NASH ITEM 2

As a newly appointed school head, you are reviewing school policies to ensure classroom assessment practices align with DepEd Order No. 8, s. 2015. Which school-wide strategy best demonstrates understanding of these guidelines?

• A. Training teachers to administer written quarterly summative assessments only, to maximize coverage of competencies.

• B. Encouraging teachers to use formative assessment strategies daily—including self- and peer-assessment—and adjusting instruction based on evidence gathered.

• C. Requiring teachers to rely exclusively on diagnostic pretests and summative tests, to ease the grading workload.

• D. Limiting assessment tasks to written works and performance tasks, omitting peer- or self-assessment as optional extras.

Answer explanation

Answer Key: B

Rationalization:

• Option B aligns best with DepEd Order No. 8, s. 2015’s core principles: it promotes daily formative assessment practice, including self- and peer-assessment, and uses assessment findings to adjust instruction—exactly as the policy mandates TeacherPHScribd.

• Options A and C overemphasize summative assessments, which the policy discourages as the sole method.

• Option D excludes learner involvement in assessment, contradicting the policy’s call for shared assessment responsibility.

During a quarterly instructional review, a Grade 7 Mathematics teacher presents her grading scheme: Written Work 30%, Performance Tasks 50%, Quarterly Assessment 20%. As school head, what should be your feedback based on DepEd Order No. 8, s. 2015?

• A. Commend her grading scheme because it equally emphasizes written work and performance tasks.

• B. Recommend adjusting to Written Work 40%, Performance Tasks 40%, Quarterly Assessment 20% to comply with prescribed Math weighting.

• C. Approve her grading scheme because it still follows the principle of multiple assessment types.

• D. Suggest removing quarterly assessment to focus on formative and performance tasks only.

Answer explanation

Answer Key: B

Rationalization:

• Option B is correct because Mathematics falls under the Science & Math category, which mandates Written Work 40%, Performance Tasks 40%, and Quarterly Assessment 20%.

• Option A is incorrect since the given weights (30-50-20) deviate from the prescribed Math standard.

• Option C ignores the requirement for exact percentage compliance.

• Option D is invalid because quarterly assessments remain a mandated component.

As a school head observing classroom practices, you notice a teacher administering a short quiz after a group activity. The teacher uses the results to adjust the next day’s lesson plan. Based on DepEd Order No. 8, s. 2015, which interpretation best reflects the role of formative assessment?

• A. It is a strategic tool to identify learners’ current understanding and adapt instruction accordingly.

• B. It is primarily designed to assign grades that contribute to the quarterly rating.

• C. It is a reflective process that enables both teacher and learner to track progress toward learning goals.

• D. It is a feedback mechanism that promotes improvement of learning strategies during the course of instruction.

Answer explanation

Answer Key: A

Rationalization:

• Option A is correct because formative assessment’s key role is to gather evidence of learning and adjust instruction to meet learner needs.

• Option C is plausible but incomplete; while tracking progress is part of it, adaptation of instruction is the central feature.

• Option D is also valid in effect, but the most comprehensive and policy-aligned definition is in Option A.

• Option B is less aligned because formative assessments in DepEd Order No. 8 are not graded for quarterly rating.

DepEd Order No. 8, s. 2015 – Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program
Quarterly Assessment measures the degree to which learners have mastered the competencies within the quarter. It is designed to assess learning at the end of the instructional period and is given once every grading period. The results are recorded and included in the computation of the final grade.

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During your school’s quarterly review of assessment practices, a teacher asks how quarterly assessments should be best designed. Based on DepEd Order No. 8, s. 2015, which approach most effectively aligns with its purpose?

• A. Designing integrative tests that measure mastery of competencies taught within the quarter.

• B. Preparing an assessment that covers competencies from both the current and previous quarters for reinforcement.

• C. Creating a test with higher-order thinking skills that synthesize and apply the quarter’s learning competencies.

• D. Developing an assessment with a mix of easy, average, and challenging items to cater to all learner levels.

Answer explanation

Answer Key: C

Rationalization:

• Option C is correct because the policy emphasizes measuring mastery at the end of the quarter using items that reflect higher-order thinking and real-life application.

• Option A is close but focuses only on coverage; it does not highlight cognitive complexity.

• Option B is less aligned because quarterly assessments should focus on competencies within the quarter.

• Option D is good test design in general, but DepEd Order No. 8 specifically prioritizes mastery and application over item difficulty distribution alone.

As a newly appointed principal, you are observing a teacher preparing quarterly assessments. You notice that the teacher has directly copied the competencies from the curriculum guide without breaking them down into more specific objectives. What is the best advice you should give according to DepEd Order No. 8, s. 2015?

• A. Break down each curriculum competency into measurable learning objectives that guide both teaching and assessment.

• B. Keep competencies as they are to maintain alignment with the official curriculum guide.

• C. Use the competencies directly in test construction to save time in lesson preparation.

• D. Group similar competencies into broader themes to create integrative assessments.

Answer explanation

Answer Key: A

Rationalization:

• Option A is correct because unpacking competencies into measurable objectives ensures clarity in instruction and accuracy in assessment.

• Option B neglects the need to make competencies measurable and clear for assessment design.

• Option C risks vague and misaligned assessments that do not accurately measure mastery.

• Option D is useful for thematic integration but does not replace unpacking, which is a fundamental requirement in DepEd Order No. 8.

During a Learning Action Cell (LAC) session, a teacher asks you, as the school head, how to manage multiple overlapping competencies in her subject area. She wants to ensure that lessons are efficient and assessments remain aligned with the curriculum standards. Based on DepEd Order No. 8, s. 2015, what should you recommend?

• A. Select only the most important competency from the set and disregard others to focus instruction.

• B. Assign each competency to separate lessons to guarantee individual coverage.

• C. Combine competencies randomly so they can be taught in fewer sessions.

• D. Group related competencies that can be taught and assessed together to create integrated learning experiences.

Answer explanation

Answer Key: D

Rationalization:

• Option D is correct because clustering related competencies improves efficiency, reduces repetition, and maintains alignment with standards.

• Option A disregards some competencies, which risks non-coverage of required standards.

• Option B may lead to redundancy and inefficient use of instructional time.

• Option C is incorrect because clustering must be deliberate and based on competency relationships, not random grouping.

A middle school principal organizes school-based LAC sessions for English teachers focusing on formative assessment strategies. Following multiple collaborative meetings, teachers exhibit enhanced lesson design, targeted questioning skills, and stronger classroom engagement. As part of professional development, what practice best reflects this outcome?

• A. Increasing the frequency of LAC sessions to cover additional subject areas collaboratively.

• B. Documenting the action research conducted in LAC for submission to the division office.

• C. Organizing a one-day seminar for all teachers based on themes discussed in the LAC meetings.

• D. Supporting teachers to demonstrate individual instructional expertise developed after collaborative LAC engagement.

Answer explanation

Answer Key: D

Rationalization:

• Option D ("Post-collaborative learning expertise") is best supported by research: LAC participation often results in individual teacher growth—demonstrated through refined instructional techniques, enhanced self-efficacy, and more effective teaching practices ResearchGateIIARI.

• Option A, while related to collaborative practice, describes expansion rather than reflective professional growth.

• Option B focuses on documentation rather than actual expertise built through collaboration.

• Option C is a standard PD approach, but less aligned with evidence showing that the key benefit of LACs lies in ongoing, internalized practice development, not just pass-through seminars.

As part of your in-service training, you're discussing how FLEMMS data should inform classroom instruction and curriculum planning. Based on the latest findings, which practice is most aligned with the survey’s insights?

• A. Designing modules that reinforce foundational literacy and numeracy skills in the early grades.

• B. Incorporating comprehension and critical thinking tasks across all grade levels.

• C. Using FLEMMS data to plan region-specific interventions to address disparities in literacy.

• D. Applying advanced comprehension and application-based activities consistently across classroom instruction.

The Functional Literacy, Education and Mass Media Survey (FLEMMS) is a nationwide survey that measures the basic and functional literacy status of the population, where functional literacy is defined as the ability to read, write, and compute with understanding, as well as apply these skills to daily life. One of its core focus areas is to assess the population’s level of functional _______.

The assessment tool used to measure reading levels and monitor the progress of learners in the Philippines, particularly in determining their reading proficiency from non-reader to independent reader, is called the Conduct of the Early Language, Literacy, and Numeracy Assessment under the _______ framework.