Professional Documents
Culture Documents
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:
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:
DEPARTMENT OF EDUCATION 11
Specifically, it aims to fulfill the following
purposes:
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
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.
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
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.
DEPARTMENT OF EDUCATION 33