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Abstract
Introduction
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the essential competencies, skills and values which will make them
both a life-long learner and employment-ready.
Given the additional years of senior high school and new
features of the basic education program, it is important to report on
the opportunities on different levels of assessment that can be
conducted in order to ensure quality implementation. By reporting on
the levels of assessment in the SHS, policy makers, curriculum
developers, teachers, and school administrators can start to develop
and implement better assessment as integral part of the curricular
programs in schools and within education at a national level. There is
also a greater call for looking at assessment within a multilevel
approach to monitoring learning outcomes at the local, national and
international levels (Ho, 2012). Looking at the senior high school as
additional leg to the Philippines basic education, there are assessment
processes that will take on a different approach given the age of
students and the system of implementing the SHS. At the same time,
some assessments that were implemented in the previous years can be
adapted and moved within the duration of the SHS.
The present report is conducted on the following purpose: (1)
Guide policy-makers on the different opportunities where information
can be taken coming from various evidences of learning in the newly
implemented levels in senior high school. The data coming from
assessment of learning in senior high school directs better decision on
programs. (2) Provision of various levels of assessment enable schools
offering senior high school to carefully evaluate the program and
effectiveness of the implementation. (3) Having identified the various
areas where assessment can be conducted in the senior high school,
these areas serve as indicators when conducting large scale evaluation
of the new program for the K to 12.
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Assessment in the K to 12
There have been several reports that dealt with different kinds
of classroom assessment in the K to 12. The report of Magno and
Lizada (2015) described and explained the important features of
formative assessment when used with instruction. The study came up
with nine assessment principles that explain both theory and practice
in the conduct of formative assessment inside the classroom. The
study of Trey, Schimitt, and Allen (2012) explained that those crucial
elements which remain result in a description of a classroom
assessment task that involves the student deeply, both in terms of
cognitive complexity and intrinsic interest, and are meant to develop or
evaluate skills and abilities that have value beyond the assessment itself.
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The students entering the senior high school has gone through
a curriculum where the learning areas are spiralled within 11 years
including the language and literacy, mathematics, science, social studies
and history, technology and livelihood education, music, arts, physical
education, and health. On the other hand, the SHS is structured where
the learning areas (subjects) change every semester (or trimester in
some schools). Aside from common subjects taken (core and applied),
the students go through a track that they have selected. The tracks
include Academic Track (Science, Technology, Engineering, and
Mathematics [STEM], Accounting and Business Management Track
[ABM], Humanities and Social Science [HUMSS], General Academic
Strand [GAS], Technical-Vocational Livelihood Track (Home
Economics, Industrial Arts, Agri-fishery, and Information and
Communications Technology), Sports track, and Arts and Design.
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Table 1
Factors of Achievement, Aptitude, and Interest for each SHS Track
Tracks Indicators
Achievement Aptitude Interest
Academic Tracks
Science, Students entering Show aptitude in Inclinations on life
Technology, this track should syllogism, number science, medical
Engineering, and exemplify science and letter series, services, physical
Mathematics and mathematics visual science,
(STEM) skills. discrimination and engineering, and
series technical writing
Accounting and Students entering Show aptitude in Inclinations on
Business this track should verbal analogy, human relations
Management Track exemplify English number and letter management,
(ABM) and mathematics series, visual personal service,
skills with discrimination and business,
series management, sales,
family activity,
finance, and office
work
Humanities and Students entering Show aptitude in Inclinations on
Social Science this track should verbal analogy, social science,
(HUMSS) exemplify English syllogism, number creative arts,
and science skills. and letter series human relations
management,
personal service,
politics,
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professional
advising, religious
activities, social
service, teaching
family activity, and
religious activities
General Academic Students entering Show aptitude in Inclinations on
Strand (GAS) this track should verbal analogy, social science,
exemplify English, syllogism, number creative arts,
math, and science and letter series technical writing,
skills. human relations
management,
business,
management, and
social science
Sports Track Students entering Show aptitude in Inclinations on
this track should verbal analogy, physical or risk
exemplify English syllogism, number taking, athletic
skills. and letter series coaching, human
relations
management,
personal service,
professional
advising, and
teaching
Arts and Design Track Students entering Show aptitude in Inclinations on
this track should visual creative arts,
exemplify English discrimination and creative writing,
skills. series, figure and performing arts,
ground perception, religious activities,
object assembly, and social science
and surface
development
Technical-Vocational
Livelihood Track
Agri-fishery Arts Students entering Show aptitude in Inclinations on
this track should visual manual labor,
exemplify math discrimination and outdoor agriculture,
and science skills. series, object physical/risk taking,
assembly, surface protective, skilled
development. trades, life science
Home Economics Students entering Show aptitude in Inclinations on
this track should visual manual labor,
exemplify English, discrimination and outdoor agriculture,
math and science series, figure and physical/risk taking,
skills. ground perception, protective, skilled
object assembly. trades, family
activity, human
relations
management, and
personal service
Information and Students entering Show aptitude in Inclinations on
Communications this track should verbal analogy, mathematics,
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2. Classroom-Based Assessment
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necessary skills that the students are still weak at especially in subjects
such as English, science, and mathematics.
Another implication of the college readiness framework is on
the contents of the entrance exam. If the entrance exams intend to
assess whether students have possessed the necessary characteristics
for college, then the contents of the entrance exam should cover the
college readiness standards on the different subject areas. It is
important to include an assessment of the college readiness standards
in the entrance exam since the competencies are prerequisite skills
necessary to succeed in the general education subjects in college. The
college readiness standards in the entrance should be good predictors
of the grades in English, mathematics, and science subjects in college.
6. Career Assessment
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References
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