Classroom Assessment

It 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 teacher's immediate feedback, enables students to take responsibility of their own learning and identify areas where they do well and where they need help.

• Formative Assessment

• Summative Assessment

• Grading

• Classroom Assessment

In communicating the assessment task, teachers must ensure the following details are explained except

• Objectives of the assessment task

• Procedures and expected timeline

• Standards and rubrics

• Roles of community

Below are some samples strategies for the collection and recording of evidences of learning is integral for monitoring student learning and development except one

• Self-monitoring tools

• Check-ins of teachers with learner

• Self-assessment tools

• Evidence of learning in the student's learning portfolio

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 designed to include the following except one

• 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.

• Check-ins of teachers with learner

• 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

For the current school year, quarterly assessment shall NOT be administered. However, days alotted for quarterly assessments in ___________________ or the school calendar and activities for S.Y. 2020-2021 may be used for the presentation of major performance for the quarter that addresses the performance standard.

• Deped Order 5, s 2020

• Deped Order 6, s 2020

• Deped Order 7, s 2020

• Deped Order 8, s 2020

Consistent with _______________________, teachers should ensure that learners receive mediation when they earn raw scores which are consistenty below expectation in summative assessments by the FIFTH Week of the any quarter. This will prevent a student from failing in any learning area at the end of the year.

• DepEd Order 5 s. 2015

• DepEd Order 6 s. 2015

• DepEd Order 7 s. 2015

• DepEd Order 8 s. 2015

Quarterly Examination were given a weight of 20% in the previous issuances. Since it is no longer part of the grading system for this school year, its previously determined weight is now distributed equally into Written Works and Performance Tasks, alotting an additional ______% to each component. This maintains an emphasis on Performance Tasks for some learning areas.

• 5%

• 10%

• 15%

• 20%