CURRICULUM AND ASSESSMENT FRAMEWORK UPDATES
1. conducted a Curriculum Compliance Workshop for modelling schools
2. crafted 29 Curriculum Guides for new TechVoc Track specializations for STVEP schools
3. started dialogues with schools offering/proposing unique programs
4. started to compare the Alternative Learning System (ALS) curriculum with the finalized K to 12 Curriculum
5. There are plans to modify the SPED, SPA, SPS, SPFL and STE curricula.
6. currently in the process of revising the guidelines and policies of SPED
Curriculum Updates
DEPARTMENT OF EDUCATION
CURRICULUM EXITS AND CORRESPONDING ASSESSMENTS
1. Exit Assessment from Basic Education
2. Program Specific Assessments
1. National Certificate
2. Entry Assessment for Work Skills
Entry Assessment for Work Skills National Certificate
FORM
ALN
ON
-FO
RMAL
SPED
CARE
ECCD Kinder to Grade 6
Grades 7 to 10
Grades 11 and 12
Beyond DepEd
THE EDUCATION SYSTEM
ECCD
ECCD Programs
?
ECCD Early Assessment and Intervention Programs
Hospital/ Institutional Care/ Home Care Programs
Kinder to Grade 6Regular Elementary Programs
Multigrade Elementary Program
Integrated Programs
Basic Literacy Programs
Informal Education Programs
A & E Elementary
Assessment and Intervention Programs
Hospital/ Institutional Care/ Home Care Programs
Grades 7 to 10Regular JHS Programs
Special Programs for JHS
Science High School Programs
Tech-Voc JHS Programs
Integrated Programs
Basic Literacy Programs
Informal Education Programs
A & E JHS
Assessment and Intervention Programs
Hospital/ Institutional Care/ Home Care Programs
Grades 11 and 12
GAS SHS
HUMSS SHS
ABM SHS
STEM SHS
Sports SHS
Arts and Design SHS
TVL SHS
?
Hospital/ Institutional Care/Home Care Programs
Assessment and Intervention Programs
FORM
ALN
ON
-FO
RMAL
SPED
CARE
Beyond DepEd
Higher Education
Middle Skills Development
Work
Continuing Education
Assessment and Intervention Programs
Care
PROGRAMS and PATHWAYS
FORM
ALN
ON
-FO
RMAL
SPED
CARE
Grades 7 to 10Regular JHS
JHS with Special Programs
Science High Schools
Tech-Voc JHS
Integrated Programs
Basic Literacy Programs
Informal Education Programs
A & E JHS
Assessment and Intervention Programs
Hospital/ Institutional Care/ Home Care Programs
Grades 11 and 12
GAS SHS
HUMSS SHS
ABM SHS
STEM SHS
Sports SHS
Arts and Design SHS
TVL SHS
?
Assessment and Intervention Programs
Hospital/ Institutional Care/ Home Care Programs
Beyond DepEd
Higher Education
Middle Skills Development
Work
Continuing Education
ASSESSMENTS
Inte
rest
Ass
essm
ent
Hiring processes for work readiness
System Evaluation
System Evaluation
Entry Requirements
for Senior High School
Tracks/ Strands
ECCD
ECCD Programs
?
ECCD Early Assessment and Intervention Programs
Hospital/ Institutional Care/ Home Care Programs
Kinder to Grade 6
Regular Elementary Programs
Multigrade Elementary Program
Integrated Programs
Basic Literacy Programs
Informal Education Programs
A & E Elementary
Assessment and Intervention Programs
Hospital/ Institutional Care/ Home Care Programs
Scho
ol E
ntry
Ass
essm
ents
System Evaluation
MLE-Based Assessment
(Grade 3)
Elem
enta
ry E
xit A
sses
smen
t
Entry Requirements
for Special Programs
Exit
Asse
ssm
ent f
rom
Bas
ic E
duca
tion
Nati
onal
Com
pete
ncy
Asse
ssm
ents
(w
here
app
licab
le)
Program Specific Assessments
Admissions to Higher Education
Entry Assessment for Work Skills
CREDENTIALS/CERTIFICATIONS
at the end of Grade 6 = Elementary Certificate
at the end of Grade 10 = Junior High School Certificate
at the end of Grade 12 =Secondary Diploma
(with specializations, if applicable)
STUDENT LEARNING ASSESSMENT: Universal Sampling
K to 3 Early Language and Literacy Assessment
4 to 6 Elementary Exit Assessment
7 to 12
Career Assessment at Grade 9
Secondary Exit Assessment: Core Curriculum
ASSESSMENT (Formal and Alternative Learning System)
ESSENTIAL SKILLS
CURRICULUM (Formal and Alternative Learning System)
Essential Skills connect curriculum and assessment in both Formal and Alternative Learning Systems.
Moth
er Tongu
eFil
ipino
English
Science
MathAral
ing Pan
lipunan
Eduka
syon sa
Pagpap
akata
oTLE
MAPEH
K to 3
Grades 4 to
6
Grades 7 to
10
Grades 11 to
12
Information, Media and Technology SkillsLearning and Innovation Skills
Communication SkillsLife and Career Skills
Information, Media and Technology SkillsLearning and Innovation Skills
Communication SkillsLife and Career Skills
Information, Media and Technology SkillsLearning and Innovation Skills
Communication SkillsLife and Career Skills
Information, Media and Technology SkillsLearning and Innovation Skills
Communication SkillsLife and Career Skills
ASSESSMENT CUBE
Moth
er Tongu
eFil
ipino
English
Science
MathAral
ing Pan
lipunan
Eduka
syon sa
Pagpap
akata
oTLE
MAPEH
K to 3
Grades 4 to
6
Grades 7 to
10
Grades 11 to
12
Information, Media and Technology SkillsLearning and Innovation Skills
Communication SkillsLife and Career Skills
Information, Media and Technology SkillsLearning and Innovation Skills
Communication SkillsLife and Career Skills
Information, Media and Technology SkillsLearning and Innovation Skills
Communication SkillsLife and Career Skills
Information, Media and Technology SkillsLearning and Innovation Skills
Communication SkillsLife and Career Skills
ASSESSMENT CUBE
Math Communication Skills K to 61. Representing numbers using models, diagrams and symbols2. Representing operations using models, diagrams and symbols3. Displaying data 4. Interpreting5. Giving descriptive information6. Making connections7. Communicating results
Moth
er Tongu
eFil
ipino
English
Science
MathAral
ing Pan
lipunan
Eduka
syon sa
Pagpap
akata
oTLE
MAPEH
K to 3
Grades 4 to
6
Grades 7 to
10
Grades 11 to
12
Information, Media and Technology SkillsLearning and Innovation Skills
Communication SkillsLife and Career Skills
Information, Media and Technology SkillsLearning and Innovation Skills
Communication SkillsLife and Career Skills
Information, Media and Technology SkillsLearning and Innovation Skills
Communication SkillsLife and Career Skills
Information, Media and Technology SkillsLearning and Innovation Skills
Communication SkillsLife and Career Skills
ASSESSMENT CUBE
Math Communication Skills Grades 7 to 121. Representing and communicating2. Visualizing and modeling3. Applying and connecting
SYSTEM ASSESSMENT: Stratified Random Sampling
System Evaluation
External (International Assessment for Benchmarking)
Programme for International Student Assessment (PISA)
Trends in International Mathematics and Science Study (TIMMS)
Progress in International Reading Literacy Study (PIRLS)
Others
Internal (National-based)
end of Grade 3
end of Grade 6
end of Grade 10
end of Grade 12
STRENGTHENING FORMATIVE/CLASSROOM ASSESSMENT
Level Entry Process Exit
Kinder SREA
Grade 1 SREYA
Kinder to Grade 6 1. Classroom-based
Assessments2. Quarterly Assessments3. Screening Tools for SPED
Grade 6 / Grades 7 to
10
1. Aptitude Assessment for Special Junior High School Programs
2. Interest and Talent Inventories
For STVEP Schools – NCs
Performance Assessment
at the end of Grade 3 = MLE-based assessment
at the end of Grade 6 = Entry requirements for Junior High School special programs
DECISION POINTS
ADMISSIONS STUDENT PROGRESS EXIT
1. Do we have admission assessment for special JHS programs?
Are there maintaining averages to stay in the special programs?
Does the exit exam in Grade 6 become considered in admissions to Special JHS programs?
2. Where does the test come from?
3. For areas that require performance assessments, who does assessments?
5. Do we merge Special Science classes with Gifted classes?
5. If we do not merge, do they have different admission tests?
KINDER TO GRADE 6 ASSESSMENTS
GRADES 7 TO 10 ASSESSMENTS
at the end of Grade 9 = career assessment
at the end of Grade 10 =
secondary exit assessment
National Certificate Test (when applicable)
Entry requirements for Senior High School Tracks/Strands
DECISION POINTSADMISSIONS EXIT
1. Do we set a number of entry slots for each Track/Strand?
Does the exit exam in Grade 10 become considered in admissions to Special SHS programs?
2. Do we have admission assessment for SHS Tracks/Strands?
3. Where does the test come from?
4. For areas that require performance assessments, who does assessments?
GRADES 11 TO 12 ASSESSMENTS
at the end of Grade 12 =
Exit assessment from Basic Education
National Certificate Exams (when applicable)
Admissions for higher educationEntry assessment for work skills
Expanded Tertiary Education Equivalency and Accreditation (ETEEAP)
DECISION POINTS
Do we only assess the Core Subjects?Third party assessments will validate the Tracks and Strands.
OTHER DECISION POINTS
ALS AssessmentHow do we establish equivalence between and among types of knowledge and skills?
1. Community knowledge2. Prior learning3. Indigenous knowledge4. School knowledge (content area)5. Workplace learned knowledge and competencies
International Classification on Functional Disability (ICF model)
1. Developed by the World Health Organization (WHO) in measuring functional capacity
2. Used by the Washington Group on Disability Statistics in the identification of disability among individuals.
3. People are not identified as having a disability based upon medical condition, but rather are classified according to a detailed description of their functioning within various domains.
SPECIAL EDUCATION ASSESSMENTS
International Classification on Functional Disability (ICF model)
Basic questions: How much difficulty is experienced?
Does the child have difficulty in1. seeing?2. hearing?3. remembering or concentrating?4. communicating?5. self-care?
SPECIAL EDUCATION ASSESSMENTS
Sample Census Questions1. Question: Do you have difficulty in seeing even if wearing
glasses?
Answer:a) No – no difficultyb) Yes – some difficultyc) Yes – a lot of difficultyd) Cannot do at all
2. Do you have difficulty in hearing even if using hearing aid?
3. Do you have difficulty with (self-care such as) washing all over or dressing?
4. Do you have difficulty walking or climbing stairs?
SPECIAL EDUCATION ASSESSMENTS
Assessment(more broad-based/ multi-factored/ generic/ domain-based)
Hypothesis (interpretation of results)
Diagnostic-teaching (to test the initial hypothesis)What initial intervention can we provide based from the initial assessment?
What teaching methods/ strategies can be used to address initial result?
Analyze diagnostic-teaching resultsIs there improvement after the intervention? If not, conduct a more specific
assessment.
Next level of assessmentBased from the results of the intervention, conduct another level of
assessment.
NEXT STEPS IN SPED ASSESSMENT
LEVEL ASSESSMENT INTERVENTION
SchoolMulti-factored Assessment
Tool that can be used in schools
ClassroomSchool
District/DivisionPsycho-educational/ Medical
Tools for special needs not addressed in the school
ClassroomSchool
Therapy Center
Beyond DivisionMedical/ Psychological/ Clinical
Referral for medical/ psychological assessment
ClassroomSchool
TherapyClinic
PLAN FOR SPED ASSESSMENT AND INTERVENTION SYSTEM
Instructional and Teacher Development Frameworks
Inclusion Framework
View of Special Education Needs (SEN)
View of Child and Learning
PLAN FOR SPED ASSESSMENT AND INTERVENTION SYSTEM
In the process of:1. creating a National Technical Working Group (TWG) on Assessment with sub-TWGs on
System Assessment, National Learning Assessment and Classroom Assessment
2. identifying the 21st century essential skills in the K to 12 Curriculum
3. drafting a language test for Grade 3
Assessment Framework Updates
1. Workshop on the description/definitions of developmental progressions of the 21st century skills sub-skills
2. Development of assessment instruments
Next Steps