Assessment such as the upcoming 2nd periodical tests / examinations is a process for measuring educational effectiveness and it has become central to educational reform. Traditionally, assessments were conducted to improve performance at system, division, or school levels. Most commonly, large-scale, norm-referenced tests or locally developed, criterion-based tools assessed numerous students, primarily meeting accountability standards, guiding curriculum changes or evaluating program success. However, these assessments typically involved few teachers with limited impact on everyday classroom practices. See Update! Matatag 2nd Periodical Tests Compilation | SY 2024 – 2025.
In the early years of the national assessments, key players included state officials, school administrators, researchers and test specialists. The primary focus was on what students knew at a particular point or their learning progression between two points. Less emphasis was placed on understanding how well students learned or the classroom factors affecting learning quality despite the fundamental role of classrooms in primary education. If assessment is to genuinely enhance student learning rather than merely satisfy accountability needs, teachers and students must be personally engaged in the process.
A shift toward micro-level, grass-roots assessment can bring the benefits of assessment directly into classrooms empowering individual teachers and students. This approach, known as classroom assessment encourages developing assessment methods that teachers can manage and that actively involve learners.
DepEd 2nd Periodical Tests Schedule
DECEMBER 2 – 3, 2024
(Monday – Tuesday )
DepEd 2nd Quarter Examination Schedule School Year 2024 – 2025
SOURCE: DepEd School Calendar and Activities for School Year 2024-2025
Traditional grading, a long-standing educational practice has public support yet it faces growing scrutiny for fairness and accuracy. Critics argue that grading practices often include non-academic factors vary in assessment weighting and sometimes misinterpret single scores to represent broader abilities. Educational theorists and researchers have challenged traditional grading emphasizing its limitations in accurately reflecting student achievement.
As education increasingly defines future success, greater attention is being directed to how grades are assigned and whether they accurately convey student learning. The debate over assessment of learning continues, urging educators to refine grading practices to ensure they are meaningful, defensible and truly beneficial.
