The Catholic Educational Association of the Philippines (CEAP) took part in the Department of Education’s consultative meeting on the Revised Classroom Assessment, Grading, and Awards and Recognition Policy for the K to 12 Program, held on April 24, 2025, at La Salle Green Hills, Mandaluyong City. The consultation aimed to open dialogue with education stakeholders to address key issues in current assessment practices and collaboratively shape a more responsive and inclusive policy.
CEAP and UP Integrated School were invited as resource institutions. CEAP was represented by Mr. Narcy F. Ador Dionisio, CEAP’s Executive Director, together with Ms. Jennifer Concepcion of Ateneo de Manila University, Mr. Rey Ducay of La Salle Greenhills, Dr. Felina P. Espique of Saint Louis University, Ms. Maria Teresa Punsalan of Holy Angel University, and Ms. Jade Oropeza, Don Bosco Technical College.
The meeting focused on three main objectives: presenting the challenges in the existing guidelines, facilitating discussion around key policy components—including grading, assessment methods, promotion rules, and gathering stakeholder input to refine the policy based on real-world educational needs.
One of the strongest points raised was the need to align classroom assessment not only with academic outcomes but also with the socio-emotional and psychosocial development of students. This holistic approach calls for assessment tools that look beyond numbers and reflect the full character and competency of a student.
The need to have a strong advocacy to guide learners more intentionally, providing not just grades but meaningful guidance that inspires growth. With this, awards and recognition systems motivate the students without fostering unhealthy competition. Reflecting not only achievement but also integrity, compassion, and contribution to the community.
Attendees also stressed the necessity of adequate and ongoing professional development for teachers, equipping them with the knowledge and tools to assess learners fairly and effectively.
DepEd’s efforts to gather feedback were met with enthusiasm and hope. The insights from CEAP and other stakeholders will help shape a revised assessment and grading policy that is contextually grounded and responsive to the needs of both learners and educators.
As the consultation ended, one key thought resonated: assessment is not just about measuring performance—it is about forming individuals. Indeed, in education, the teaching of truth should be timely and tactful to ensure transformation and authentic learning among our learners.