GRADE 4 MATATAG – 2nd Periodical Tests – All Subjects with TOS | SY 2024-2025

What are DepEd Periodical Tests?

Periodical tests in the Department of Education (DepEd) often present challenges tied to assessment criteria and the purpose behind evaluations. Periodical tests often emphasize final outcomes such as grades or pass/fail results rather than the learning process itself. This approach uses a strict grading system aimed at consistency typically following binary or scaled criteria. While it provides a standardized method for measuring achievement, it can overshadow the need to understand students’ learning processes and individual growth. The rigidity of these tests sometimes limits the insights teachers can gain into each student’s understanding, focusing instead on institutional needs for consistency. See GRADE 4 MATATAG – 2nd Periodical Tests.

Classroom Assessments

On the other hand, classroom assessments offer a more flexible approach, focusing on supporting and improving learning rather than just categorizing students. Unlike periodical tests that focus solely on grades, classroom assessments prioritize meaningful feedback that helps students understand their strengths and areas for improvement. Teachers can analyze student responses in these assessments to discover why students performed in specific ways, tailoring future lessons to address these insights. This approach places importance on each student’s learning journey and not only the final outcome.

Classroom assessments also encourage teachers to interpret results in ways that benefit individual students. Teachers can identify trends that show where students excel or need more help leading to personalized learning interventions. This allows teachers to adjust their teaching strategies based on data-driven insights, ultimately providing a more student-centered approach to education.

2nd Quarter Examination Schedule |
GRADE 4 2nd Periodical Tests Schedule

2nd Quarter Examination

DECEMBER 2 – 3, 2024
(Monday – Tuesday)

Furthermore, involving students in the assessment process can increase their motivation. For example, a physical education teacher found that her students valued stress management and self-esteem improvements over fitness goals. By adjusting her lessons to include stress-reducing exercises, she met her students’ needs and enhanced their engagement. Through this adaptable assessment style, teachers can gather a more comprehensive understanding of student needs guiding more effective instruction and creating a supportive learning environment that encourages student growth and engagement.