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Utilization of Multi-Factored Assessment Tool (MFAT)




The Department of Education (DepEd) Central Office issued DepEd Order No. 29, s. 2018 entitled Policy on the Implementation of Multi-Factored Assessment Tool to assess Grade 1 learners enrolled in regular schools, who may have exhibit developmental advancement or delays or have manifestations of learning disability.

DepEd Order No. 29, s. 2018

POLICY ON THE IMPLEMENTATION OF MULTI-FACTORED ASSESSMENT TOOL

To:




Undersecretaries
Assistant Secretaries
Bureau and Service Directors
Regional Directors
Schools Division Superintendents
Public Senior High School Heads
All Others Concerned

The Department of Education (DepEd), through the Bureau of Learning Delivery-Student Inclusion Division (BLD-SID), issues the Policy on the Utilization of Multi-Factored Assessment Tool (MFAT) to assess Grade 1 learners enrolled in regular schools, who may exhibit developmental advancement or delays or have manifestations of learning disability.




The policy aims to:

a. identify Learners with Special Educational Needs (LSENs), who may need education services and/or medical/allied services; and

b. assist teachers in planning and designing instructions appropriate for LSENs.




This MFAT is a classroom activity-based assessment covering the five domains of learning: (a) Cognitive, (b) Communication, (c) Socio-Emotional, (d) Psycho-Motor, and (e) Daily Living Skills. The details of this tool shall be discussed in the Handbook of MFAT Administration.

This policy shall take effect immediately upon approval, and should remain in force and in effect for the duration of the program, unless otherwise repealed, amended or rescinded.

Immediate dissemination of and strict compliance with this Order is directed.

LEONOR MAGTOLIS BRIONES
Secretary


POLICY ON THE IMPLEMENTATION OF MULTI-FACTORED ASSESSMENT TOOL (MFAT)

I. Rationale:

The Department of Education (DepEd) through the Bureau of Learning Delivery – Student Inclusion Division ((BLD-SID) envisions an inclusive school where everyone in the classroom is valued, respected and cared for and actively engages in the teaching-learning process. Learners with Special Educational Needs (LSENs) are safe and healthy, have a sense of belonging, and a full range of opportunities to participate meaningfully in the community and reach their full potential.

The assessment tool is intended for use of trained Grade 1 teacher in identifying learners with special educational needs. The Multi-Factored Assessment Tool (MFAT) was developed to assist teachers for instructional planning and educational placement of learners.

II. Scope of the Policy

This policy shall be applicable to both public and private schools except when certain provisions are applicable only to public schools.

III. Definition of Terms

(1) Cognitive Domain – refers to the learner’s ability to remember, see or hear likenesses and differences and determine its relationship between ideas and things;

(2) Communication Domain – signifies the learner’s ability to leam a systematic pattern of language developed through listening and speaking and to clearly send and receive a message;

(3) Socio-Emotional Domain – refers to the learner’s ability to deal with oneself, express and understand feelings and how the child relates to other people;

(4) Motor Domain – pertains to the coordinated movements of large muscles (gross motor movements) and small muscles (fine motor movements) of the body through various degrees of eyehand coordination; and

(5) Daily Living Skills Domain – shows the learner’s ability to take care of oneself in day-to-day needs such as feeding, hygiene and good grooming.

IV. Policy Statement

The Multi-Factored Assessment Tool (MFAT) is a screening tool intended to gather information on learner’s strengths, needs, learning styles, and other educational concerns. It aims to assist teachers for instructional planning and educational placement of learners. It shall be conducted in all schools a month after the beginning of each school year by the trained teacher on the use of MFAT. This is a onetime assessment administered to Grade I learners enrolled in the regular schools who may exhibit developmental advancement or delays or with manifestations of learning disability.

V. Policy Development Procedures

The DepEd Central Office through the Bureau of Learning Delivery- Student Inclusion Division -(BLD-SID) conducted the National Training of Trainer on the use of the tool and download funds for the Mass Training including the preparation of the materials needed for the training. To ensure that the teachers have the complete set of materials at the school level during the implementation, the schools are advised to use the MOOE funds for the reproduction of materials.

The MFAT is an activity-based assessment covering the five domains (cognitive, communication, socio-emotional, motor and daily living skills) of learning. Each domain is a strong gauge to measure the child’s capabilities and /or needs.

Only the Grade 1 trained teacher will conduct the assessment, enhancement and intervention. The data gathered from the result of MF AT provides immediate and appropriate intervention program. The result of the MF AT does not in any way, affect the performance of the learner, teacher, school, division nor the region. If the intervention made in the school did not make improvement and /or in academic functioning of the learner the school may refer the learner to allied medical specialist for further assessment.

VI. Role and Responsibilities of the people involved in the implementation of the MFAT shall:

Regional Focal Supervisor

1) Provide technical assistance to the divisions to ensure full implementation of MF AT.

2) Makes sure that all divisions have the complete set of materials.

3) Monitors the implementation to gather information and support the divisions’ need in the conduct of MFAT.

Schools Division Supervisor and Public Schools District Supervisor:

1) Assist the School Heads in orienting teachers on the administration of the screening tool.

2) Provide technical assistance to school heads and teachers during the enhancement and intervention process.

3) Monitor the implementation of MFAT to ensure the smooth delivery of enhancement and intervention programs.

Principal:

1) Provides area/room for the conduct of the MFAT assessment.

2) Provides budget allocation for MFAT administration and other intervention, enhancement activities needed.

3) Monitors the smooth delivery of enhancement and intervention programs.

Teacher-Adviser:

1) Identifies the learners enrolled in his/her class who may exhibit developmental advancement or delays or with manifestations of learning disability a month after the beginning of each school year;

2) Administers MFAT to identified learner and provide the immediate and appropriate intervention program;

3) Validates the responses of the learner through the observation checklist, interview with the parents, classmates, and caregivers;

4) Ensures that materials per activity are complete, properly labelled and arranged; and

5) Organizes the room or space where the assessment activity will take place.

6) Summarizes the result for intervention or recommendation.

7) Packs properly the materials used and keep in the designated place.

Table 1. MFAT Table of Specifications and Coding of Items

Table 1. MFAT Table of Specifications and Coding of Items

Table 2. Activity with suggested time allotment

Table 2. Activity with suggested time allotment

After each activity, an observation checklist has been included to record specific behaviour of learners during assessment. This will help validate the results at the end of the MFAT administration.

Multi-Factored Assessment Tool (MFAT) Materials

The materials are essential for the successful implementations of the MFAT Test. Table 3 below shows the materials needed to be prepared for each activity.

Table 3. List of MFAT Materials

Multi-Factored Assessment Tool (MFAT) Assessment Procedure:

a. Assessment Protocols

To ensure the confidentiality of the assessment, assessors are expected to safeguard assessment tools, corresponding materials and results. The MFAT Tool should be kept or deposited in the guidance/principal’s office.

b. Preparations before the Assessment Administration

Prior to the administration of the assessment, the following should be prepared:

1) Identify learners who may exhibit developmental advancement or delays or with manifestations of learning disability and the Post test result of Early Childhood Development (ECD) Checklist should be considered.

2) Ensure that materials per activity are complete, properly labelled and arranged; and,

3) Organize the room or space where the assessment activity will take place.

c. During the Assessment Administration

During the administration of the test, assessors should:

1) Ensure that materials can be easily accessed by the assessor but will not distract the learner;

2) Use English, Filipino or mother tongue depending on the preferred language of the learner;

3) Record time started and ended per activity;

4) Make sure that the learner is comfortable before every activity;

5) Explain instructions properly per activity/task;

6) Give instructions twice only;

7) Record learner’s response;

8) Use in between breaks for proper transition to the next activity;

9) Continue the assessment the following day if the learner is no longer attentive; and

10) Thank the learner at the end of the assessment.

The MFAT has script within each activity for easy referral and use of assessors. The Table 4 below shows the sample script and recommended sequence.

Table 4. Sample script and sequence

1) Start with greetings

“Good morning/afternoon (name of the learner)! How are you today?” (Be sure that the learner feels at ease and relaxed as he/she gives his/her response).

2) Introduce the activity

“Today, we are going to play. We will do some activities. Don’t worry. These are just simple activities and the result of these will not affect your grade. In fact, it will help you improve your performance in class. Do not be shy to ask questions in case you do not understand my instruction. I will be here to help you. ”

3) Ask the learner if she/he has some questions or concerns

“Do you have questions before we start? (Wait for the response of the learner. If the learner says “none ”, proceed to the assessment session. If the learner says “yes ”, ask what the concern is and provide appropriate answers. Only if there are no more questions to answer you can proceed with the activity.)

4) Ensure that the learner is ready to start

“Are you ready? (Do not start until the learner is ready or has shown any sign of approval.)

5) Read the instruction/s as stated in each activity.

6) Record time per activity

Ensure that you have a timer/watch to guide you with the time allotment per activity. Record time started and ended per activity on the space provided.

7) Record learner’s responses

a. Check (YES if the learner performed the task, or the item indicated was observed. If not, check NO and write in the LEARNER’S ACTUAL RESPONSE column the learner’s response or reaction towards the given task/activity.

b. Observe the learner’s behavior during the activity.

8) Use in between breaks for proper transition to the next activity

“We are going to take a short break. Are you still comfortable? Do you need to go to the comfort room or do you need anything?

a. Give a few minutes for the learner to rest; go to the comfort room (as needed) and, get ready for the next activity.

b. Use this time to pack materials you will no longer use.

c. Prepare the next set of assessment tools and materials you needfor the succeeding activity.

d. Ask the learner if s/he is ready to continue.

9) Thank the learner at the end of the assessment

“Goodjob! We finished the activity. Thank you for being cooperative and I hope you had fun. ”

d. Pre-, During and Post- Assessment Forms

The DepEd Central Office through the Bureau of Learning Delivery – Student Inclusion Division (BLD-SID) will provide the assessment tool and materials needed for the Assessment administration.

The assessor should ensure that there are enough forms prior to the administration of the assessment. The Table 5 below shows the materials / forms for the Assessment.

Multi-Factored Assessment Tool (MFAT) Forms

Stages of AssessmentFormContent
Pre-assessmentA – Learner’s ProfileImportant data

Mother tongue

Learner’s Reference Number (LRN)
B – School ProfileBasic school information

Number of learners and teachers per grade level
During AssessmentC – MFATTime Record (Time started and ended)

Items organized per assessment activity

Script for the assessor

Columns for learner’s response (Yes, No, Response)

Observation checklist
Post AssessmentD – Summary of ResultsConsolidated result per domain

e. After the Assessment Administration:

After the assessment, assessors are expected to:

1) Summarize the result for intervention or recommendation.

2) Pack properly the materials used and keep in the designated place.

VI. Monitoring and Evaluation

The Bureau of Learning Delivery – Student Inclusion Division (BLD-SID), will conduct the random and structured monitoring to ensure the support system related to the implementation and management of the Multi-Factored Assessment Program during the first five years of implementation. Likewise, the School Division Offices will conduct monitoring and evaluation at the school level on how the teacher addresses the difficulties of the learners based on Form D (Summary of Results). The trained teachers will document the effective interventions used and shall write the effective activities done to improve the skills in the space provided in Form C (MFAT). The Regional Offices shall consolidate Form C for policy review and evaluation once a year every last quarter of the school year. Results of which shall be submitted to the SID-BLD Division, 4/ F Bonifacio Building, Meralco Avenue, Pasig City or contact at telephone no.: (02) 631-9993 or at e-mail address [email protected]

VII. Effectivity

This policy shall take effect starting SY 2018-2019 and the succeeding year immediately upon publication of the Deped Order in the DepEd website and issuance at the Regional Offices and shall remain in force and effect unless sooner repealed, amended or rescinded.

VIII. References

Kindergarten and Grade I Curriculum (K to 12 Curriculum)

Early Childhood Development (ECD) Checklist

DepEd Order No. 29, s. 2018


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