Order No. 8, Series 2015 in Schools Division Office of Tabaco City

Abstract

INTRODUCTION

In support to the progressive rollout of the K to 12 Basic Education Program (BEP), the Standards-and-Competency-Based (SCB) grading system is implemented through Department of Education Order No. 8, series 2015 entitled Policy Guidelines on Classroom Assessment for the K to 12 BEP. Schools Division Office (SDO) of Tabaco City, through the School Governance Operations Division (SGOD) -School Management Monitoring and Evaluation (SM M&E) section, is mandated to ensure the effective implementation of existing assessment policy. This action research is a systematic undertaking of monitoring and evaluation ofDepartment of Education Order 8, series 2015 implementation from SY 2015-2016 to SY 2017-2018.

METHODS

Descriptive method of gathering data from participants was used. The Continuous Improvement (CI) methodology of listening to theVoice of the Customer (VOC) like participation in online survey was undertaken. Frequency and percentage were used to analyze results. Issues and concerns were tabulated and described.

RESULTS

The result in this action research were considered authentic because most of them were generated from the voices of the teacher-user who participated in the online survey. The issues and concerns stated were the presence of concepts / theories in assessment that were not clear to teacher-users, issue on determining honor pupils, problems on rating and giving awards related to core values, request for inclusion of the DO 8,s 2015 topics in SLAC and need of support for effective implementation of the said assessment policy. The features of the DO 8, s. 2015, the teachers considered as hindering factors were the critical concepts and theories not clearly understood by teachers. The eminent ones are Zone of Proximal Development (ZPD), Cognitive Process Dimensions (CPD), Written Work-Performance Tasks-Quarterly Assessment (WW-PT-QA), Components of summative assessment, Recomputed Grades, and Classroom Assessment.

DISCUSSIONS

This study uncovered priority improvement areas, which serve as beneficial outcomes to coming up with following the recommendations:(1)TA providers use the results as basis for Learning and Development Needs Assessment (L&DNA) to provide appropriate intervention; (2) schools heads request from the researcher the result of the on-line survey of their respective schools so that direct need of teachers related to this study can be addressed during the conduct of School Learning Action Cell (SLAC); and (3) Private School teachers may also be submitted to the same on-line evaluative analysis on DO 8,s.2015.