The Department of Education (DepEd) issued DepEd Order No. 015, s. 2026 to update and improve classroom assessment, grading, and recognition practices in the K to 12 Basic Education Program. The policy aims to make assessment more learner-centered, fair, transparent, and supportive of learning recovery. It aligns with the goals of the MATATAG Agenda and seeks to reduce unnecessary burdens on teachers while ensuring that assessment accurately reflects learners’ progress and achievement.

The revised guidelines emphasize that assessment should be used primarily to improve teaching and learning rather than simply assign grades. Teachers are encouraged to use a variety of assessment methods, including formative and summative assessments, to monitor learners' understanding, provide feedback, and guide instructional decisions. Assessment should help learners identify their strengths and areas for improvement while promoting continuous learning and growth.

The grading system under the new policy establishes clearer procedures for computing grades and reporting learner achievement. Teachers are expected to ensure that grades are based on evidence of learning and are aligned with curriculum standards and learning competencies. The guidelines also seek to simplify grading processes, making them more manageable for teachers while maintaining accuracy and fairness in evaluating student performance.

The order also provides updated rules on awards and recognition. Learners who demonstrate outstanding academic performance, leadership, character, and other achievements may receive appropriate recognition. The revised guidelines aim to ensure that awards are granted fairly and inclusively, recognizing different forms of excellence and encouraging learners to strive for holistic development rather than focusing solely on academic rankings.

Overall, DepEd Order No. 015, s. 2026 promotes a more balanced and meaningful approach to assessment and recognition. By focusing on learner growth, accurate measurement of learning outcomes, and equitable recognition of achievements, the policy supports the development of well-rounded learners while helping teachers implement assessment practices more effectively and efficiently in the classroom.


Source: DepEd

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