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

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

Epistemological basis of high school students\u27 misconception on DC electrical circuits

Recent physics education researches have proven the significance of epistemological beliefs for better understanding and learning of physics. However, there is a dearth of research concerning students’ epistemological resources. It is in this context that this study was conducted to interpret and analyze the epistemological basis of students’ misconceptions on direct current (DC) resistive electrical circuits. Students’ epistemological beliefs and resources were used as basis for analysis. A total of one hundred forty three (n = 143) fourth year students from Parañaque National High School – Main served as participants of the study. Epistemological Beliefs Assessment for Physical Science (EBAPS) and Determining and Interpreting Resistive Electric Circuit Concepts Test (DIRECT) were administered to the student-participants to determine the levels of their epistemological beliefs as well as scientific conceptions and misconceptions on DC. For further probing, eight (8) students were selected for the interview phase and grouped according to their scores in EBAPS and DIRECT. Students’ epistemological resources were elicited using an interview questionnaire and categorized as propagated stuff, fabricated stuff, free creation and other resources. Result of EBAPS showed that students seemingly have a near sophistication level of epistemological beliefs specifically on Axis 5 - Source of Ability to Learn ( ), while result of DIRECT showed a significant percentage of students having misconceptions Potential Energy Area (74.13%). The epistemological resources of students’ misconceptions with High Epistemological Beliefs and High DC Conceptions appear to be propagated stuff, while the other groups (Low Epistemological Beliefs and High DC Conceptions; High Epistemological Beliefs and Low DC Conceptions and Low Epistemological Beliefs and Low DC Conceptions) have common epistemological resource that can be described as free creatio

Assessment practices in Philippine higher STEAM education

The study explored practices of the sampled higher education Philippine STEAM educators in assessing learners. Data sourced from the database of a state-funded research on Philippine STEAM education using a Classroom Observation Protocol, included 106 STEAM teachers from purposely selected institutions drawn from 14 regions. Systematic data analysis (through data condensation, data display, and drawing and verifying conclusions) revealed that STEAM teachers used both appropriate traditional and authentic assessment tools and strategies with inclusive integration of technology. Furthermore, results showed that STEAM teachers’ best assessment practices may be categorised as: 1) assessment for career or industry readiness, 2) mounting assessment system to support instruction, and 3) collective and reflective assessment process. COVID-19 pandemic implications and policy recommendations are also offered, which may enhance assessment practices and suggest a perspective in crafting and recommending national and international standards and guidelines on assessment literacy among higher STEAM educators

Towards developing science of survival (SOS) pamphlets for typhoon, flashflood, storm surge and tsunami for earthquakes and their aftermath: A pilot study

The catastrophic devastation from recent natural calamities in the Philippines such as Typhoon Yolanda and Central Visayas earthquake in 2013 had made disaster preparedness a primary concern in the country. Prompted by the critical need to use science to save lives, this study developed Science of Survival (SOS) pamphlets titled When the Wind Rages and Water Rises: A Science of Survival Pamphlet for Typhoon, Flashflood, Storm Surge and Tsunami and When the Earth Moves: A Science of Survival Pamphlet for Earthquakes and Their Aftermath (Liquefaction, Fire, Landslide and Tsunami). The study used the` developmental research design consisting of three phases: needs and context analysis phase, design, development and formative evaluation phase, and semi-summative evaluation phase. By carefully documenting the iterative process of analysis, design, evaluation and revision, insights were sought with regard to the development of pamphlets that provide useful and scientifically accurate information about surviving natural calamities such as typhoons and earthquakes. Experts from government agencies involved in disaster risk reduction and management, science experts in the university, and students who were victims of major disasters reviewed and evaluated the pamphlets. The results of the semi-summative quantitative evaluation showed that both pamphlets are highly acceptable as supplementary resourc