This document discusses the Programme for International Student Assessment (PISA) and the Philippines' performance in the 2018 assessment. PISA is an international test administered every 3 years that evaluates reading, mathematics, and science literacy among 15-year-old students. In 2018, it was the first time the Philippines participated, scoring lowest in reading literacy among 79 participating countries. The document analyzes reasons for this performance and recommendations for improving literacy, including revising curriculum, teacher training, and developing 21st century reading skills.

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Prepared by:
CRISTOPHER T. FRUSA
Senior Education Program Specialist

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Programme for
International
Student
Assessment
Organization for Economic
Cooperation and Development

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- it is a triennial report on the state of
education around the globe.
2000 – 1st Cycle
2003 – 2nd Cycle
2006 – 3rd Cycle
2009 – 4th Cycle
2012 – 5th Cycle
2015 – 6th Cycle
2018 – 7th Cycle (1st time Philippine has joined)
Let’s prepare for
the 8th Cycle in
2021

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• specifically looks into the
learners’ ability to apply the
knowledge they have gained in
formal education to everyday
situations.
• provide relevant insights on
student performance and
inform policy decisions of the
Department.

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79 countries participated in PISA
Philippines joined in 2018

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15-year old learners (Grade 10 learners) who
were born in 2002; 15 years and 3 months.

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Palkan NHS - 42
Surallah NHS - 42
Lubol IS - 35

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Reading
Mathematics
Science

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READING LITERACY is the
students’ capacity to
understand, use, evaluate,
reflect on and engage with texts
in order to achieve one’s goals,
develop one’s knowledge and
potential, and participate in
society.

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MATHEMATICS LITERACY
is the students’ capacity
to formulate, employ and
interpret mathematics in a
variety of contexts.

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SCIENCE LITERACY is
the students’ ability to
engage with science-
related issues, and with
the ideas of science, as a
reflective citizen.

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Students are categorized by their
proficiency level as:
• High Performers are students who
are proficient at Level 5 or above
• Middle Performers are students who
are proficient at Levels 2 to 4
• Low Performers are students who
are below Level 2 proficiency

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Reading

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Mathematics

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Science

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Why Philippines ranked
last in READING among
79 countries?

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Assessment in Reading was mainly on
INFORMATION LITERACY:
The learners were asked to:
• Locate information – access and
retrieve information within a text.
• Understand – comprehending the
meaning of information in a text.
• Evaluate & Reflect – evaluate
whether the information in a text
is valid, current, reliable, etc.

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Our learners are only exposed to the
following type of texts:
DESCRIPTIVE TEXTS
- provide an answer to “WHAT”
questions.
NARRATIVE TEXTS
- provide answers to “WHEN” or “in
what sequence and “WHERE”
Examples: Reports, News Stories,
Novels and Short Stories

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…not this type of texts
INSTRUCTION TEXTS
- provides instructions on what to do
TRANSACTION TEXTS
- aims to achieve a purpose
EXPOSITION TEXTS
- provides answers to “HOW” questions
ARGUMENT TEXTS
- provide answers to “WHY” questions
In our country, READING is taught
using Descriptive and Narrative Texts.

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21st Century Learning requires a lot of
INFORMATION to be gathered and
processed.
Example: Analyzing a News Article
- the teacher should demonstrate the
strategy.
- teach the learners with the texts
structure e.g. where do you find the
essential element of the news.

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- give another texts which is parallel
to the previous and let the learners
process themselves with the
guidance of the teacher, then
- give them an independent practice
which is the test itself.
THE PROBLEM: Our learners who
took the PISA Test were not familiar
with the test itself.

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Example:
Teacher: Make a
Reaction Paper
about the story
you read.
Learner: Ma’am,
this is my reaction
about the story
I read.

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PISA Test is a Computer-Based
Assessment (CBA)
• administered from March to April
2018 using CBA mode.
• the Student Delivery System was
duplicated in USB flash drives
which were distributed to the
schools.
• designed to last for two hours, with
one hour for the Reading Literacy
Assessment.

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Sample PISA Test Item

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Sample PISA Test Item

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Sample PISA Test Item

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INFORMATIONAL TEXTS may be
introduced starting in Grade 4.
DIGITAL TEXTS is one of the aspects
which PISA tested.
- Our learners are not yet equipped
with the necessary skills on
evaluating the credibility of the
texts.
- Our learners are sharing messages in
social media without validating its
credibility. No discernment (“Think
before you click”)

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OVERALL READING LITERACY
- Highest in Luzon
- Highest in Visayas
- Highest in Mindanao
- Lowest Nationwide

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OVERALL MATHEMATICAL LITERACY
- Highest in Luzon
- Highest in Vis
- Highest in Min
- Lowest Nation
- Lowest Nation

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OVERALL MATHEMATICAL LITERACY
- Highest in Luzon
- Highest in Vis
- Highest in Min
- 2nd to Lowest

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What’s the PROBLEM?
• Poverty & Hunger
• Class Size
• Connectivity in
the far-flung areas
• No electricity
• No computers
• No internet
• Books available are children’s books
• No digital texts e.g. e-books
• Commitment & Proficiency of
Teachers

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• Our teachers should be properly
equipped to properly teach Reading
Comprehension
• Our teachers should be trained with
- Reading Instruction Strategy
Training
- Stages of Reading Development
from Early Literacy to Adult
Literacy
- Train Teachers on HOTS: How, Why,
the process which are involved in
the reading texts.

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F %
23309 4.87 16667 71.50
L01 Cotabato City 2654 .55 2211 83.31
L02 General Santos City 3545 .74 2022 57.04
L03 Sarangani 2456 .51 1841 74.96
L04 Koronadal City 1606 .34 1008 62.76
L05 North Cotabato 5848 1.22 4352 74.42
L06 Sultan Kudarat 2728 .57 2122 77.79
L07 Kidapawan City 845 .18 476 56.33
L08 South Cotabato 2802 .59 1966 70.16
L09 Tacurong City 825 .17 669 81.09
Category
Summary
F %
CENTRAL MINDANAO REGION
Low Proficient
NAT Grade 10 SY 2017-2018 Proficiency Level

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2019 English Proficiency Test (EPT) for Teachers
1
446
529
1

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In PISA Assessment, reading no longer
centers on extracting information.
It is about constructing knowledge,
thinking critically and making well-
founded judgments.
• What do you do with what you know.
• What can you do with what you know.
• What will you do with what you know.
• What you are trying to do with what
you know.

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K to 12 curriculum review and update;
2. Improving the learning environment;
3. Teachers’ upskilling and reskilling; and
4. Engagement of stakeholders for support and collaboration.
The KITE symbolizes
Sulong EduKalidad,
the Department’s
national effort to
respond to the
biggest lingering
challenge of basic
education in the
country - quality,
particularly students’
learning outcomes.

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K to 12 curriculum review and update;
2. Improving the learning environment;
3. Teachers’ upskilling and reskilling; and
4. Engagement of stakeholders for support and collaboration.
The four quadrants
of the KITE
represent the
pillars of Sulong
EduKalidad that
will respond to the
rapidly-changing
education
landscape:

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K to 12 curriculum review and update;
2. Improving the learning environment;
3. Teachers’ upskilling and reskilling; and
4. Engagement of stakeholders for support and collaboration.
K to 12 Curriculum
Review and Update;
I mproving the Learning
Environment;
Teachers’ Upskilling and
Reskilling, and;
E ngagement of
Stakeholders for
Support and
Collaboration.

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Palkan NHS - 42
Surallah NHS - 42
Lubol IS - 35
Tubi-Allah ES - 35
Lambusong ES - 35 Palian ES - 30

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References:

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References:

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References:
ANDREAS SCHLEICHER
Director, OECD Directorate of Education and Skills

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References:
LEONOR M. BRIONES
DepEd Secretary

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References:
FREDERICK SOTTO PEREZ
President of the Reading Association of the Philippines

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Prepared by:
CRISTOPHER T. FRUSA
Senior Education Program Specialist