Title: “Real Life Based Assessment and Evaluation for TLE/EPP.

”
Proposed by: Niel Vincent B. Rosales

INTRODUCTION:
Curriculum is the heart of any educational institution. Without this, education system

would not be meaningful and relevant at all. Curriculum was known to be a set of subject or

competencies that governs the students learning. This are set of academic and non-academic

framework that constitutes mainly in making the students aware of their skills and abilities and

also the level of their intellectuality. Another important definition of curriculum is that, it is a

plan in attaining the goal especially of education as popularized by Tyler and Taba. Focusing on

non-academic area of curriculum, students were taught to develop their skills and abilities. And

this aim falls under certain field of knowledge known as the TLE or Technology and Livelihood

education and the EPP or Edukasyong Pantahanan at Pangkabuhayan. In this field, topics or

lessons with accordance to daily life activities were introduced and discussed to students.

Example of those includes different household chores like cooking, cleaning the house, ironing

of clothes, etc... Another lessons includes entrepreneurship, vocational courses such as basket

making, tailoring, electric wiring, etc.

EPP and TLE differs from the grade level where they are introduced. EPP were taught

from grade level 4 to 6. While TLE were taught starting Grade level 7. Each field has their own

competencies and standards that the students must attain in order for them to pass. And for them

to pass, they need to show their knowledge and learning through written examinations the same

with other field of knowledge.

STATEMENT OF THE PROBLEM:

The teaching of EPP/TLE has its legal bases under Section 7 of 1987 Philippine

Constitution Article II and the Republic Act no. 10647 or the act that strengthens the laddered

interface between the Technical-Vocational Education and Training in Higher Education. There

is no doubt that the aim of this framework mainly constitute for the development of the students

and learners in terms of their skills and abilities.

In every school, the common type of evaluation and assessment given in the students

were written examinations and in a form of interview. Since we are dealing with K to 12

Program under Enhanced Basic Education Curriculum, students were expected to demonstrate

knowledge and competencies aligned with their field of excellence. In accordance to this,

evaluation and assessment of students’ skills and abilities must not mainly came from written

type of examinations. Since TLE/EPP was known to be a subject whose competencies were

based on real-life activities, it must be an application type of evaluation and assessment in

measuring students’ skills and abilities. This application type of assessment and evaluation can

be best describe as practicum or practical examinations.

When it comes to training and development, educational institution must adopt the real-

life-based competencies for the assurance of genuine students’ learning. Training and Skills

Development as aligned in TESDA’s goal must also be introduced as a subject replacement for

EPP/TLE since its curriculum is dealing with agriculture, entrepreneurship and ICT, home

economics, and industrial art, and they are almost the same.

In the formative years of the students, they must acquire the knowledge, the skills, and

the abilities which will enables to develop their strengths and overcome their weaknesses.
SIGNIFICANCE:

EPP/TLE is a field of knowledge where students were introduced in different skills

related to daily living. But evaluations and assessments made were usually done in written type.

As the title implies, this research tries to replace this subject Training and Skills Development

with real-life activities and whose evaluations and assessment were application type. This would

show the real-life activities that will cater the students to be more aware of their skills and

abilities and will let them be more knowledgeable of their own self and strengths. This field of

study also tries to showcase learner-centered curriculum that will enables the learners to be sure

of what their capabilities were.

This study also shows the advantages when the students were trained the real-life-based

activities and competencies at their early years of study and development. This study also tries to

change the perspective of both teachers and students especially when it comes to training and

skills development, and how it should be measured.

DEFINITION OF TERMS:

 Curriculum-are set of subject or competencies within educational institution that were

given to the students

 Practicum- is the practical application of knowledge and learning within given activity.

 Assessment- it is the systematic process of documenting and using observed data to

measure the knowledge, skills, abilities, understanding, comprehension, and intellect of

student.

 Evaluation- is a process of making judgements, assigning values, or deciding on level or

degree of student’s performance.

 EPP- Edukasyong Pantahanan at Pangkabuhayan

 TLE-Technology and Livelihood Evaluation

 TESDA- Technical Education and Skills Development Authority

BIBLIOGRAPHY:
BOOKS
 Arellano, A. D., & Ordona M. (2016). Plaridel, Bulacan: St. Andrew Publishing House
 Brenda, B. B., & Salandanan, G. G., (2013) “Principle of Teaching (with TLE) 2. Quezon
City, Metro Manila: LORI MAR Pub.
 Dizon, E., Reyes, E., & Villena D. K. (2015) “Curriculum Development”. Quezon City,
Manila: ADRIANA PUBLISHING CO., INC.
 Paez, A. M. & Serrano, E. D. (2015) “The Principles of Teaching 1”. Quezon City,
Manila: ADRIANA PUBLISHING CO., INC.

JOURNALS/BLOGS
 Canscribe (2017, April 11). The Importance a Practicum Posted
in: CareerDevelopment, Medical Transcription, Work from Home. [Blog Post].
Retrieved from https://canscribe.com/the-importance-a-practicum/
 Brenda Rufener, Jamie Davidson (2000) What Is the Difference Between a Practicum
and Student Teaching? Posted from: College Values Online [Blog Post].
Retrieved from: https://www.collegevaluesonline.com/faq/what-is-the-difference-
between-a-practicum-and-student-teaching/
 McTighe, Jay (2015, April 12). “What is a Performance Task” [Blog Post]. Retrieved
from https://blog.performancetask.com/what-is-a-performance-task-part-1-
9fa0d99ead3b
 McTighe, Jay (2015, April 12). What is a Performance Task (Part 1)” published on the
PerformanceTask.com blog. [Blog Post]. Retrieved from
https://www.definedlearning.com/blog/what-is-a-performance-task/

OTHER SOURCES

 JULY 10, 2012 DO 67, S. 2012 – GUIDELINES ON THE IMPLEMENTATION OF

STRENGTHENED TECHNICAL-VOCATIONAL EDUCATION PROGRAM (STVEP)
AND TECHNOLOGY AND LIVELIHOOD EDUCATION (TLE) CURRICULUM
 RA no. 10647
 tesda.gov.ph
 The 1987 Constitution of the Republic of the Philippines
CONCEPTUAL PARADIGM:

INPUT
SOCIO-DEMOGRAPHIC PROFILE:
 Age
 Sex
 Grade level
 Disabilities (If any)/TYPE OF
LEARNERS
 STRANDS/INTEREST
 SES
 FAMILY BACKGROUND
PROCess
SKILLS PROFILE:
  Survey Questionnaires
 DEVELOPMENT AND
VALIDATION OF REAL-
BASED ASSESSMENT AND
EVALUATION (Plotting of
Competencies Based on Skills
and Abilities Attained,
FIELDING /TRY OUT OF
INSTRUMENT,
STATISTICAL ANALYSIS)
 EXPERT EVALUATION
(EPP/TLE TEACHERS,
ADMINISTRATORS,
OUPUT PARENTS/GUARDIANS)

REAL-LIFE BASED SKILLS

ASSESSMENT AND

EVALUATION INSTRUMENT

FOR ELEMENTARY LEVEL

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