19/08/2026
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๐จ๐ฅ๐๐ข๐ง๐ ๐๐ฎ๐ซ ๐๐จ๐ฆ๐ฆ๐ข๐ญ๐ฆ๐๐ง๐ญ ๐ข๐ง๐ญ๐จ ๐๐๐ญ๐ข๐จ๐ง
From development, to validation, to finalization, every fold brought us closer to an assessment system that puts every learnerโs growth at the center.
๐๐ก๐ ๐๐๐ญ๐ข๐จ๐ง๐๐ฅ ๐๐๐ฎ๐๐๐ญ๐จ๐ซ๐ฌ ๐๐๐๐๐๐ฆ๐ฒ ๐จ๐ ๐ญ๐ก๐ ๐๐ก๐ข๐ฅ๐ข๐ฉ๐ฉ๐ข๐ง๐๐ฌ (๐๐๐๐), ๐ข๐ง ๐๐จ๐ฅ๐ฅ๐๐๐จ๐ซ๐๐ญ๐ข๐จ๐ง ๐ฐ๐ข๐ญ๐ก ๐ญ๐ก๐ ๐๐ฎ๐ซ๐๐๐ฎ ๐จ๐ ๐๐๐๐ซ๐ง๐ข๐ง๐ ๐๐๐ฅ๐ข๐ฏ๐๐ซ๐ฒ (๐๐๐), successfully completed the three-phase development process for the Training Resource Package (TRP) for the Revised Policy on Classroom Assessment and Grading System for Key Stage 1.
๐๐๐๐๐๐๐๐๐๐๐ ๐๐๐๐๐ | ๐๐ฎ๐ฅ๐ฒ ๐โ๐๐, ๐๐๐๐
The journey began at the NEAP Training Facility, Baguio Teachersโ Camp, Baguio City, where the developers and BLD specialists came together to develop initial learning resources designed to deepen teachersโ understanding of the revised assessment policy, strengthen formative and summative assessment practices, promote developmentally appropriate assessment strategies, and support the implementation of descriptive grading in the early grades.
๐๐๐๐๐๐๐๐๐๐ ๐๐๐๐๐ | ๐๐ฎ๐ฅ๐ฒ ๐๐โ๐๐, ๐๐๐๐ ๐๐ญ ๐๐๐๐ ๐๐๐, ๐๐๐ซ๐ข๐ค๐ข๐ง๐ ๐๐ข๐ญ๐ฒ
During the Validation Phase, the initial TRP outputs underwent a comprehensive three-layer review process involving peer review, expert validation, and review by BLD specialists. Each layer provided critical insights and recommendations to strengthen the content, activities, and learning resources. Through this collaborative process, the outputs were refined to ensure their accuracy, relevance, responsiveness, and alignment with the realities of classroom assessment and the revised policy.
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๐๐๐๐๐๐๐๐๐๐๐ ๐๐๐๐๐ | ๐๐ฎ๐ ๐ฎ๐ฌ๐ญ ๐โ๐, ๐๐๐๐ ๐๐ญ ๐๐๐๐ ๐๐๐, ๐๐๐ซ๐ข๐ค๐ข๐ง๐ ๐๐ข๐ญ๐ฒ
The journey culminated in the Finalization Phase, where the developers, with the support and collective efforts of the entire team throughout the development, validation, and refinement process, worked together to complete the Training Resource Package. The collaboration resulted in the development and finalization of the slide deck, session guide, and Learning Action Cell (LAC) guide, ensuring that each resource is coherent, responsive, and aligned with the revised assessment policy. Together, these resources are designed to equip teachers with practical and meaningful support in translating the policy into effective classroom assessment practice.
๐๐ก๐ซ๐จ๐ฎ๐ ๐ก๐จ๐ฎ๐ญ ๐๐ฅ๐ฅ ๐ญ๐ก๐ซ๐๐ ๐ฉ๐ก๐๐ฌ๐๐ฌ, ๐ญ๐ก๐ ๐ฐ๐จ๐ซ๐ค ๐ฐ๐๐ฌ ๐๐ง๐๐ก๐จ๐ซ๐๐ ๐จ๐ง ๐ญ๐ก๐ ๐๐๐๐๐๐ ๐๐๐๐ซ๐ง๐ข๐ง๐ ๐
๐ซ๐๐ฆ๐๐ฐ๐จ๐ซ๐ค:
๐ โ ๐๐๐๐๐๐๐๐
Drawing from professional knowledge, prior experiences, and existing practices;
๐ โ ๐๐๐๐๐๐๐
Connecting the work to the context of the Departmentโs assessment reforms and the realities of Key Stage 1 classrooms;
๐ โ ๐๐๐๐๐
Deepening understanding of the revised policy, its principles, and its implications for teaching and learning;
๐ โ ๐๐๐๐๐๐๐
Critically reviewing existing assessment practices, identifying needs, and responding to emerging challenges;
๐ โ ๐๐๐๐๐๐๐๐๐๐
Bringing together evidence, expertise, policy, and practice to create relevant and meaningful learning resources; and
๐ โ ๐๐๐๐
-๐๐๐
๐๐๐๐
Looking inward and forwardโcontinuously asking how the resources can better serve teachers and, ultimately, every learner.
The journey culminated in a meaningful closing activity, โFolding Our Commitment into Action.โ Participants wrote their personal commitments beginning with โI commit toโฆโ, โI promise toโฆโ, or โFrom this day forward, I willโฆโ before carefully folding their words into hearts.
As each paper was carefully folded into a heart, the activity became more than a creative exercise, it became a symbol of turning learning into commitment, and commitment into action.
With every fold, participants affirmed a shared commitment to quality professional learning, faithful implementation of the revised assessment policy, and continuous support for Key Stage 1 teachers.
And as the hearts came together, so did a collective promise: to carry forward an assessment system that is compassionate, equitable, meaningful, and focused on every learnerโs growth.
From the first idea developed, to the insight validated, to the resource finalized, the journey has always been about one shared purpose: equipping educators to make assessment a more meaningful part of every learnerโs journey.
The TRP may now be folded, refined, and finalized, but the real work begins when these commitments are unfolded in practice.
Together, let us fold our commitment into action.
Together, let us ASSESS with purpose, teach with intention, and support every learnerโs growth.
