CURRICULUM AND ASSESSMENT
FRAMEWORK UPDATES
Curriculum 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 EXITS AND CORRESPONDING ASSESSMENTS
1.
2.
Exit
Assessment
from Basic
Education
Program
Specific
Assessments
1.
2.
National
Certificate
Entry
Assessment for
Work Skills
Entry Assessment
for Work Skills
DEPARTMENT OF EDUCATION
National Certificate
CARE
SPED
NON-FORMAL
FORMAL
THE EDUCATION SYSTEM
ECCD Kinder to Grades
Grade 6
7 to 10
Grades Beyond
11 and 12 DepEd
PROGRAMS and PATHWAYS
ECCD
Kinder to Grade 6
Grades 11 and 12
HUMSS SHS
Science High School
Programs
STEM SHS
Integrated
Programs
Tech-Voc JHS
Programs
Arts and Design SHS
Basic Literacy
Programs
Basic Literacy
Programs
Informal
Education
Programs
Informal
Education
Programs
A & E Elementary
A & E JHS
ECCD Early
Assessment
and
Intervention
Programs
Assessment
and
Intervention
Programs
Assessment
and
Intervention
Programs
Hospital/
Institutional
Care/ Home
Care Programs
Hospital/
Institutional
Care/ Home Care
Programs
NON-FORMAL
FORMAL
Special Programs for
JHS
SPED
GAS SHS
CARE
Regular Elementary
Programs
Grades 7 to 10
Regular JHS Programs
ECCD Programs
?
Multigrade
Elementary
Program
Integrated Programs
Hospital/
Institutional
Care/ Home Care
Programs
Beyond DepEd
Higher
Education
ABM SHS
Sports SHS
Middle Skills
Development
Work
TVL SHS
?
Assessment
and
Intervention
Programs
Hospital/
Institutional
Care/Home Care
Programs
Continuing
Education
Assessment
and
Intervention
Programs
Care
ASSESSMENTS
CARE
Multigrade
Elementary
Program
Integrated
Programs
Basic Literacy
Programs
Informal Education
Programs
A & E Elementary
ECCD Early
Assessment
and
Intervention
Programs
Assessment
and
Intervention
Programs
Hospital/
Institutional Care/
Home Care
Programs
Hospital/
Institutional Care/
Home Care
Programs
System Evaluation
Grades 7 to 10
Regular JHS
Entry
Requirements
JHS with
for Senior
Special Programs
High School
Science
Tracks/
High Schools
Strands
Grades 11 and 12
GAS SHS
ABM SHS
Integrated Programs
Arts and Design
SHS
A & E JHS
Assessment
and
Intervention
Programs
Admissions to
Higher Education
STEM SHS
Sports SHS
Informal Education
Programs
Higher
Education
HUMSS SHS
Tech-Voc JHS
Basic Literacy
Programs
Beyond DepEd
TVL SHS
?
Assessment
and
Intervention
Programs
Hospital/
Institutional Care/
Home Care
Programs
Hospital/
Institutional Care/
Home Care
Programs
System
Evaluation
System
Evaluation
Middle Skills
Development
Entry Assessment
for Work Skills
(where applicable)
Entry
Regular
Requirements
Elementary
for Special
Programs
Programs
Exit Assessment from Basic Education
National Competency Assessments
?
Kinder to Grade 6
Interest Assessment
ECCD
Programs
School Entry
Assessments
MLE-Based
Assessment
(Grade 3)
Elementary Exit Assessment
SPED
NON-FORMAL
FORMAL
ECCD
Work
Hiring processes
for work readiness
Continuing
Education
Program Specific
Assessments
CREDENTIALS/CERTIFICATIONS
at the end of Grade 6
=
at the end of Grade 10
= Junior High School Certificate
at the end of Grade 12
=
Elementary Certificate
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
Career Assessment at Grade 9
7 to 12
Secondary Exit Assessment: Core Curriculum
ESSENTIAL SKILLS
CURRICULUM
(Formal and
Alternative Learning System)
ASSESSMENT
(Formal and
Alternative Learning System)
Essential Skills connect curriculum and assessment in both Formal and
Alternative Learning Systems.
ASSESSMENT CUBE
Information, Media and Technology Skills
Learning and Innovation Skills
Communication Skills
Life and Career Skills
Information, Media and Technology Skills
Learning and Innovation Skills
Communication Skills
Life and Career Skills
Information, Media and Technology Skills
Learning and Innovation Skills
Communication Skills
Life and Career Skills
Information, Media and Technology Skills
Learning and Innovation Skills
Communication Skills
Life and Career Skills
ASSESSMENT CUBE
Information, Media and Technology Skills
Learning and Innovation Skills
Communication Skills
Life and Career Skills
Information, Media and Technology Skills
Learning and Innovation Skills
Communication Skills
Life and Career Skills
Math Communication
K to
Information,Skills
Media
and6 Technology Skills
1. RepresentingLearning
numbersand
using
models, Skills
diagrams and symbols
Innovation
2. Representing operations
using models,
Communication
Skills diagrams and symbols
3. Displaying data Life and Career Skills
4. Interpreting
Information, Media and Technology Skills
5. Giving descriptive
information
Learning
and Innovation Skills
6. Making connections
Communication Skills
7. Communicating results
Life and Career Skills
ASSESSMENT CUBE
Information, Media and Technology Skills
Learning and Innovation Skills
Communication Skills
Life and Career Skills
Math Communication
Skills Media
Gradesand
7 toTechnology
12
Information,
Skills
1. Representing andLearning
communicating
and Innovation Skills
2. Visualizing and modeling
Communication Skills
3. Applying and connecting
Life and Career Skills
Information, Media and Technology Skills
Learning and Innovation Skills
Communication Skills
Life and Career Skills
Information, Media and Technology Skills
Learning and Innovation Skills
Communication Skills
Life and Career Skills
SYSTEM ASSESSMENT: Stratified Random Sampling
System Evaluation
External (International
Assessment for Benchmarking)
Internal (National-based)
Programme for International Student
Assessment (PISA)
end of Grade 3
Trends in International Mathematics
and Science Study (TIMMS)
end of Grade 6
Progress in International Reading
Literacy Study (PIRLS)
end of Grade 10
Others
end of Grade 12
STRENGTHENING FORMATIVE/CLASSROOM ASSESSMENT
Level
Entry
Kinder
SREA
Grade 1
SREYA
Kinder to
Grade 6
Process
1.
2.
3.
1.
Grade 6 /
Grades 7 to
10
2.
Aptitude
Assessment for
Special Junior High
School Programs
Interest and Talent
Inventories
Classroom-based
Assessments
Quarterly Assessments
Screening Tools for SPED
Exit
For STVEP Schools –
NCs
Performance Assessment
KINDER TO GRADE 6 ASSESSMENTS
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
1. Do we have admission
assessment for 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?
STUDENT PROGRESS
Are there maintaining
averages to stay in the
special programs?
EXIT
Does the exit exam in Grade 6
become considered in admissions
to Special JHS programs?
GRADES 7 TO 10 ASSESSMENTS
at the end of Grade 9
=
career assessment
secondary exit assessment
at the end of Grade 10
National Certificate Test
(when applicable)
=
Entry requirements for Senior High School
Tracks/Strands
DECISION POINTS
ADMISSIONS
1. Do we set a number of entry slots for each
Track/Strand?
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?
EXIT
Does the exit exam in Grade 10 become
considered in admissions to Special SHS
programs?
GRADES 11 TO 12 ASSESSMENTS
at the end of Grade 12 =
Exit assessment from Basic Education
National Certificate Exams
(when applicable)
Admissions for higher education
Entry 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 Assessment
How do we establish equivalence between and among
types of knowledge and skills?
1. Community knowledge
2. Prior learning
3. Indigenous knowledge
4. School knowledge (content area)
5. Workplace learned knowledge and competencies
SPECIAL EDUCATION ASSESSMENTS
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 in
1. seeing?
2. hearing?
3. remembering or concentrating?
4. communicating?
5. self-care?
SPECIAL EDUCATION ASSESSMENTS
Sample Census Questions
1. Question: Do you have difficulty in seeing even if wearing
glasses?
Answer:
a) No – no difficulty
b) Yes – some difficulty
c) Yes – a lot of difficulty
d) 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?
NEXT STEPS IN SPED ASSESSMENT
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 results
Is there improvement after the intervention? If not, conduct a more specific
assessment.
Next level of assessment
Based from the results of the intervention, conduct another level of
assessment.
PLAN FOR SPED ASSESSMENT AND INTERVENTION SYSTEM
LEVEL
ASSESSMENT
INTERVENTION
Multi-factored Assessment
School
 Tool that can be used in
schools
Psycho-educational/ Medical
District/Division
 Tools for special needs not
addressed in the school
Medical/ Psychological/ Clinical
Beyond Division
 Referral for medical/
psychological assessment
Classroom
School
Classroom
School
Therapy Center
Classroom
School
Therapy
Clinic
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
Assessment Framework Updates
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
Next Steps
1. Workshop on the description/definitions of developmental progressions of the 21st
century skills sub-skills
2. Development of assessment instruments