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School Testing Franco

This document outlines several needs related to school testing in the Philippines. It identifies needs for aligning national tests with competencies, ensuring reliable and unbiased test items, and standardizing tests across grade levels. It also proposes increasing teacher knowledge of alternative assessment methods, reviewing the crowded curriculum, and determining if tests are free of bias. The document proposes several action plans like annual conferences to share best practices, networking, and influencing policymakers to improve national testing policies.

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pemea2008
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72 views11 pages

School Testing Franco

This document outlines several needs related to school testing in the Philippines. It identifies needs for aligning national tests with competencies, ensuring reliable and unbiased test items, and standardizing tests across grade levels. It also proposes increasing teacher knowledge of alternative assessment methods, reviewing the crowded curriculum, and determining if tests are free of bias. The document proposes several action plans like annual conferences to share best practices, networking, and influencing policymakers to improve national testing policies.

Uploaded by

pemea2008
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
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SCHOOL TESTING

Ma. Lourdes M. Franco


Center for Educational Measurement, Inc.
Board of Trustee, PEMEA
National Needs
• Align contents of the national tests with
competencies; Match competencies and
test items
• Ensure reliable, valid and bias-free items
in licensure/board/national exams
• Standardized test for all grade levels to
ensure quality education
• Up-to-date Filipino-based psychological tests
• Need to Improve networks of communication in
the country in terms of school testing
• More research both in the public and private
schools
• More training for teachers and school personnel
in assessment, which will include dev’t of HOTS;
Adapt problem-centered learning
• Increased teacher’s knowledge of
“authentic” and alternative assessment;
Upgraded system/new trends of
assessment
• Review the curriculum because of
perceived notion that it is “too crowded”
• Determine if the test used is bias-free in
terms of learning outcomes
• Expert consultants
• Specific utilization and application of test
results to enhance teaching and learning
• Continued support by gov’t agencies and
private institutions
• No leakage of test items
• Concrete results of research studies
Personal/Institutional needs
• Increased competence of teachers; open-
mindedness in shortcomings
• More training on IRT, item analysis for
teachers
• Knowledge in educ measurement
• Updated, continuous learning
• Training of teachers in the dev’t of higher
order thinking skills questions
• Align, correlate testing practices and
activities to institutional principles
• Data utilization of test results; analysis,
interpretation and validation of test results
• Awareness of assessment
• “authentic” assessment trainings
• updated and standardized test materials
• comprehensible inputs from peers – venue
to share ideas
• creative ways in announcing test results
• departmentalized examinations
• changing obsolete system of evaluation
• national measurement standards how to
assess students
• personality advancement test
• career guidance
• improve college admissions
• professionalization of all school personnel
PROPOSED ACTION PLANS
• Annual PEMEA regional conferences
• Sharing of good practices; networking
• Influence policy makers in
improving/developing national policies in
testing
• Request test agencies to lower test
fees/prices
• Strengthening competencies of teachers in
assessing/monitoring student progress
• Informing curriculum-makers to review
existing curriculum

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