The Philippine Educational System O THE ENHANCED BASIC

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 n Excellence n Productivity n 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)

OUR CURRENT SITUATION. .

Schools are not producing enough graduates with good scientific, mathematical and reading skills.

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

What are we going to do as educators? NO QUALITY NO PRODUCTIVITY NOT EXCELLENT NON COMPETITIVE GRADUATES

M LU ICU TEACHINGLEARNING ENVIRONMENT T N ME RR SS CU • HOW WELL HAVE THEY BEEN TAUGHT SE • CONTENT (WHAT TO TEACH) • ARE STANDARS MET? AS (HOW TO TEACH) • PROCESS • WHAT PROFICIE NCY LEVEL IS ATTAINED ? STANDARDS • BEHAVIORAL OBJECTIVES • INSTRUCTIONAL OBJECTIVES

Is there an academic standard?

Mid-continent Research for Education and Learning (Mc. Rel)

Dep. Ed Curricular Standards

The APSA Standards-Based Test O Developed in 2003, in response to the need to change from a normreferenced testing to a standardsbased testing.

Why Standards-Based Assessment and not Norm Assessment? 1. Standards are fixed. Norms move

Why Standards-Based Assessment and not Norm Assessment? 2. Standards are cooperative. Norms are competitive. 3. Standards measure proficiency. Norms and their counterparts measure behavior

Why Standards-Based Assessment and not Norm Assessment? 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 (Dep. Ed) and international standards (Mc. Rel) • 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 50 -69 PROGRESSING TOWARDS STANDARDS 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

What are the advantages of using SBA? • 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

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

Who has most to gain for the use of SBA? • 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

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

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 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% 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

Summary of School Performance SY 2012 – 2013 English- Math- Science Grade I – Year 4 Asian Psychological Services and Assessment Corp. Making Standards Work!

ENGLISH 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 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 LEVEL

SCIENCE 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 LEVEL

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.