LARGE-SCALE ASSESSMENTS

IN PHILIPPINES EDUCATIONAL
SYSTEM
Why does assessment matter?
• Building a strong education system that promotes
learning for all is fundamental to a country’s development
and economic growth.
• The World Development Report 2018 highlighted the
learning crisis gripping many countries around the world
and the central role of strong education systems in
addressing that crisis.
Why does assessment matter?
• The report outlined three complementary strategies for moving
an education system toward learning (World Bank 2018, p.
16):
• Assess learning to make it a serious goal: Measure and
track learning better; use the assessment results to guide
action.
• Act on evidence to make schools work for all learners: Use
evidence to guide innovation and improve practice.
• Align actors to make the whole system work for learning:
Address technical and political barriers to widespread learning.
Why does assessment matter?
• Assessment is the process of gathering and evaluating in
formation on what students know, understand, and can
do (Clarke 2012).
Most education systems use three main types of assessment
activities that correspond to three main information needs or
purposes (annex 1A):
• Classroom assessments for providing real-time information to
teachers and students to support teaching and learning in
individual classrooms
• High-stakes examinations (also referred to as public or
external examinations) for making decisions about the formal
progression of students through the education system, for
example, student certification, graduation, or selection decisions
• Large-scale assessments for providing information on overall
performance levels and trends in the education system as an aid
to policy decision-making.
What are Large-Scale Assessments of Educational
Achievement?

SOURCE:
What are Large-Scale Assessments of Educational
Achievement?
• Large-scale assessments of educational achievement
provide information on overall levels of student
achievement in an education system for a particular
curriculum area and at a particular age or grade level.
PROCEDURES:
1. It can be done by administering tests to a sample of
students or to the entire population of students at that
age or grade level.
2. Teachers and other stakeholders (for example,
principals and students) may be asked to provide
background information, usually in questionnaires,
which, when related to student achievement, can
provide additional insights into how achievement is
related to such factors as household characteristics,
levels of teacher training, and availability of
teaching and learning materials.
3. The main audience for these large-scale assessments
is typically policy makers; however, teacher trainers,
curriculum developers, teachers, parents, students,
researchers, and other stakeholders also use the
information that these assessments produce.
Large-scale assessments around the world vary in several
aspects, including
the following:
• School grades or age levels tested: Most target
students in primary or middle
school grades.
• Coverage of target population: Most draw information
from a representative sample of students and schools.
• Subjects or skill areas covered: Most assessments
include language (or literacy) and mathematics (or
numeracy), but other subjects or knowledge
domains may also be covered.
• Modality of administration: Most assessments are
paper based, but the movement to computer based
and online assessments is increasing.
• Background data gathered: Most collect information
on student home circumstances and teacher
characteristics.
• Frequency of administration: Assessments are
typically administered every
two to five years.
Example of Large-Scale Assessments
National Assessments

• Early Grade Reading Assessment (EGRA) - was

developed in 2006 as a simple, low-cost measure of
pre- and early reading skills (Gove and Cvelich 2011).
EGRA tests
1. letter recognition
2. phonemic awareness
3. ability to read simple words, and
4. listening comprehension.
• Early Grade Mathematics Assessment (EGMA) -
measure of early mathematical or numeracy skills.

EGMA tests
1. number recognition
2. comparisons, and
3. ordering sets of objects.
Early Language, Literacy, and Numeracy Assessment
(ELLNA)
Early Language, Literacy, and Numeracy Assessment
(ELLNA)
ESSENTIAL SKILLS to
be measured in
Early Language,
Literacy, and Numeracy
Assessment (ELLNA).
ESSENTIAL SKILLS to
be measured in
Early Language,
Literacy, and Numeracy
Assessment (ELLNA).
National Achievement Tests

The exit assessment results shall be utilized to:

a. determine if learners are meeting the learning standards
b. help provide information to improve instructional
practices
c. assess/evaluate effectiveness and efficiency of education
service delivery
using learning outcomes as indicators
d. provide empirical information as bases for curriculum,
learning delivery,
assessment and policy reviews, and policy formulation
National Achievement Tests

• The Grades 6 and 10 exit assessments shall cover 21st-

century Skills (Information, Media and Technology Skills,
Learning and Innovation Skills, Communication Skills,
and Life and Career Skills) using learning areas as content
(English, Science, Mathematics, Filipino and Araling
Panlipunan).
• The Grade 12 assessment shall cover 21st-century skills
and the core Senior High School learning areas of
Languages, Humanities, Communication, Mathematics,
Science, Social Science, and Philosophy.
National Achievement Tests

Schedule of Examination

Grades 6 and 10
The test shall be administered to Grades 7 and 11
learners three weeks after
the first day of classes.
Grade 12
The test shall be administered on the third week of the
second semester.
International Assessment

Southeast Asia Primary Learning Metric (SEA-PLM)

International Assessment

Southeast Asia Primary Learning Metric (SEA-PLM)

International Assessment

Trends in International Mathematics and Science

Study (TIMSS)
• TIMSS is an international assessment of mathematics
and science that was first conducted in 1995.
• TIMSS measures the mathematics and science ability
of Grade 4 and Grade 8 students.
Main Purpose:
1. Provide information that will assist countries to
monitor and evaluate the success of their
mathematics and science education across time and
across grades.
2. Improve teaching and learning of mathematics and
science by providing information about student
achievement in relation to different types of
curriculums, instructional practices, and schools.
Progress in International Reading Literacy Study
(PIRLS)

• PIRLS is a reading comprehension assessment

conducted at five-year intervals.
• PIRLS provides internationally comparable data on
how well-children read after four years of primary
school.
• It collects extensive information about home support
for literacy, curriculum, and curriculum
implementation, instructional practices, and school
resources.
Progress in International Reading Literacy Study
(PIRLS)

• It is administered to students in Grade 4,5, or 6.

Programme for International Student Assessment
(PISA)
Programme for International Student Assessment
(PISA)

• Three main assessment domains: Reading,

Mathematics, and Science
Philippines Standing to International Assessments

TIMSS
Filipinos fared worst among 58 countries in an
assessment for mathematics and science for
Grade 4 students, according to a study by a
Netherlands-based research institution released
Tuesday.

The Philippines scored 297 in math and 249 in

science, according to the Trends in
International Mathematics and Science Study
(TIMSS) 2019 by the International Association
for the Evaluation of Educational Achievement
(IEA).

Both scores are lower than how the country

fared in 2003, which are 358 in math and 332
in science, based on the study.

Meanwhile, neighboring country Singapore

topped both assessments, getting a score of 625
in math and 595 in science.
Philippines Standing to International Assessments

PISA
Filipino students also ranked low in
PISA for mathematics and science,
with 353 points and 357 points,
respectively, against the 489 OECD
average for both categories.

According to Gatchalian, the results

of this study reinforced the findings
of the 2018 Programme for
International Student Assessment
(PISA), which showed that out of 79
countries, the Philippines ranked
lowest in Reading Comprehension
and second lowest in Science and
Mathematics.
Philippines Standing to International Assessments

SEA-PLM
Results of the 2019 study Southeast
Asia Primary Learning Metrics (SEA-
PLM) revealed that only 10 percent of
Filipino learners have developed the
proficiency in reading to allow their
transition to secondary education.

In Mathematics, it was only 17 percent.

In terms of writing, only one percent
could write cohesive texts with detailed
ideas and a good range of appropriate
vocabulary.

In the Philippines, there were 6,083

participants for this study.
Think and Share …
Share your significant learnings on the Philippines
standing in international assessment. What can you do as
future teacher to improve our learners academic
achievement?
Thank You!