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Policy Guidelines on the National Assessment of Student Learning for the K to 12 Basic Education Program

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June 30, 2016

DepEd Order No. 55, s. 2016

Policy Guidelines on the National Assessment of Student Learning for the K to 12 Basic Education Program

To:

Undersecretaries
Regional Directors
Bureau Directors
Directors of Services, Centers and Heads of Units
Regional Directors
Schools Division Superintendents
Heads, Public and Private Elementary and Secondary Schools
All Others Concerned

1. The Department of Education (DepEd) is adopting the enclosed Policy Guidelines on the National Assessment of Student Learning for the K to 12 Basic Education Program.

2. Assessment is the process of measuring learners’ progress in the attainment of learning standards and 21st-century skills. The results of the various forms of assessment shall be used to quantify judgments on learners’ academic performance.

3. The national assessment of student learning is an integral part of DepEd’s assessment framework. It aims to:

a. monitor the Philippine education system and schools for public accountability;

b. assess the effectiveness and efficiency of the delivery of education services using learning outcomes as indicators;

c. provide information that will guide decisions on instructional practices;

d. determine if learners are meeting the learning standards of the curriculum;

e. measure students’ aptitude and occupational interest for career guidance; and

f. assess prior learning for placement, accreditation and equivalency.

4. Based on the aforementioned rationale of national assessment of student learning, DepEd will conduct the following assessments through the Bureau of Education Assessment:

a. Early Language, Literacy, and Numeracy Assessment to be administered at the end of Grade 3 as a key stage assessment to determine if students are meeting the learning standards in early language, literacy, and numeracy;

b. Exit Assessments to be administered in Grade 6, Grade 10 and Grade 12 to determine if learners are meeting the learning standards of the Elementary, Junior High School and Senior High School curriculum;

c. Career Assessment to be administered in Grade 9 to determine learners’ aptitudes and occupational interests for career guidance;

d. Accreditation and Equivalency Assessment to be taken by out-of-school youth and adults to certify completion of elementary and secondary education; and

e. Grade Level Placement Assessment for learners in special circumstances specified in Section 6 to determine their appropriate grade level in the formal system.

5. This DepEd Order covers the target clientele, purpose, design, test administration procedures, and utilization of results of each assessment tool administered to learners under the Philippine education system.

6. Effective School Year (SY) 2016-2017, the Policy Guidelines on the National Assessment of Student Learning for the K to 12 Basic Education Program shall be implemented in public and private elementary and secondary schools nationwide.

7. These guidelines will remain in force and in effect until SY 2023-2024, which is when the first K to 12 cohort completes Grade 12, unless sooner repealed, amended, or rescinded. All existing Orders and Memoranda on student learning assessment that are inconsistent with this Order are rescinded.

8. Immediate dissemination of and strict compliance with this Order is directed.

(Sgd)BR. ARMIN A. LUISTRO FSC
Secretary

Read:

  1. DO 54, s. 2016 – Guidelines on the Request and Transfer of Learner’s School Records
  2. DO 53, s. 2016 – Lifting of the Moratorium on the Supplementary Reading, Reference, and other Instructional Materials and the Approved List of Supplementary Reading Materials
  3. DO 52, s. 2016 – Data Collection of Basic Education Statistics in the Learner Information System and Enhanced Basic Education Information System for Beginning of School Year 2016-2017

(Enclosure to DepEd Order No. 55, s. 2016)

POLICY GUIDELINES ON THE NATIONAL ASSESSMENT OF STUDENT LEARNING FOR THE K TO 12 BASIC EDUCATION PROGRAM

Section / Content

  1. Definition of Terms
  2. Early Language, Literacy, and Numeracy Assessment
  3. Exit Assessments
  4. Career Assessment
  5. Accreditation and Equivalency Assessment
  6. Grade-level Placement Assessment
  7. Test Development Process
  8. Testing Center Requirements
  9. Test Accommodations for Learners with Special Needs
  10. Testing Personnel
  11. Allocation, Delivery, and Retrieval of Test Materials
  12. Reiterating the Constitutional Right of DepEd Testing Personnel and Examinees to Free Exercise of Religion
  13. Breach of Security in National Examinations and Corresponding Sanctions
  14. Guidelines on Assessment Data Utilization
  15. Monitoring and Evaluation of Test Administration
  16. References

SECTION 1: Definition of Terms

For purposes of this Order, the following terms are defined/understood as follows:

1. 21st-century Skills are abilities embedded in the K to 12 Basic Education Curriculum that learners must acquire. These include:

a. Communication Skills refers to the ability to express one’s self clearly and collaborate with others.

b. Information, Media and Technology Skills refers to the ability to gather, manage, evaluate, use, and synthesize information through media and technology.

c. Learning and Innovation Skills refers to the ability to think critically, analyze and solve problems, create and implement innovations, and generate functional knowledge.

d. Life and Career Skills refers to intrinsic and socialized personal values, ethics, and attitudes for life after basic education and learning within the workforce.

2. Accreditation and Equivalency refers to the process of assessing the learners’ prior learning to certify completion of elementary and secondary education.

3. Career Assessment refers to the process of determining learner’s aptitude and occupational interest on any of the Senior High School Tracks.

4. Flexible Learning Options refers to a variety of alternative means of delivering education services to learners that are unable to attend formal schooling.

5. Instructional Practices refers to the specific and effective teaching methods, approaches, and strategies that guide the learning process in the classroom.

6. Learner refers to a pupil or student in the formal system, or to a learner in the alternative learning system.

7. Learners’ Aptitude refers to the innate ability/potential of the learner in the following areas: General Scholastic, Academic, Sports, Arts and Design, and Technical-Vocational-Livelihood Tracks in Senior High School.

8. Learners in special circumstances refers to those who have difficulty accessing regular schooling. These include learners who are disadvantaged geographically and economically, those who are victims of abuse and/or are in conflict with the law.

9. Learners with special needs refers to those who require special education services and modification of school practices to access educational opportunities and the general education curriculum. They include those who have difficulty seeing, hearing, walking or climbing steps, remembering or concentrating, and communicating.

10. Learning standards refers to the content standards, performance standards and learning competencies that are articulated in the curriculum.

11. Occupational Interest refers to the learner’s preference in specific vocations/career categories.

12. Placement refers to the process of determining learners’ grade level equivalence in the formal system based on assessment and validation of prior learning.

13. Progressive Test Items refers to test items that measure varying levels of skills.

14. Public Accountability refers to the obligation of DepEd to carry out responsibilities that affect the public. It means that decision makers across all levels will explain publicly, fully, and fairly what education outcomes they intend to bring about, for whom, and why.

15. Stakeholders refers to internal and external end users of the assessment results.

a. Internal Stakeholders include learners, teachers, school administrators, policy makers program managers, and learning resource developers.

b. External Stakeholders include parents/guardians, academe, community leaders, local government units, nongovernment organizations (NGOs), civil society organizations, legislators, industries, local and foreign donors, researchers, and other government agencies.

SECTION 2: Early Language, Literacy, and Numeracy Assessment

Beginning School Year 2016-2017, DepEd shall conduct the Early Language, Literacy, and Numeracy Assessment (ELLNA) for Grade 3 learners.

1. Test Results Utilization

The assessment results shall be utilized to:

a. determine if learners are meeting Grade 3 learning standards

b. analyze patterns in language development together with other language, literacy, and numeracy assessments to develop appropriate intervention programs

c. formulate evidence-based policies and plans for Mother Tongue Based-Multilingual Education (MTB-MLE) instructional practices and learning environment provisions that impact learning outcomes

d. improve MTB-MLE instruction

e. identify teacher training needs

f. initiate and conduct research on MTB-MLE instructional practices and learning environment provisions that impact student learning outcomes

2. Test Data Dissemination and Reporting

Test Results will be released not later than three months after the examination. To maximize information dissemination and utilization of test results, the following data shall be released to the field offices through a report card:

a. National/Regional/Division Performance Profile by Type of School (based on current typology of schools used in the Enhanced Basic Education Information System [EBEIS])

b. National/Regional/Division Competency/Skills Profile by Type of School (based on current typology of schools used in the Enhanced Basic Education Information System [EBEIS])

c. National/Regional/Division Performance Profile of Learners with Special Needs

d. National/Regional/Division Performance by School Location (based on current typology of schools used in the Geographical Information System [GIS] or EBEIS)

The dissemination of test results shall be through different modalities:

a. Website

b. DepEd Issuance

c. Media (print, broadcast)

d. Educational forums

e. Other modes of delivery (courier)

3. Test Design

The coverage of the assessment tool for Grade 3 includes the following:

a. Language and Literacy

i. Mechanical Component

1. Alphabet Knowledge

2. Phonics and Word Reading

3. Spelling

ii. Meaning Component

1. Book and Print Knowledge

2. Vocabulary

3. Grammar

4. Reading Comprehension

5. Listening Comprehension

6. Study Skills

b. Numeracy

i. Counting

ii. Estimating

iii. Calculating

iv. Measuring

v. Problem solving

The test items shall measure language skills using learning area content and numeracy skills; test format shall be multiple choice. The test design is progressive in nature wherein test items measure varying levels of skills. Moreover, English, Filipino, and Mother Tongue shall be the languages of assessment for ELLNA. The 19 Mother Tongue languages that shall be continually assessed in the national level are the following:

a. Akeanon/Akianon

b. Bikol

c. Chavacano/Chabacano

d. Hiligaynon

e. Ibanag/Ybanag

f. Ilokano / Iloko

g. Ivatan

h. Kapampangan

i. Kinaray-a

j. Maguindanaon

k. Maranao

l. Pangasinan/Pangasinense

m. Sambal

n. Sinugbuanong Binisaya/Cebuano

o. Surigaonon

p. Tagalog

q. Tausug

r. Waray

s. Yakan

Other languages with approved working orthographies may be included in DepEd’s roster of national assessments as per decision of the bureaus under the Curriculum and Instruction strand of the Department.

4. Test Development

The test development process for all national student learning assessments is illustrated in Section 7.

5. Test Administration

5.1 Target Clientele

All Grade 3 learners from the schools to be sampled will take the test including those with special needs. Provided in Section 9 are the test accommodations for examinees with special needs.

5.2 Mode of Administration

Stratified random sampling procedure shall be used representing all types of schools and all mother tongue languages in the division and region. All regions and divisions shall be given the test but schools shall be sampled. All examinees in the school to be sampled shall take the test.

5.3 Schedule of Administration

The test shall be administered to Grade 4 learners three weeks after the first day of classes.

5.4 Number of Examinees per Testing Room

Examinees in a school must be alphabetically arranged regardless of gender. There shall be a maximum of 30 examinees per testing room who should be seated in alphabetical order. Each listed examinee should have a Learner Reference Number (LRN).

5.5 Testing Center Requirements

Public schools shall serve as testing centers. The testing center requirements are found in Section 8. Test accommodations for examinees with special needs as articulated in Section 9 must be provided.

5.6 Testing Personnel

To ensure the smooth and proper administration of the test, the specific duties and responsibilities of key testing personnel are presented in Section 10.

5.7 Allocation, Delivery, and Retrieval of Test Materials

The scheme in the allocation, delivery, and retrieval of test materials is presented in Section 11.

Specific test administration procedures including different forms to be accomplished before, during, and after the test are indicated in the Examiner’s Handbook that will be distributed and discussed during the National Conference/Consultative Workshop of field testing personnel to be conducted by the Bureau of Educational Assessment (BEA). Schedule and venue of said conference/consultative workshop shall be announced through a memo.

6. Test Data Processing and Interpretation

6.1 Data Processing

The answer sheets retrieved from the Schools Division Offices shall be forwarded to BEA and shall be electronically processed.

6.2 Interpretation of Test Data (Classification of Scores)

Test scores shall be reported as percentage scores. Proficiency level for each cluster of early language, literacy and numeracy skills is at least 75%.

Domains are clustered according to language and literacy and numeracy skills. Language and literacy skills have mechanical and meaning components. The mechanical component covers alphabet knowledge, phonics and word reading and spelling while the meaning component covers book and print knowledge, vocabulary, grammar, and reading and listening comprehension. Numeracy covers counting, estimating, calculating, measuring and problem solving.

Normative data using measure of standard deviations will be computed based on mean percentage score.

6.3 Data Requirements

The data shall be presented according to the Performance Profile:

(a) competency skills, (b) learners with special needs, (c) school typology, and (d) school location.

continue reading..

DOWNLOAD: DO 55, s. 2016 – Policy Guidelines on the National Assessment of Student Learning for the K to 12 Basic Education Program

Read:

  1. DO 54, s. 2016 – Guidelines on the Request and Transfer of Learner’s School Records
  2. DO 53, s. 2016 – Lifting of the Moratorium on the Supplementary Reading, Reference, and other Instructional Materials and the Approved List of Supplementary Reading Materials
  3. DO 52, s. 2016 – Data Collection of Basic Education Statistics in the Learner Information System and Enhanced Basic Education Information System for Beginning of School Year 2016-2017

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