In line with its commitment to improve the quality of basic education in the Philippines, the Department of Education (DepEd) launched the “Professional Development Program on Assessment and Emerging Literacies with focus on PISA”. The program’s focus is to improve teachers’ assessment strategies, methods and practices, in order to help them align their classroom instruction and assessment with the emerging standards measured by International Large-Scale Assessments (ILSAs).
The ultimate goal of this program is to strengthen Junior High School students’ mastery of English, Math, and Science. The program courses are intended to enable Grade 8 and 9 English, Science, and Math teachers from more than 5,000 public junior high schools nationwide to adapt their curriculum, assessment, and approach to teaching in harmony with national and international benchmarks.
The program will take place from October 2021 to April 2022.
Introduces the assessment competencies that teachers are expected to be equipped with based on national and international standards
The course starts with pre-assessment of participants’ competencies to identify their strengths and weaknesses
Consists of three parts: (1) Assessment Competencies for Teachers, (2) Building Assessment Competence, and (3) Feedback to Inform Learning
This course consists of asynchronous and independent learning sessions for teachers to
explain the department’s existing policies on student learning assessment at different levels (system, national, classroom)
improve content knowledge of participants on Assessment of Learning in DepEd according to its policy documents
review and familiarize participants with different protocols/standards on classroom assessment, national assessments, system assessment, and the interim guidelines on assessment and grading in light of the Basic Education Learning Continuity Plan (BE-LCP)
The course will allow teachers to:
compare international frameworks in reading, math, and science literacy with our local framework
discuss emerging directions of Reading, Mathematics and Scientific literacies
provide insights on the gaps in the Philippine Curricular Framework as identified by ILSAs such as the Program for International Student Assessment (PISA) and Trends in International Mathematics and Science Study (TIMSS)
have access to various assessment activities
become familiar with ILSA assessment structures
The course provides teachers with educational technology tools, learning resources, and instructional strategies that can be used to enhance students’ literacy skills.
The PISA Readiness Toolkit will guide teachers to efficiently utilize intervention materials to improve the mathematics, scientific and reading literacies of students based on the proficiency levels set in PISA.
The FrontLearners Simulation Training will instruct teachers on the usage of PISA-related e-learning materials through self-paced simulation activities that are uploaded in the Learning Management System (LMS).
The Training for the PRIMALS LLAC will help teachers develop foundational and requisite literacy skills in language (English) and content areas (Science and Mathematics) among their students.
The training program on Teaching and Assessing Reading Literacy introduces teacher-participants to characteristics, components, and strategies for reading comprehension instruction.
This course imparts an avenue for synthesis and integration of learning through the practical demonstration of assessment competencies, principles, methods, and strategies.
Outputs
Individual E-Professional Portfolio - Teachers will consolidate their outputs from Modules 1- 4. The e-professional portfolio will also include an annotation that will explain which of the Philippine Professional Standards for Teachers (PPST) are being demonstrated through each output. Further, the outputs in the portfolio may be used by the teachers as a Means of Verification (MOV) for the Results-Based Performance Management System (RPMS).
Group Output (by division)
Option A: Group Assessment Plan and Report
The Assessment Plan and Report must show the processes involved in assessing learning before, during, and after instruction - including the selection or development of the appropriate assessment method.
The plan must be based on the targeted learning and instructional/intervention strategies and materials. It should show how the assessment is administered, how the data are collected, organized, presented, communicated, and used to improve teaching and student literacies in Mathematics, Science and Reading.
This assessment plan will cover one month of classes in Math, English, and Science, and must include one unit test that includes PISA-level questions.
This assessment plan will be developed at the division level but will be implemented by the teachers in the schools. The subsequent report will then be consolidated at the division level.
Option B: Group Action Research.
The Action Research must address a problem that is observed in the division, based on findings from either a previously administered assessment tool (ex. a periodical exam), or a tool that was administered to the students during the implementation of the PD (ex. the PISA Readiness toolkit).
The Action Research Plan will be developed at the division level but administered by teachers at the school level. The findings from the schools shall then be consolidated at the division level.
Templates and guide questions will be provided for all outputs at the start of the program. Guidance will also be provided by a committee that will consist of representatives from the Learning Service Providers and resource persons who are part of the proponent consortium.