the philippine educational system - apsa home page standardsrev.pdf · the philippine educational...

The Philippine Educational System

O THE ENHANCED BASIC EDUCATION ACT OF 2013

O policy 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 the

O foundations for learning throughout life;

O competence in work and be productive

O ability to coexist in fruitful harmony with communities

O capability to engage in creativity and critical thinking

O willingness to transform others and one’s self

O For 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 restaurants

O Standards for service in eating places

O Criterion of strength in buildings

O Standards for construction of buildings

O Criterion in choosing a partner in life

O Standards of choosing a lifelong friend

Do we have a standard in education?

Why we need standards?

O Quality

Excellence

Productivity

Market 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)

http://www.animationfactory.com/en/search/index.mc?cid=E1&q=summer

OUR CURRENT SITUATION..

Schools are not producing enough graduates with

good scientific, mathematical and reading skills.

http://www.animationfactory.com/en/search/index.mc?cid=E1&q=emoticon

What is our rank?

O Trends in International Mathematics and Science Study (TIMSS) - 1995, 1999, and 2003

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

http://images.google.com.ph/imgres?imgurl=http://www.thurrock.gov.uk/environment/images/thumbsdown.jpg&imgrefurl=http://www.thurrock.gov.uk/environment/nuisance/content.php%3Fpage%3Dthumbsdown&h=340&w=250&sz=11&tbnid=p-O45a5KVhrkVM:&tbnh=115&tbnw=84&hl=en&start=1&prev=/images%3Fq%3Dthumbs%2Bdown%26svnum%3D10%26hl%3Den%26lr%3D

What are we going to do as educators?

NO QUALITY

NOT EXCELLENT

NO PRODUCTIVITY

NON COMPETITIVE GRADUATES

TEACHING- LEARNING

ENVIRONMENT

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

O Developed 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


2. Standards are cooperative.

Norms are competitive.

3. Standards measure

proficiency.

Norms and their

counterparts

measure behavior


O Standards 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

70-79 PROGRESSING

TOWARDS STANDARDS

50-69 DOES 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 Description

Asian 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 REPORT XYZ UNIVERSITY

SY 2007-08

STANDARDS-BASED ASSESSMENT

in ENGLISH, MATH & SCIENCE GRADES 1 - 6 & YEAR 1 - 4

Asian Psychological Services and Assessment Corp. Making Standards Work!

English

Grade 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 WEAKNESSES

GRADE 1- SECTION A - ENGLISH

Associating picture to text 100%


Identifying the plural of a word 51%

Classifying nouns 67%

Arranging the words in alphabetical order 42%

Recognizing cause and effect relationship 71%


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 Performance

SY 2012 – 2013 English- Math- Science

Grade I – Year 4

LEVEL 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

LEVEL NO. OF


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

LEVEL NO. OF


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.

the philippine educational system - apsa home page standardsrev.pdf · the philippine educational...

Documents