The Philippine Educational System

The Philippine Educational System

OTHE ENHANCED BASIC EDUCATION ACT OF 2013Opolicy of the State that every graduate of basic

education shall be an empowered individual

O The change from a 10-yr program to a 12-yr basic education program

The K to 12 Graduate

who has learned theO foundations for learning throughout life;O competence in work and be productiveO ability to coexist in fruitful harmony with

communitiesO capability to engage in creativity and critical

thinkingO willingness to transform others and one’s self

OFor this purpose, the State shall create a functional basic education system that will develop productive and responsible citizens equipped with the essential competencies, skills and values for both life-long learning and employment.

THE ISSUE

HOW CAN WE MAKE A

DIFFERENCE IN EDUCATION?

THE STANDARDS-APPROACH

AGREED: HAVING HIGH STANDARDS

THE CHALLENGE: HOW TO MAKE

STANDARDS WORK?

Why Standards?

Everyday we meet criterion!

O Criterion of service in restaurantsOStandards for service in eating places

O Criterion of strength in buildingsOStandards for construction of buildings

O Criterion in choosing a partner in lifeOStandards of choosing a lifelong friend

Do we have a standard in education?

Why we need standards?

O Quality

ExcellenceProductivityMarket

competitive-edge

Definition of Standard

O level of quality or excellence that is accepted by which actual attainments are judged or measured

(Microsoft Encarta Dictionary)

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OUR CURRENT SITUATION..

Schools are not producingenough graduates with

good scientific, mathematical and reading skills.

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What is our rank?OTrends in International

Mathematics and Science Study (TIMSS) - 1995, 1999, and 2003

O Progress in International Reading Literacy Study (PIRLS) - 2001

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What are we going to do as educators?

NO QUALITY

NOT EXCELLENT

NO PRODUCTIVITY

NON COMPETITIVEGRADUATES

TEACHING-LEARNING

ENVIRONMENT

CU

RR

ICU

LUM

ASSESSM

ENT

STANDARDS

(HOW TO TEACH)• PROCESS

• CONTENT(WHAT TO TEACH)

• BEHAVIORAL OBJECTIVES

• INSTRUCTIONAL OBJECTIVES

• ARE STANDARS MET?

• HOW WELL HAVE THEY BEEN TAUGHT

• WHAT PROFICIENCY LEVEL IS ATTAINED?

Is there an academic standard?

Mid-continent Research for Education and Learning (McRel)

DepEd Curricular Standards

The APSA Standards-Based Test

ODeveloped in 2003, in response to the need to change from a norm-referenced testing to a standards-based testing.

Why Standards-Based Assessment and not Norm

Assessment?

1. Standards are fixed. Norms move


Assessment?

2. Standards are cooperative.

Norms are competitive.

3. Standards measure proficiency.

Norms and their counterparts

measure behavior


Assessment?

OStandards raise the bar of excellence by developing intrinsic motivation

The SBA tests of APSA is a form of psychological or standardized tests. The tests are for three (3) core areas:

• ENGLISH• MATH• SCIENCE

For all grade levels:

• Pre-elem• Grades 1- 6• Highschool Level I

- IV

What are the features of SBA?

• Based on national curricular standards (DepEd) and international standards (McRel)

• More comprehensive reports

• Identifies the areas of strengths and developmental areas of the institution’s curriculum

SCALED ABILITY SCORE

QUALITATIVE DESCRIPTION

90-110 HIGHLY PROFICIENT

80-89 PROFICIENT

70-79PROGRESSING

TOWARDS STANDARDS

50-69DOES NOT MEET

STANDARDS

What are the advantages of using SBA?

• Provides objective and relevant feedback to school in terms of its quality and effectiveness of instruction

• Preponderance of HOTS in test items

• Pinpoints competencies of students and learning gaps which serve as basis for learning reinforcement or remediation

• Provides good feedback to the student on how well he has learned and his readiness to move to a higher educational level

What are the advantages of using SBA?

Who has most to gain for the use of SBA?

• Parents who can guide their children, to address learning gaps and reinforce strengths and competencies of their children

• Schools that desire to continuously upgrade the quality of its curriculum and instructional effectiveness

• Clusters of schools, districts, countries that aspire to deliver quality education, benchmark with local and international standards and continuously strive for excellence

Who has most to gain for the use of SBA?

Comprehensive Reports

1. School Performance Profile

2. Class Performance Report

3. Student Performance Report

1. Scaled Ability Score (SAS)

2. Descriptive Score (Proficient, etc.)

3. Percentile Rank

4. Areas of Mastery and Deficiency

STUDENT PERFORMANCE REPORT

Standards Country School SectionDELA CRUZ, JUAN A. 84 64 84 35 57 ProficientDELA CRUZ, JUAN B. 76 33 52 6 10 Progressing towards standardsDELA CRUZ, JUAN C. 87 77 91 54 81 ProficientDELA CRUZ, JUAN D. 80 50 71 16 29 ProficientDELA CRUZ, JUAN E. 78 43 64 14 19 Progressing towards standardsDELA CRUZ, JUAN F. 84 64 84 35 57 ProficientDELA CRUZ, JUAN G. 88 80 93 61 86 ProficientDELA CRUZ, JUAN H. 84 67 87 38 62 ProficientDELA CRUZ, JUAN I. 93 90 97 83 95 Highly ProficientDELA CRUZ, JUAN J. 87 77 91 54 81 ProficientDELA CRUZ, JUAN K. 83 61 82 28 38 ProficientDELA CRUZ, JUAN L. 79 46 68 15 24 Progressing towards standardsDELA CRUZ, JUAN M. 82 57 79 22 33 Proficient

Name SAS %ile Rank Qualitative DescriptionAsian Psychological Services & Assessment Corp.Algebra (School Performance Report)Date of Test: February 05, 2003XYZ High SchoolSection Year Level 1st

Distribution of Students Based on Proficiency LevelProficiency Level freq % dist graphNot met standards 0 0%Progressing towards standards 5 24%Proficient 13 62%Highly Proficient 3 14%Total 21 100%Comparative Distribution Curves: Section, School, Country vs. Standards 50.1 602.3 7015.9 8050 9084.1 10097.7 11099.9Scaled Ability ScorePercentile (%ile)Legend: - Section- School- Country School SAS

Asian Psychological Services & Assessment Corp.Algebra (School Performance Report)Date of Test: February 05, 2003XYZ High SchoolSection Year Level 1stSchool Performance Report (ScPR)Sample Standards-Based Test Results









SAMPLE OF SUMMARY REPORTXYZ UNIVERSITY

SY 2007-08

STANDARDS-BASED ASSESSMENTin ENGLISH, MATH & SCIENCE

GRADES 1 - 6 & YEAR 1 - 4

Asian Psychological Services and Assessment Corp.

Making Standards Work!

EnglishGrade 1

Grade I – Section A

0 50 100

Not metstandards

Progressingtowardsstandards

Proficient

HighlyProficient

1 - 2 %

5 - 11 %

22 - 49 %

17 - 38 %

N = 45 MSAS = 87

STRENGTHS AND WEAKNESSESGRADE 1- SECTION A - ENGLISH

Associating picture to text 100%Associating picture to text 96%Identifying the plural of a word 51%Classifying nouns 67%Arranging the words in alphabetical order 42%Recognizing cause and effect relationship 71%Associating picture to text 62%Recognizing cause and effect relationship 27%Identifying the synonym of a word 38%Using apostrophe to show possession 36%

Mean SAS (by Section)Science Grade 1

75

92

65

80

50

60

70

80

90

100

110

CHARITY FELICITY LOVE PRUDENCE

Asian Psychological Services and Assessment Corp.

Making Standards Work!

Summary of School

PerformanceSY 2012 – 2013

English- Math- ScienceGrade I – Year 4

ENGLISHLEVEL

NO. OF SCHOOLS

MSAS SD HMSAS LMSAS MEDIAN

GRADE 1 87 87.52 6.57 103.97 77.41 85.93

GRADE 2 86 90.29 6.06 105.92 77.80 89.11

GRADE 3 90 84.48 6.15 101.87 70.33 83.39

GRADE 4 88 80.86 4.45 94.31 70.89 80.35

GRADE 5 85 80.96 4.26 91.76 72.19 80.30

GRADE 6 88 83.30 3.98 93.31 75.74 83.38

YEAR 1 81 79.81 4.32 93.28 71.11 79.33

YEAR 2 82 81.31 4.51 92.91 71.66 81.38

YEAR 3 72 82.98 4.49 94.58 76.56 82.59

YEAR 4 67 80.52 4.21 91.57 72.36 80.04

MATHLEVEL

NO. OF SCHOOLS

MSAS SD HMSAS LMSAS MEDIAN

GRADE 1 86 80.46 4.81 98.06 73.09 79.43

GRADE 2 86 82.51 4.29 95.50 76.30 81.58

GRADE 3 90 80.77 4.72 96.42 71.17 80.77

GRADE 4 88 82.74 4.81 96.71 66.67 82.12

GRADE 5 86 82.77 5.15 98.00 73.17 82.13

GRADE 6 90 82.05 5.21 96.00 73.01 81.23

YEAR 1 84 77.00 5.01 94.93 67.81 75.80

YEAR 2 86 73.02 3.97 85.80 64.63 72.75

YEAR 3 76 73.53 4.04 85.66 67.86 72.61

YEAR 4 74 73.32 3.37 83.28 68.59 72.47

SCIENCELEVEL NO. OF

SCHOOLS MSAS SD HMSAS LMSAS MEDIAN

GRADE 1 65 77.86 3.46 86.81 70.89 77.45

GRADE 2 67 80.35 4.35 93.00 71.54 80.40

GRADE 3 80 75.83 3.37 87.27 66.67 75.95

GRADE 4 82 78.35 4.01 90.59 69.89 77.96

GRADE 5 80 75.25 3.11 86.89 68.87 75.34

GRADE 6 82 78.27 3.30 85.36 71.67 78.10

YEAR 1 77 77.18 3.32 86.87 70.46 76.99

YEAR 2 79 75.43 3.19 91.56 68.75 75.11

YEAR 3 71 73.02 3.74 90.92 68.71 72.21

YEAR 4 67 73.72 3.77 85.21 68.37 72.75

For school administrators who want to reach a high standard performance or

achievement in their educational output, the mentioned instruments are

available now for all educational institutions in our country.

Thank your kindness in listening to this presentation.

Documents

The Philippine Educational System