Abstract:

The Philippine K to 12 Curriculum is an evolving document that needs constant review and updating until it moves closest to its ultimate goal of making the Filipino learners holistically developed, equipped with 21st century skills, and become globally competitive. As this curriculum is now half-way in its full cycle implementation, monitoring and evaluation of its initial outcomes is imperative. As set in Republic Act 10533, the effectiveness of the K to 12 Curriculum should be periodically monitored and evaluated. Participation in international student assessment is a necessary strategy to gather baseline data to determine if the curriculum has met its intent. Hence, the Philippines participated in various International Large Scale Assessments (ILSAs) such as the Program for International Student Assessment (PISA) in 2018, Trend in International Mathematics and Science Survey (TIMSS) in 2019, Southeast Asia Primary Learning Metrics (SEA-PLM) in 2019, and other ILSAs defined in the policy on system assessment of the Department of Education including the Progress for International Reading Literacy Study (PIRLS). To have basis if the K to 12 Curriculum is comparable with international standards, this study examined the directions and competencies set in ILSAs through document analysis. The results revealed similarity in the directions of ILSAs and the K to 12 Curriculum but with some gaps when referred to the competencies assessed in international student assessment. These gaps could be addressed through curriculum update, improvement in learning environment, teacher upskilling, and stakeholders’ engagement in setting intervention programs.

Keywords:

International Large-Scale Assessment, Assessment of Student Learning, K to 12 Curriculum, Curriculum Reform.