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Policy Guidelines

1
Early Language, Literacy
and Numeracy Assessment
(ELLNA)
2
Rationale
The assessment results shall be utilized to:
 determine if learners are meeting Grade 3 learning
standards
 analyze patterns in language development together with
other language, literacy, and numeracy assessments to
develop appropriate intervention programs
 formulate evidence-based policies and plans for Mother
Tongue Based-Multilingual Education (MTB-MLE)
instructional practices and learning environment
provisions that impact learning outcomes
 improve MTB-MLE instruction
 identify teacher training needs
 initiate and conduct research on MTB-MLE instructional
practices and learning environment provisions that
impact student learning outcomes

DEPARTMENT OF EDUCATION 3
National Achievement
Test (NAT) for Grades 6
and 10
Rationale
The exit assessment results shall be utilized to:
 determine if learners are meeting the learning
standards
 help provide information to improve
instructional practices
 assess/evaluate effectiveness and efficiency of
education service delivery using learning
outcomes as indicators
 provide empirical information as bases for
curriculum, learning delivery, assessment
and policy reviews, and policy formulation

DEPARTMENT OF EDUCATION 5
Basic Education Exit
Assessment (BEEA) for
Grade 12
Rationale
BEEA for Grade 12 aims to:

1) determine students’ learning progress and their


attainment of the learning standards and 21st
century skills;
2) help provide information to improve instructional
practices
3) assess the effectiveness and efficiency of education
service delivery using learning outcomes as
indicators; and
4) provide empirical information as basis for the
improvement of the curriculum, learning delivery,
and assessment and for policy review and
formulation.

DEPARTMENT OF EDUCATION
National Career Assessment
Examination
(NCAE)

8
Rationale
The specific objectives of Career Assessment are the
following:
 To provide guidance to individual learners for their
future educational and career choices; and
 To provide a basis for profiling learners’ aptitude in the
four Senior High School tracks:
a. Academic
i. Accountancy, Business and Management
(ABM)
ii. Science, Technology, Engineering and
Mathematics (STEM)
iii. Humanities and Social Sciences (HUMSS)
b. Technical-Vocational-Livelihood
c. Sports
d. Arts and Design
DEPARTMENT OF EDUCATION 9
Philippine Education
Placement Test
(PEPT)
10
The result of this assessment will
allow these learners to:

a) access or resume schooling


b) obtain certification of
completion by grade level in
the DepEd formal system.

DEPARTMENT OF EDUCATION 11
Specifically, it aims to fulfill the following
purposes:

 To establish that students have met learning


standards for specific grade levels
 To determine the appropriate grade level of
learners in special circumstances in
the formal school system
 To assess competencies in academic areas
gained through informal and non-formal
means for entry or reentry into formal school
 To assess competencies in academic areas for
entry or reentry to formal school
DEPARTMENT OF EDUCATION 12
The test must not be used for
grade-level acceleration but for the
aforementioned purposes only. For
grade-level acceleration, kindly
refer to DepEd Order No. 40,
s.2002, “Accelerated Learning
Program for Public Elementary
Schools”.

DEPARTMENT OF EDUCATION 13
Accreditation &
Equivalency (A&E) Test

14
The Accreditation and Equivalency Tests
(A&E Tests) are nationally administered tests
that aim to measure the competencies and life
skills of those who have not attended or
finished the formal elementary or secondary
education. These assessments will allow the
learners to obtain certification of completion at
different exits in Basic Education, which may
be used to access further education, job
promotion, entry to job training, and
employment.

DEPARTMENT OF EDUCATION 15
A&E Tests provide an alternative means of certification of
basic education for learners in ALS and flexible learning
options.
The assessment results shall be utilized to:
 determine if learners are meeting the learning
standards for specific exit points in the educational
system
 help provide information to improve instructional
practices
 assess/evaluate effectiveness and efficiency of
education service delivery using learning outcomes as
indicators
 provide empirical information as bases for curriculum,
learning delivery, assessment and policy reviews, and
policy formulation
DEPARTMENT OF EDUCATION 16
2015-2017 A&E Passers
80.00
69.49
70.00

60.00 57.48 57.32 57.21

50.00
42.56
40.00 38.65 Elementary
Junior HS
30.00

20.00

10.00

0.00
2015 2016 2017
DEPARTMENT OF EDUCATION 17
Mean Percentage Scores (Elem-
Passers) 2015
90
2016
80
70 2017

60
50
40
NOTE:
30 In 2015,
20 LS IV & V
scores
10 are
combined
0
LS-I LS-II LS-III LS-IV LS-V Overall
DEPARTMENT OF EDUCATION 18
Mean Percentage Scores (Elem Non-
Passers)
70 2015

60 2016

50 2017
40
30
NOTE:
20 In 2015,
LS IV & V
10 scores
are
0 combined
LS-I LS-II LS-III LS-IV LS-V Overall
DEPARTMENT OF EDUCATION 19
2015-2017 A&E Non-Passers
70.00
62.35
60.00
52.56
50.00
42.52
40.00 37.63 37.72
Elementary
30.00 Junior HS
24.47
20.00

10.00

0.00
2015 2016 2017
DEPARTMENT OF EDUCATION 20
Mean Percentage Scores (Secondary Passers)
100
2015
90
2016
80
2017
70
60
50
40
NOTE:
30 In 2015,
LS IV & V
20
scores are
10 combined

0
LS-I LS-II LS-III LS-IV LS-V Overall
DEPARTMENT OF EDUCATION 21
Mean Percentage Scores (Secondary-Non-
Passers)
2015
100
90 2016

80 2017
70
60
50
40 NOTE:
30 In 2015,
LS IV & V
20 scores are
combined
10
0
LS-I LS-II LS-III LS-IV LS-V Overall
DEPARTMENT OF EDUCATION 22
Learning Delivery Mode
• Modular – Studied by yourself through
learning modules at your own learning pace.
You only reported to your facilitator for an
assessment or a new assignment after
finishing your modules.

• Home Tutorial – Your facilitator met you


periodically at your home or home of another
learner along with a few more learners.

• 1-2 meetings/week – You had a regular


session with your facilitator and other learners
in a school or learning center once or twice a
week.
DEPARTMENT OF EDUCATION 23
MPS by Delivery Mode (Elem Passers)
78 77.49
77
76.3
76 75.83

75
74.29
74
73.12 2016
72.74 72.86 72.82
73
2017
71.95 72.04
72
71
70
69
ALS - Modular ALS - Home ALS - 1-2 ALS - Not Non-ALS
Tutorial Meetings/Week Specified

DEPARTMENT OF EDUCATION 24
MPS by Delivery Mode
(Secondary Passers)
76 75.15
75.54
74.72
73.99
74 73.62

72 71
70.29 70.45 70.24 70.52 2016
70 2017

68

66 ALS - Modular ALS - Home ALS - 1-2 ALS - Not Non-ALS


Tutorial Meetings/Week Specified

DEPARTMENT OF EDUCATION 25
 Evidently as shown on the
data , that when modular
approach and home
tutorials are paired, no
significant difference will be
observed in the learners’
achievement as reflected in
its p=1.000 tested at  =
0.05.
 In contrast, all other ALS
delivery modes paired with
each other resulted into
significantly higher learning
achievement as manifested
in the mean differences and
its p=.000.

DEPARTMENT OF EDUCATION 26
Thus, for the junior high
school level, the type of
alternative learning delivery
modes greatly affects the
learning achievement of the
learners. Modular and home
tutorials are not effective modes
of learning delivery as
compared to the face-to-face
direct contact between the
teacher and learners.

DEPARTMENT OF EDUCATION 27
Recommendations
The guidelines for modular and
home tutorials must be reviewed by
the ALS implementers to identify the
weaknesses of this delivery mode.

The number of meetings between the


teachers and learners must be
paired with other learning delivery
modes to further assess the learners’
achievement.
DEPARTMENT OF EDUCATION 28
DEPARTMENT OF EDUCATION 29
DEPARTMENT OF EDUCATION 30
DEPARTMENT OF EDUCATION 31
Teacher’s English Proficiency
Test and Process Skills Test in
Science and Mathematics
(TEPT-PST)
32
The administration of the TEPT-
PST to teachers nationwide is
significantly meant to identify baseline
information on the training needs of
the said teachers in the implementation
of the K to 12 Program of the
Department especially in the use of
English as a medium of instruction in
teaching the major subjects.

DEPARTMENT OF EDUCATION 33