International Assessment Benchmarks: Inputs to Enhance the K to 12 Assessment Policies

• Main Authors: Lapinid, Minie Rose C., Mistades, Voltaire, Sagcal, Richard R., Gustilo, Leah E., Balagtas, Marilyn U., Gonzales, Richard DLC., Medula, Jr., Cesar T., Palomar, Brando C., Pagliawan, Ria Lorraine H.
• Format: text
• Published: Animo Repository 2024
• Subjects: Classroom Assessment, National Assessment, System Assessment, Assessment Policy Guidelines, International Large-Scale Assessment
• Online Access: https://animorepository.dlsu.edu.ph/res_aki/197; https://animorepository.dlsu.edu.ph/context/res_aki/article/1198/viewcontent/DLSU_AKI_Policy_Brief__2024_04_028.pdf
• Institution: De La Salle University

The study conducted a document analysis of the four Philippine Department of Education (DepEd) K to 12 assessment policy guidelines and seven international large-scale assessment (ILSA) framework documents for benchmarking purposes and policy advice. Each identified ILSA standard indicator is mapped to each DepEd document policy provision to determine the gaps in the assessment policy guidelines. ILSA key standard indicators with no equivalent concept corresponding to DepEd assessment policy guidelines were considered gaps for adoption and policy recommendations. We found five ILSA key indicators not fully captured in the classroom and national assessment policies and three considered gaps for adoption into the classroom, national, and system assessment policies. The classroom assessment policies could elaborate more on the contexts by which students can apply what they know and include ILSA items for classroom use. The national assessment policies can elaborate more on (1) improving its test development process, (2) considering open-constructed response formats of test items than the usual closed-constructed response type, and (3) classifying acceptable items in the item bank for balanced and well-spread test items based on test type. The ILSA standards identified as gaps for adoption for classroom and national assessments are: (1) regularly revisiting and updating assessment frameworks based on research findings and (2) including some innovative assessments of new sets of skills. Adaptive testing and computer-based assessments may be considered in the appropriate assessment policies. Implications in policy change, reform, and future directions are thereafter suggested.