The Department of Education (DepEd) has officially released DepEd Order No. 15, s. 2026, introducing revised guidelines on classroom assessment, grading, and learner recognition under the MATATAG Curriculum and the Three-Term School Calendar.
One of the key highlights of the policy is the updated guidance on Summative Assessment, which aims to ensure that assessments are meaningful, manageable, and aligned with learners’ developmental needs.
According to the Order, schools and teachers should prioritize quality over quantity when designing assessments. Instead of focusing on the number of tests given, teachers are encouraged to gather sufficient and valid evidence of learning through a balanced combination of Written/Oral Works, Product/Performance Tasks, and Examinations.
For Grades 1–3, teachers are given flexibility in determining the number of assessments needed to monitor learner progress while preventing assessment overload. Assessment activities should remain developmentally appropriate, engaging, and supportive of foundational learning.
Meanwhile, for Grades 4–12, DepEd recommends the following number of summative assessments per learning area every term:
📝 Written/Oral Works (WWs) – 3 to 5 assessments
🎯 Product/Performance Tasks (PTs) – 2 to 3 assessments
📋 Examinations (EXs) – 2 Summative Tests (STs) and 1 Term Examination (TE)
The policy further emphasizes that assessment should not merely serve as a tool for assigning grades. Rather, it should support learner growth, provide meaningful feedback, guide instructional decisions, and help identify learners who may require intervention or enrichment.
Through these reforms, DepEd seeks to promote a more learner-centered assessment system that values authentic learning experiences, reduces unnecessary testing, and ensures that every assessment contributes to improved learning outcomes.
DOWNLOAD the Full DepEd Order No. 15, s. 2026