Results of the 2021 National Qualifying Examination for School Heads (NQESH)

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DepEd Classroom-Based and System Assessments for School Year 2022-2023

The Department of Education (DepEd) announces that School Year 2022-2023 shall formally start on Monday, August 22, 2022, and end on Friday, July 7, 2023. There shall be a total of 203 days or as may be determined by further issuance/s in case of changes in the school calendar due to unforeseen circumstances.

Classroom-Based and System Assessments for School Year 2022-2023

The Most Essential Learning Competencies (MELCs) shall continue to apply for SY 2022-2023. However, classroom assessment shall follow DO 8, s. 2015 or the Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program.

To assure the quality of learning, formative assessments shall be regularly conducted by the teachers. At the national level, the Bureau of Education Assessment (BEA) shall conduct the following system assessment: Early Language Literacy and Numeracy Assessment (ELLNA) and the National Achievement Test (NAT). The ELLNA assesses early language literacy and numeracy in 19 languages and is administered to Grade 4 learners; while the NAT assesses 21st-century skills (problem-solving, information literacy, critical thinking) through the lens of learning areas. The NAT is an exit assessment administered to Grades 6, 10, and 12 learners. The ELLNA and NAT shall cover the MELCS. As provided for in DO 27, s. 2022 entitled “Conduct of Rapid Assessment in School year 2021-2022 for Learning Recovery as well as in Preparation for the 2021 Baseline System Assessment,” the conduct of the above-mentioned national assessments in SY 2021-2022 will serve as a rapid assessment to identify learning gaps and to design appropriate interventions, as well as preparation for establishing a new system assessment baseline in 2024.

BEA also administers the National Career Assessment Examination (NCAE) to ascertain the learners’ aptitude and interests and to provide them with relevant information on their skills, abilities, and readiness for academic and non-academic courses. Further, all elementary schools shall administer the Early Childhood Development Checklist for Kindergarten during the opening of classes, midyear, and end of the school year. The results will be used as the basis for planning and formulating appropriate interventions for children.

The Bureau of Alternative Education (BAE) shall develop a policy on assessment for the ALS Program, in coordination with the BEA.

As provided for in DO 14, s. 2018 or the Implementing Guidelines on the Administration of the Revised Philippine Informal Reading Inventory, the Phil-IRI Group Screening Test (GST) for Filipino (Grade 3 to Grade 6) and for English (Grade 4 to Grade 6), shall be conducted within the first or second month of the school year while the Individualized Phil-IRI Assessment shall be conducted within a month after the GST is administered. The schedule of administration of the Posttest shall be announced in a separate issuance. The Phil-IRI Assessment Tool is used to measure the reading performance of learners. The results provide feedback data to classroom teachers as a basis for designing and delivering appropriate reading instruction for the learners. The Phil-IRI assessment results also serve as a guide to school heads to plan appropriate reading programs or activities to improve learning outcomes.

On the other hand, the Multi-Factored Assessment Tool (MFAT) shall be administered to Grade 1 learners a month after the opening of classes, as provided for in DO 29, s. 2018 or the Policy on the Implementation of MFAT. The results will be used as the basis for instructional planning and in formulating appropriate intervention strategies for learners who exhibit development advancement or delays or show manifestations of learning disabilities.

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