2016 International Conference-Workshop for Teachers & Administrators: “Stratagems and Modalities of Learning Assessment Across Disciplines”

CONFERENCE PROGRA M and BOOK OF ABSTRA CTS

October 27-29, 2016 Tagaytay Country Hotel, Olivarez Plaza Tagaytay City, Philippines

1 MESSAGE

Greetings!

Congratulations to everyone who shared their precious time, indefatigable eff ort and unending talent to make this very important gathering a reality.

With the implementation of the K to 12 Program, we now face the many challenges that come with this innovation while acknowledging its importance at the same time. In doing so, we are not allowing ourselves to be hindered by the obstacles of our coping strategy, much less succumb to pressure, while the call for more capacity building avenues for educators is a constant reminder that OSCAR P. we need to contribute to make all our lives comfortable. FERRER Professor As we gather in Tagaytay for the 2016 International Conference- UP College of Workshop for Teachers & Administrators, with the theme: Social Work and “Stratagems and Modalities of Learning Assessment across Community Disciplines,” we are celebrating such initiatives and eff orts at Development confronting all of these issues confronting the education sector and human resource development. All these with the end in view of President contributing to nation building and becoming good examples to Guro Formation the next generation. Forum, Inc. May the sharing and the inputs therefore inspire us and strengthen us in our commitment and mission to develop strategies that will eff ectively assess the learning competencies of our students.

It is our fervent hope that the international conference will unite us in our forward-looking programs and community actions. Rest assured that we, the GFF advocates and crusaders, as well as our partners, are with you in your endeavors for excellence in the total development of the human potential and in your nation building programs and initiatives.

Again, it is our wish that we will continue in our mission to remain steadfast and resolute in educating the people in general, and the young in particular, towards development and excellence.

Mabuhay! 1 MESSAGE

sing the concept of a place-based curriculum, we believe as Ueducators that school year 2016-2017 marks a milestone in the Philippine educational system as we fully implement the K to 12 Basic Education Program as a reform. We can enrich our educational programs by collaborating with our fellow educators at the global scale.

As teachers, we may think globally, and act locally, in order to continuously improve our educational practices. In order to support our government to ensure the att ainment of the goals of this program, the Guro Formation Forum (GFF) in collaboration VIRGILIO U. with the Regional Offi ce of the Department of Education in MANZANO MIMAROPA and with other agencies and stakeholders, has Professor organized the 2016 International Conference-Workshop for UP College Teachers and Administrators with the theme “Stratagems and of Education Modalities of Learning Outcome across Disciplines.”

Conference Director Th e three-day conference-workshop aims to equip the participants with much needed knowledge and skills to develop outcome-based learning tasks that measure student’s self-monitored understanding of various contents in diff erent subject areas or disciplines. In order to make this possible, we invited keynote speakers, plenary speakers, workshop facilitators, and paper presenters to join us in this event. Th e presentations and open fora are based on you current researches on evaluation of assessment. Th e expertise of the speakers on education reform, paradigm shift and teacher education will surely highlight the conference theme. Since we are still at the early implementation stages of our K to 12 Basic Education Program, the perceptions, research results, and/or experiences of all the invited speakers and facilitators will be of benefi t to our administrators and teachers in the area of assessment of student learning outcomes.

A resource book containing the proceedings the conference can be prepared as an outcome of this International Conference-Workshop. It is benefi cial to include in this document the important ideas from the various research papers, plenary papers, keynote address, open fora transcriptions, and plans of action during the period.

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n behalf of the DepEd MIMAROPA Region, I wish Oto thank and congratulate the Guro Formation Forum for organizing the 2016 International Conference- Workshop ICW for Teachers and Administrators. Once again, you have provided educators an avenue for sharing and learning supportive of various pursuits demonstrative of their sustained passion to think and rethink on what is best for the learners.

Th is year’s conference theme, “Stratagems and Modalities LORNA of Learning Outcomes Across Disciplines” reminds DIG DINO policy makers of several questions relative to the value of Director IV assessment feedback. May I state a few. Does it somehow Department indicate the extent of the fulfi llment of the vision and of Education mission? Have the curriculum goals been att ained? Is the MIMAROPA curriculum responsive to the needs of the learners and the Region society? Is a policy review for a more relevant curriculum urgently needed?

Does the assessment feedback allow the teachers and supervisors to continuously understand what and how the learners are able to meet the learning area or grade level standards? What and how do teachers prepare and conduct instruction? What else and how else can the teaching- learning time be more spent by the lifelong learners?

With the serious tasks for continuous improvement, I wish all the participants in the 2016 International Conference, happy moments in answering the questions during and aft er the event!

Congratulations! God bless.

3 MESSAGE

arm greetings to the men and women behind the WGuro Formation Forum, their partners, and all participants of the International Conference Workshop on “Stratagems and Modalities of Learning Outcomes Assessment across Disciplines.”

Assessment forms the cornerstone of classroom learning, especially amidst our recently implemented K-12 system of basic eduction. It is from our assessment and feedback CARMEN that learners get fi rst-hand knowledge of what they need “MENCHU” to master and the areas where they can still improve. Th e PASCUAL process also goes the other way: the assessment serves as a President guidepost for educators as well in tailoring their approaches Philippine Association to bett er suit the capacities of individual learners. of University Women UP Chapter Th e assessment techniques we employ inspire our students to be their best selves, honing their problem solving skills, interpersonal abilities, and creativity to meet present and future challenges.

Th is year’s Guro Formation Forum conference workshop is very important. It will present the most recent innovations in assessing and evaluating K-12 learners. With these, our teachers and administrators can create the assessment and evaluate materials that will help make our graduates be at par with the world’s best.

May the insightful presentations and candid exchanges inspire the conference participants to develop the tools that will bring out the best in our students.

Th ank you all and have a meaningful 3-day conference. God bless.

4 Conference Rationale and Objectives

Conference Program

5 6 CONFERENCE RA TIONALE AND OBJECTIVES

RA TIONALE

As the Philippine education system gears up full implementation of the K to 12 Basic Education Program, this conference-workshop is proposed for teachers and administrators across disciplines to signifi cantly improve student learning with the enhanced K to 12 curriculum. Students take their cue about what they are expected to learn from the techniques of assessment and evaluation that is administered to them. Accordingly, assessment and evaluation techniques should bring about student outcomes like development of higher order thinking skills (HOTS), creativity, problem solving abilities, collaborative learning and hands on assessment learning outcomes.

Th is conference-workshop will help the teachers and administrators acquire skills and knowledge in developing outcome-based learning tasks that measure the student’s self-monitored understanding of various contents in diff erent subject areas or disciplines. In addition, this conference-workshop will help participants identify the most important skills and processes to evaluate learning and teaching and implement the most appropriate forms of assessment in their fi elds of specialization. isTh activity will also be a venue for the participants to engage in discussion with the speakers and presenters on their research results on learning assessment and evaluation. Th ere will also be an opportunity to construct content- and performance-based assessment materials for the participants to bring back to their classes.

OBJECTIVES

Th e conference-workshop aims to: 1. Present the global perspectives and best practices in assessment and evaluation of learning outcomes; 2. Identify relevant and appropriate assessment modalities to measure learning outcomes in K to 12 in various subject areas; 3. Introduce the use of digital technique in assessment and evaluation for K to 12 student learning; 4. Defi ne constructed-response assessment evaluation for learning outcomes in K to 12; and 5. Demonstrate the ability to construct valid, reliable, and measurable test items.

7 CONFERENCE PROGRA M

TOPIC/ACTIVITY/EMPHASIS OF DAY CONFERENCE Day 1 REGISTRA TION Conference Secretariat Committ ee 10am - 12nn Day 1 OPENING PROGRA M Aft ernoon Entrance of Colors 1:30 pm - National Anthem 2:30 pm Opening Remarks OSCAR P. FERRER, Ph.D. President, Guro Formation Forum, Inc.

Welcome Remarks CHERRYLOU D. DE MESA, Ph. D. OIC, Superintendent DepEd, Schools Division of Cavite

Inspirational Message LORNA DIG-DINO, Ph. D. Director, DepEd MIMAROPA Region

Special Message CARMEN M. PASCUAL Honorary Member, GFF, Inc. President, Philippine Association of University Women, UP Chapter

Special Number MIMAROPA

International Conference- VIRGILIO U. MANZANO, Ph. D. Workshop Orientation Conference Director 2:30 pm - KEYNOTE SPEAKER CHANITA RUKSPOLLMUANG, 3:45 pm Ph.D. Stratagems and Modalities Former President , Comparatives Learning Assessments Across Education Society of Asia (CESA) Disciplines Professor and Assistant President Siam University, Th ailand 3:45 pm - PLENARY SESSION: PAMELA S. RIES, Ph. D. 4:45 pm 1 Innovative Development Director , Realizing Educational and Management for and Career Hopes (UI REACH) Educators towards Clinical Professor , College of Education Eff ective and Effi cient Th e University of Iowa Learning Assessments 8 4:45 pm - PLENARY SESSION: MARILOU G. NICOLAS, Ph.D. 5:45 pm 2 Development of Professor Instructional Objectives, University of the Philippines Manila Assessment and Philippines instruction for Teaching Learning Appropriate for Diverse Learner 6:00 pm - PLENARY SESSION: BAOHUI ZHANG, Ph.D. 7:00 pm 3 Modeling for Assessing Qu Jiang Scholar Professor and Promoting Learning School of Education Across Disciplines Shaanxi Normal University Xian, China Day 2 Morning MORNING SESSION: OPENING PROGRA M 8:00 am - Morning Praise * Energizer * Synthesis of Day 1 8:30 am 8:30 am - PLENARY SESSION: ROSARIO MARGARITA 9:30 am 4 Frameworks and ALIGADA, Ph.D. Strategies for Dean, College of Education Constructing Miriam College, Quezon City Appropriate Assessment Philippines and Evaluation for Student Learning 9:30 am - CONCURRENT SESSIONS: 11:00 an Research Paper Presentation

11:00 am - LECTURE ON HOW TO CONSTRUCT 12:00 nn TEST QUESTION ACROSS DISCIPLINE

Day 2 Aft ernoon MICRO WRITESHOP SESSIONS: 1:00 pm - Grade and High School: 3:00 pm English * Filipino * Mathematics * Science * Social Studies Music, Arts, Physical Education * Technology, Livelihood, Entrepreneurial

3:00 pm - PLENARY SESSION: HANNA KITCHEN, Ph.D. 4:00 pm 5 Evaluation and Program Manager Assessment Frameworks Organization for Economic for Improving Learning Co-Operation and Development Outcomes France

9 4:15 pm - 7:30 pm PRESENTATION OF WRITESHOP OUTPUTS Sharing and Feedback on the Revised Assessment Items Developed

REVISION OF WRITESHOP OUTPUT SOLIDARITY PROGRA M

Day 3 Morning MORNING SESSION: OPENING PROGRA M 8:00 am - Morning Praise * Energizer * Synthesis of Day 2 8:30 am 8:30 am - PLENARY SESSION: ROSLINDA ITHNIN, Ph. D. 9:30 am 6 Curriculum Designing Director and Instructional University of Malaysia Delivery of Student Teaching and Learning: Best Practices for Program Assessment to Measure 21st Century Skills Via Study History Sheet 9:30 am - PLENARY SESSION: LOURDES FILOTEO, Ph.D. 10:30 am 7 Tests as Stratagems and a Director Mode on Improving Testing and Evaluation Center Students’ Learning Western Mindanao State University Process Zamboanga City, Philippines 11:00 am - PLENARY SESSION: GRA CE J. ALFONSO, Ph.D. 12:00 nn 8 MOOCs : Massive Professor Emeritus Open Online Courses University of the Philippines to Improve Teaching Former Chancellor and Learning Across UP Open University Disciplines Philippines

Day 3 Aft ernoon CONSOLIDATION OF OUTPUTS 1:00 pm - NEXT STEP PLANNING 3:00 pm EVALUATION OF CONFERENCE-WORKSHOP AND CLOSING PROGRA M

10 Keynote Speech

11 12 Stratagems and Modalities Learning Assessments Across Disciplines: Proposed Holistic Standards-based Assessment for the Revised Th ai Core Curriculum

CHANITA RUKSPOLLMUANG, Ph.D. Siam University, Bangkok, Th ailand

ABSTRA CT

earning reform is one of the main components in the 1999 Th ai National Education LAct. Student-centered learning model is used as the guiding principle. It is also stated that teaching and learning process should recognize individual diff erences; train thinking abilities; organize authentic experiential-based learning activities; integrate proportional balance among various content and knowledge; and instill virtue, value, and desired characteristics in all subjects. Various procedures should be selected in evaluating a learner and examination should be simultaneous with the studying and teaching process as considering from a development of the learner, behavior, observation of learning habit appropriate to the level and type of education. As for learning assessment, it must be based on two fundamental principles, i.e. formative and summative assessments. In compliance with this law, the 2004 National Education Standards, proposed by the Offi ce of National Education Council, outlines 3 standards and 11 indicators. Th e fi rst standard identifi es desirable characteristics of the Th ai people, as both citizens of the country and members of the world community. Th e second standard provides guidelines for educational provision with emphasis on learner-centered approach and school-based administration while the third standard involves the creation of learning society/knowledge society as well as the assurance of lifelong learning. Th e 2001 Basic Education Curriculum was also adopted to serve as the national core curriculum. Th e curriculum was later revised in 2008 with the goal to enhance holistic development and to guide Th ai children and youths towards the 21st century. Th e learner-centered approach is still strongly advocated. Recently, a National Qualifi cations Framework was proposed during the Second Decade of Education Reform, 2009-2018. Despite these eff orts, there is still criticism especially on the evaluation of learners’ major capacities and their desirable characteristics which are the main goals of measuring and evaluating the learning outcomes at all levels from classroom to national level. Many researches are supported to propose strategies and models for learning assessments. In 2015, the National Institute of Educational Testing Service (Public Organization) funded a research project to develop basic education level’s standards and to propose methods and examples in using the holistic standards-based evaluation and measurement tools. Analysis and synthesis of the 21st Century learning skills, related educational standards and the new meaning of literacy leads to the proposed

13 7 standards. Th ese standards involve health and aesthetic literacy; moral, ethics, and social values such as political literacy; knowledge necessitate for living and for furthering their studies; media, information and communications technology literacy; life and work skills which include emotional intelligence, cooperative skills necessary to work with others, and positive att itudes. At present, Th ailand is working on another educational reform. A recent draft version of the revised National Education Act gives importance to the issues of learning reform and devotes a separate section concerning curriculum and learning system. Th e principle of learner-centered learning model is still in use but there might be a revision of content and disciplines in the core curriculum. A more holistic and fl exible assessment is encouraged.

Professor Chanita Rukspollmuang, Ph.D., is one of the pioneers in the fi eld of Comparative and International Education in Th ailand. She received her bachelor degree in Law (with honor) fr om Th ammasat University, Th ailand and graduated fr om Michigan State University, USA, with a Doctorate in Socio-Philosophical Foundations of Education. Her areas of specialization include Development Education, Comparative and International Education, Sociology of Education, Teacher Education, and Educational Law, as well as Education for International Understanding (EIU), Global Citizenship Education (GCE), and Education for Sustainable Development (ESD).

She started her career as an education offi cer in the Division of Policy and Comparative Education, Offi ce of the National Education Commission. In 1981, she was asked to join the Faculty of Education, Chulalongkorn University, Bangkok, as a faculty member in the country’s fi rst graduate program in the Foundations of Education in which one major is Comparative Education. Dr. Chanita has taught courses in theories and practices in comparative education for more than 30 years. Her textbooks, researches, and publications are widely used in the academic arena. At present she is an Assistant President at Siam University, Th ailand.

Dr. Chanita is an internationally-recognized expert in Education, Development Education, Comparative Education, Sociology of Education. She received numerous grants and awards both at the national and international levels including the Distinguished Research Award at Chulalongkorn University’s Rachadapisek Research Fund (1984 and 2006), Th ammasat University’s Distinguished Alumni Award (2003) and Recognized Alumni Award (1996); and the Japan Comparative Education Society’s Hiratsuka Memorial Award in 1985. 14 Plenary Presentations

15 16 Innovative Development and Management for Educators Towards Eff ective and Effi cient Performance-based Learning Assessments (In-service Teachers, Parent Teacher Association and School Environment)

PAM RIES, Ph.D. Associate Clinical Professor of Education Director, REACH Program, University of Iowa

ABSTRA CT

n this session participants will learn about an innovative post-secondary program for students Iwith intellectual disabilities. Students att end classes at a major American University and are integrated into campus life as they develop skills for living independently and workplace readiness. Students live in the residence halls with same aged peers and participate in any activity off ered across campus. Th e three strands of the program (academic, career, and student life) provide students with a holistic program that prepares them to live more independently in the world. Our vision is to empower young adults to become independent, self-determined individuals who contribute to the community and whose lives are personally rewarding.

Also shared will be Universal Design for Learning techniques that are used to help make learning accessible for all. Th ese techniques may be used by any teacher to help all students access information in a way that makes sense for them. Th is leads into a discussion about how best to assess the learning of all students in a way that allows them to show what they have actually learned. Th e performance based learning assessment system used at UI REACH will be explained.

Dr. Pam Ries is an Associate Clinical Professor of Education and Director of the University of Iowa REACH program. She has over 30 years of experience as a practitioner and consultant providing services to students with disabilities, teachers, and families. As a consultant for two area education agencies, Dr. Ries worked in literacy development, on behalf of students with disabilities and English Language Learners, providing professional development to practicing teachers, and teaching people to be teachers. She has a depth of knowledge related to the missions, challenges, and practices of educational institutions. Dr. Ries is currently in her fourth year as director of UI REACH, a post- secondary program for students with intellectual and cognitive disabilities. She has successfully advocated for greater alignment of university resources and services for students with disabilities and the integration of students with disabilities throughout the college campus. Students graduating fr om the program fi nd gainful employment at more than four times the rate of their non-att ending peers. 17 Frameworks and Strategies for Constructing Appropriate Assessment and Evaluation for Student Learning

ROSARIO MARGARITA ALIGADA, Ph.D. Dean, College of Education Miriam College, Quezon City Philippines

ABSTRA CT

echnological advances, legal mandates, the emergence of advocacies, and other Tmovements in society have given rise to more diverse learners in classrooms. In this presentation these learners include persons who are perceived as disabled, at risk, or gift ed, and those who are “allegedly average” students but who diff er in terms of race, gender, ethnicity, language, or abilities. While assessment principles have remained the same, the diversity of learners in a class behooves us to consider assessment frameworks and strategies that will enable teachers to create teacher-made assessments that will connect curriculum, instruction, and student learning. Diff erentiated Instruction approaches, including Retrofi tting and the Universal Design and the assessment of their products, are part of this presentation. Given these, frameworks to be advanced include Taxonomies (cognitive, psycho-motor, aff ective); Learning Preferences and Multiple Intelligences Th eory; Scaff olding; and Curriculum-based assessments. Integral to this forum are strategies to create good teacher-made assessments with test reliability and validity as its foundation, and the use of Seven Steps to Teacher-Made Assessments (Gareis and Grant, 2015). Evaluation and grading options are highlighted as well.

Dr. Rosario Margarita Aligada, a UP alumna, is a Professional Teacher who holds a doctorate degree in Reading Education, a Master’s degree in Special Education, and an undergraduate college degree in Community Nutrition. She is a Solution- Focused Brief Th erapy Practitioner, a Registered Nutritionist-Dietitian, Family Ministries’ Worker, and a Life/Success Coach. She is a founder of Laro, Lapis at Libro (a transition school for children with exceptional needs). She teaches Special Education, and Research courses. She is currently the Chairperson for Special Education, and the Dean of the College of Education of Miriam College.

18 Development of Instructional Objectives, Assessment and Instruction for Teaching Learning Appropriate for Diverse Learner

MARILOU G. NICOLAS, Ph.D. Professor University of the Philippines Manila, Philippines

ABSTRA CT

hen teachers teach, they bring with them their educational philosophies anchored Won what they believe is the best strategy to inspire learning among their students. Th ere are several educational philosophies, some of which put the teachers as the center or the giver of knowledge, while others are focused on the learner and their active involvement in learning. Until the 21st century, most educators impart knowledge to students who are passive recipients of information. Teachers choose their course content, materials and activities including assessment tools to enable teaching-learning to take place in their varied courses. By the 21st century however, advances in technology including the pervasive nature of the Internet where knowledge can freely be obtained through the web, and the rise of online courses necessitated a paradigm shift more towards the student-centered pedagogy and higher order learning outcomes. Such paradigm shift has signifi cant impact on instructional strategies, including instructional objectives and assessment methods. Th is educational model necessitates that instructional objectives and learning outcomes must be formulated and articulated at the beginning of each course to provide the scaff old and direction to identifying strategies and assessment tools. Instructional objectives are what teachers intend students to learn in their classes while learning outcomes are measurable achievements of learning. Th us there is constructive alignment of these objectives and learning outcomes to content, materials and activities and fi nally to assessment of learning by students. Moreover, a student-centered learning (next page please)

Dr. Marilou Nicolas is a Professor at the Chemistry Unit of the Department of Physical Sciences and Mathematics, College of Arts and Sciences, University of the Philippines (UP) Manila. She earned her doctoral degree in Molecular Biology and Biotechnology fr om UP Diliman; her Master of Science in Biochemistry degree fr om UP Manila; and her Bachelor of Science in Chemistry degree fr om UP Diliman. Her research interest in biochemistry.

19 allows teachers to diff erentiate students’ diff ering needs. Th is is particularly important when students come from diverse backgrounds, needs and capacities. Instructional objectives should be able to answer the question what students should learn and why they need to learn the particular topic or module in the course. Th is should then be reinforced by the course content and activities in and out of the class that teacher will have to design. Finally, tasks that should reveal achievement of the learning objectives identifi ed should guide assessment tools at formative and summative stages in the course.

20 Modeling for Assessing and Promoting Learning Across Disciplines

BAOHUI ZHANG, Ph.D. School of Education Shaanxi Normal University Xian, China

ABSTRA CT

model is a representation of something. Modeling is the process of building, assessing, Arevising, and/or rejecting models. Modeling is not just a means for students to learn important scientifi c knowledge and skills, but also a technique to assess student understandings of science. A computer-based modeling soft ware tool called Model-It allows young students to create their own models so that their learning becomes more interactive and engaged. However, there is a mismatch between how students learn and how they are assessed if conventional paper-administered tests are used. Th is study argues for alternative assessments to be bett er aligned with curriculum and instruction.

Forty 4th grade students in a local Singapore school participated in a science inquiry activity that involved learning with modeling as an alternative assessment. Th e students individually created models of food webs to illustrate their understanding of energy fl ows and photosynthesis. A scoring rubric based on four criteria (“focus and structure”, “accuracy”, “completeness” and “functionality”) was used to evaluate the models, with the modeling scores being compared to student scores of the school’s paper-based assessments (next page please)

Dr. BaoHui Zhang is Qujiang Scholar professor, former dean, and doctoral student supervisor at the School of Education (SOE), Shaanxi Normal University (SNNU), Xi’an, China. He received his Master degree in chemistry education fr om Beijing Normal University in 1994, master degree in 2002 and PhD degree in 2003 in Educational Technology fr om the University of Michigan, USA. He has 12 years’ experience studying, living, and working out of China (6 years in the US and another 6 years in Singapore as a faculty member at the National Institute of Education, Nanyang Technological University). He served as professor and doctoral supervisor at the Institute of Education, Nanjing University (2011-2014) aft er returning to China. He joined SNNU in 2014 aft er its global dean search. He is currently chair of Research and Publication of the International Council of Associations for Science Education (ICASE) and editor of Science Education International, a fl agship journal of ICASE (2014-2018). 21 of science learning. In addition, 18 students were interviewed about their understanding of models and modeling. Th e results showed that lower achievers measured by traditional assessment may not be really “low” using alternative means such as modeling here. Th is study implies alternative assessment can be good for promoting student learning.

Keywords: Computer-based modeling, alternative assessment, learning

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22 Evaluation and Assessment Frameworks for Improving Learning Outcomes

HANNA KITCHEN, Ph.D. Program Manager Organization for Economic Co-Operation and Development, France

ABSTRA CT

tudent assessment plays a critical role in providing evidence on students’ learning Soutcomes. It provides a measure of individual learning progress and performance, and insights that can help to plan future learning. Student assessments takes diff erent forms, including summative assessment, that is assessment of learning, and formative assessment for student learning. Furthermore, it can be both internal to schools and classrooms, where a student’s teacher designs and marks their own assessments, or external, where the designing and marking is external to a student’s school.

As countries design and develop their systems for student assessment they will need to consider their education system’s overall objectives, and how assessment can support this. Diff erent types of assessments need to be balanced, integrating both formative and summative, internal and external assessments to build a coherent, comprehensive approach for both improvement and accountability purposes. Student assessment does not operate in isolation but in concert with a wider framework for evaluation and assessment, and a national education system more widely. Countries must take care to ensure that the purposes and goals of their student assessment system are supported and are not undermined by policies elsewhere. For example, if student assessment seeks to develop assessment for learning, then teacher appraisal must also recognise teacher capacity for formative assessment, and school evaluation needs to include a place for contextual information that goes beyond summative exam results to develop a holistic learning culture across the education system.

Hannah Kitchen is an Analyst in the OECD Directorate for Education and Skills. Prior to this, Hannah was a member of the OECD’s Young Professional Programme in the Directorate for Public Governance and Territorial Development where she worked on issues around public sector reform, providing advice to governments on how to improve public service delivery. Before joining the OECD Hannah was responsible for work on enhancing public service effi ciency and reform across the British government in HM Treasury in the United Kingdom. She has also worked in the European institutions, both in the European Parliament and in a UK regional development offi ce. Hannah studied modern history and politics at the University of Oxford, UK and international economics at Sciences Po, Paris. She is currently co-ordinating Evaluation and Assessment Reviews in Romania and Morocco. 23 Curriculum Designing and Instructional Delivery of Student Teaching and Learning: Best Practices for Program Assessment to Measure 21st Century Skills Via Study History Sheet

ROSLINDA ITHNIN, Ph. D. Director Centre for Foundation Studies in Science, Universiti Malaya Kuala Lumpur, Malaysia

ABSTRA CT

hanges in higher education paradigms have placed the development of knowledge, Cskills and att itudes that will equip students with the competencies necessary to succeed in their future workplace. Assessment could represent meaningful and signifi cant forms of human endeavor and could also refl ect ways in which knowledge and skills are used in real world contexts. Th e standard model of assessment in formal education should refl ect what has been learned. Th is discussion partly concerns study history sheet or writing template which allows students to develop their expressive ability with regards to lessons which they have learned. Th is discussion also includes “Teikei-aided Model-based learning” using Malaysian students’ responses.

Dr. Roslinda Ithnin is a Physical Chemistry lecturer and currently the Director at the Center for Foundation Studies in Science, University of Malaya. Previously she was the director at the Research Grant Management Centre (PPGP), Institute of Research Management and Monitoring, University of Malaya. Dr. Inthin received her PhD in Physical Chemistry / Surface Science fr om the University of Nott ingham (1997). Her BSc. (1985) and MSc. (1988) in Chemistry were obtained fr om the California State Universities in the USA. She continued her international collaboration in Surface Science during her sabbatical at Th e University of Manchester (2003/4) and later, at the University College London (2008/9). Her current physical chemistry research is on polymer electrolyte which uses natural and biodegradable polymers such as starch. She is a member of ECoS (Educational Co-research for Sustainability), a Japan based group which discusses sustainable green chemistry in schools. She collaborates with researchers fr om the Toin University of Yokohama and Tokyo Gakugei University to develop educational materials for sustainable development in science education. Dr. Inthin was one of the consultants for the consultancy project by the University of Malaya sponsored by the Ministry of Energy, Green Technology and Water (KeTT HA). Th e project with KeTT HA again allows her to visit schools and interact with students for a good cause. 24 Tests as Stratagems and a Mode on Improving Students’ Learning Process

LOURDES FILOTEO, Ph.D. Director Testing and Evaluation Center Western Mindanao State University Philippines

ABSTRA CT

his paper aims to expound about tests, assessment, quality of a test, basis of its Tdevelopment and its purpose on the students’ learning process across disciplines. Th is is a work based on theoretical underpinnings, reviews, observations and experiences gathered as to assessing students in their own program by teachers. Testing is an att empt to measure a person’s knowledge, intelligence, or other characteristics in a systematic way. Th e quality of a test is judged by three major standards: (1) validity, and (2) reliability. Th is can be achieved through item analysis and items must match the objectives set on a blueprint known as table of specifi cation.

Th e keystone of a classroom assessment practices is the validity of the judgments about students’ learning and knowledge. Tests and assessments while similar have distinct features and 3) practicality. While tests are developed, selected, administered and scored, assessment encompasses testing involving the critical evaluation of the test and the integration of related and contextual background that results in decision about instruction, curriculum and students’ learning in particular and other educational factors like providing a way to measure school eff ectiveness. Although tests are only a part of the assessment process there are other tools with which teachers across discipline can use to measure performance (e.g. authentic assessment). Teachers give tests to discover learning competencies and skills of their students in a particular subject tied up with eff ective writt en objective, and tests provide bases for entry into an internship, program, or college.

Observations reveal that classroom teachers found quizzes, tests, writing assignments administered on regular basis are best suited to guide improvements in students’ learning. Teachers trust results from these because of their direct relation to classroom instructional goals. Moreover, results are immediate and easy to analyze at the individual student level. To use these to make improvements, nonetheless, teachers must change both their view of assessments and their interpretation of results. Specifi cally, they need to see their assessments an essential and integral part of the instruction process for helping students learn.

25 Nonetheless how well are these tools constructed? Tests can enhance learning, however, like all other tools, poor design, can impair their usefulness. Studies reveal that most tests developed are focusing on lower level cognitive domain very few dwell on the high order thinking skills and mismatch with instructional objectives. Moreover, researches reveal that repeated testing leads to bett er long-term memory for information.

Th ese results suggest that using a test can serve as a method of learning. Literature reviews found that tests like multiple-choice an objective type of test is the common conventional tool educators across disciplines utilized in assessing their students that can have positive and negative impact on students’ learning. To end, there is no bett er way determine how much students have learned, what they able to learn, and how quickly they might learn it. Testing is just one of the many assessment tools essential in teaching a modality that schools employ to place judgments on their programs, teachers and students learning in particular.

Dr. Lourdes B. Filoteo has a doctoral degree in Chemistry Education from the UP College of Education in Diliman while both her BS Chemistry and MA in Science Education degrees were from the Western Mindanao State University (WMSU). She also has earned units in Special Education and Bachelor of Laws. Dr. Filoteo has presented papers in both local and international conference and she has writt en papers published both here and abroad, the most recent of which is the online article entitled: Ethnicity, Epistemological Beliefs, Th inking Skills and Concept Understanding in Chemistry . At present, Dr. Filoteo is the Director of the WMSU Testing and Evaluation Center. 26 MOOCs : Massive Open Online Courses to Improve Teaching and Learning Across Disciplines

GRA CE JAVIER ALFONSO, Ph. D. Executive Director, University of the Philippines TV Former Chancellor, UP Open University

ABSTRA CT

his paper discusses Massive Open Online Courses that can help in developing TOutcome Based Learning tasks. Th is specifi c way of doing MOOCs uses the framework of Open and Distance eLearning (ODEL) that maximizes the aff ordances of ICT and Web 2.O. Together with MOOCs is the philosophy of openness and seeing new ways of how knowledge happens. It puts the process of teaching, learning and acquiring new knowledge through research changes the pedagogies, modalities, methodologies and assessment as well. I will be sharing some of the courses I have designed and off ered online with a MOOC version. Th is paper will give you the idea of MOOCs that are being prepared and the multi-roles I play in this new mode of fl exible and distributed learning as producer and director of MOOCs development and production.

Dr. Grace Javier Alfonso is a Professor Emeritus of the University of the Philippines (UP) and the Executive Director of the University of the Philippines TV. She is the former Chancellor of the UP Open University, former Director of the UPOU Multimedia Center, and founding Chairperson of the Film and Audiovisual Communication Department of the UP College of Mass Communication. She is a director for fi lm and television; a painter; a sculptor; a multimedia artist; a fi lm critic; a Member of the Manunuri ng Pelikulang Pilipino (Gawad Urian), a Professor at the UP Film Institute and UPOU Faculty member of Information and Communication Studies, UPOU PDA for Art and Culture, and a UP Artist II Productivity Grantee. Dr. Alfonso earned her in Bachelor of Fine Arts (major in Painting), M.A. in Art History and Ph.D. in Communication degrees fr om the University of the Philippines. 27 28 Con-current Session Presentations

STRA ND A

ASSESSMENT AND EVALUATION STRA TEGIES

29 30 WIBIFLASH: A Proactive 3-in-1 Tool in Improving the Memorization Skill of the Grade Th ree Pupils on Multiplication

CAROL OCMEJA-LORONO MELODY V. AMARGA Grade III Teachers, West City Central School Cagayan de Oro City

ABSTRA CT

his study was conducted to improve the memorization skills of Grade III- Apricot Tpupils in the multiplication table using the WIBIFLASH tool. It made use of a pre- test and post-test research design to fi nd out how the combination of window cards, bingo game, and fl ashcards enhances the memorization skills of pupils in the multiplication table.

Th ere were 46 pupils comprising the participants of the study. A standardized pre-test in multiplication was conducted and results have shown that 35 out of 46 or 76% got scores below 75% of the total score. Reasons for this problem were analyzed and verifi ed through a triangulation method of surveys, focused group discussion and observation. Th e results indicated the need for exposing the participants to an intervention that would improve their memorization skills on the multiplication table. Hence, aft er the pretest the participants were exposed to the WIBIFLASH 3-in-1 tool, a combination using window cards, bingo game, and fl ashcards. eseTh combined materials were conducted in drills, exercises, and enrichment activities during Mathematics class. Aft er four (4) weeks, a post-test was then conducted to fi nd out its eff ectiveness.

Th e fi ndings revealed that aft er the exposure of the WIBIFLASH 3-in-1 tool, 10 out of 46 pupils or 22% had scores below 75% of the total items in the post test. Th ere were 36 out of 46 pupils or 78% got scores above 80% of the total item. Th e diff erence of 54% showed from pre-test to post-test scores signifi ed an improved memorization of the multiplication table of the pupils.

Keywords: WIBIFLASH, memorization skills, triangulation method, window card, bingo card, fl ash card

31 Collocational Competence Level of Grade 8 - Spj Students: Basis for Writt en Communication Skills Assessment For ESL Students

BERNADETT E A. ALONZO Quezon National High School Quezon

ABSTRA CT

his study is about conceptualizing a writt en communication skills assessment aft er Tdetermining the collocational competence level of Grade 8 students who belong to the Special Program in Journalism (SPJ). Th ey are divided into two sections which are the SPJ-BA and SPJ-KEA. Th ough the aforementioned program is intended for potential student-writers, the researcher found it signifi cant to assess their competency level in using collocations that aff ects their fl uency and profi ciency in English language. Additionally, weighted mean was employed to determine their average collocational level. Th e study revealed that SPJ students’ level of collocational competence fell under the “partial level” with the weighted mean of 30.27. Th e results of the study suggested that grammatical and lexical collocations must be considered in constructing the assessment material for writt en communication skills of ESL students. Specifi cally, in terms of grammatical collocation, the focus must be on noun + preposition combinations and adjective + prepositions combinations. Furthermore, when it comes to lexical collocation, the foci are verb (eradication/nullifi cation) + a noun and adverb + adjective collocation. Th e study recommended that future study of collocations must focused on improvement and assessment of the speaking skills of the students through dialogues, turn-taking situations and other conversational activities.

32 Comic Strip: An Assessment Tool to Enhance Students’ Learning in Science

MARIDELYN D. GUMONAN / ROSE MEDYL I. FRA GA GARY GREG C. TAGRA Dansolihon National High School Dansolihon, Cagayan de Oro City, Misamis Oriental

ABSTRA CT

his action research investigates the use of comic strips as an assessment tool to Tenhance students’ learning in science. Th e quantitative data were analyzed using descriptive and inferential statistics. Th e study used Comic Strip Score Sheet to assess if the students’ self-generated comic strips were scientifi cally accurate. Th e Likert Scale and Free Response Survey was used as an exit survey to determine the students’ opinion about generating their own comic strips.

Th e study had two phases. Each phase used diff erent activities and assessment tools to address the research questions. Prior to the start of the study, learning styles inventory and learning styles modality preference were conducted. Th e students used the K to 12 Science Learners Material as their reference. Th e study covered two modules: (a) Heredity: Inheritance and Variation and (b) Photosynthesis and Respiration. In the fi rst phase of this study, students were given a pre-assessment from (Th e Learners Material) at the start of each module. A post assessment study for each module was also conducted. Th e learners were taught using the suggested activities in the teacher’s guide like constructivist’s approach, collaborative approach, refl ective, inquiry-based approach, and integrative teaching strategies. Th e second phase of the study was designed to provide qualitative data as to the way students’ learning were improved.

Th e fi ndings of this action research shows that the diff erence of the means of pre- assessments and post assessments has a p-value of 0.00 which implies that there was a high signifi cant diff erence (at 5% level of signifi cance) with an average increase of 3 points in Module 2 (Inheritance: Heredity and Variation) and Module 4 (Photosynthesis and Respiration). Th is answered the fi rst research question.

Using the Comic Strip Score Sheet, 71.43% of the students were able to make scientifi cally accurate comic strips for Module 2 (Inheritance: Heredity and Variations). On the other hand, 82.14% of the students were able to do so in Module 4 (Photosynthesis

33 and Respiration). Additionally, the students enjoyed, had fun and found comic strips interesting based on their responses in the exit surveys.

Th e study concludes that self-generated comic strips were able to enhance students’ learning in Science 9. Th e students’ self-generated and scientifi cally accurate comic strips promoted higher order thinking skills by presenting scientifi c knowledge in a popular form and humorous way that is enjoyed by most students who participated in this action research. Students also cited that generating their own comic strips helped them in remembering their lessons and exams, and even improved their study habits.

It is recommended that further studies must be conducted using a greater number of participants and for a longer period of time. Self-generated comic strips must also be studied to fi nd out if it can be used eff ectively to diagnose students’ misconceptions in Science.

Keywords: comic strips, Likert Scale, scientifi cally accurate

34 Assessment on Grammar Competency in Pangasinan State University, San Carlos City Campus

RHENEA LIZLIE B. SANCHEZ Pangasinan State University, San Carlos Campus Assessment and Evaluation Strategies

ABSTRA CT

he study analyzed the grammar competency level of 100 fi rst year college students Tof Pangasinan State University. Descriptive method was used in the study. Survey questionnaires supported and verifi ed the information gathered. Findings revealed that majority of the respondents are male, aged 16, who use Tagalog as a medium of communication at home, and whose residence is within Pangasinan. Th e respondents are competent in S-V agreement, parallelism, gerund, run-on-sentence, dangling modifi er, and tone of language. Profi les of the respondentshave signifi cant relationship with regard to their grammar competency. In conclusion, the respondents already developed the fundamental knowledge and understanding in the topic and needed minimal assistance for mastery. With regard to the relationship, the following were concluded: As to Subject and Verb Agreement, male and young respondents have more knowledge on the items; As to Parallelism, male respondents have more knowledge; As to Gerund, older respondents have more knowledge; As to Run-On Sentence, the older respondents have more knowledge; As to Dangling and Misplaced Modifi er, male respondents have more knowledge; and as to Tone of Language, younger respondents who live in Pangasinan have more knowledge. Th us, an enrichment material prepared by the researcher is recommended to help student’s master grammar.

Keywords: assessment on grammar

35 Alternative Assessment Tools to Improve National Achievement Test (NAT) Among Commonwealth Elementary Grade VI Pupils: Foundation for Instructional Model

JEFFREY ORDOÑEZ RUFIN

ABSTRA CT

ommonwealth Elementary School (CES) was once declared as the biggest grade Cschool in Southeast Asia. At present, it is still one of the biggest schools in the Philippines in terms of population with 9,020 students. Being one of the prestigious schools in the country, it off ers a variety of programs and activities to its students to maximize their learning inside and outside the classroom.

DepEd defi nes National Achievement Test as the set of examinations taken in the Philippines by students in year levels 6, 10 and 12. Students are given national standardized test, designed to determine their academic levels, strengths and weaknesses. Th eir knowledge learnt throughout the year is divided into 5 categories: English, Filipino, Mathematics, Science, Araling Panlipunan (Social Studies in English) and are tested for what they know. A mean percentage score (MPS) of 75% is currently set as the goal of the DEPED.

For the past two school years, the following are the results of the National Achievement Test of CES; 55.16% for SY 2013-2014 and 41.86% for SY 2014-2015 which are both below the passing rate of DepEd. According to research and fi rst-hand experience of CES teachers, one of the main reasons why NAT results are relatively low due to large number of students. Normally, the ratio of teachers to students in CES is 1:50. As a result, teachers encountered diffi culties in monitoring individually the learning outcomes of their students because of lack of time.

Given this situation, CES teachers and administrators underwent a series of Focus Group Discussions (FGDs) to fi nd bett er ways on how they can address the challenges. Th ey come up with alternative Assessment tools such as Test Item Bank, Evaluative Material Package (EMP) and Collaborative Lesson Study (CLS) to improve the performance of students in the National Achievement Test.

36 Enhancing Students’ Level of Concept Mastery in Basic Combinational and Probability Via Frayer Model: Implications to their Problem Solving Skills

MA. LUISA S. SANTIAGO Porac Model Community High School Porac, Pampanga

ABSTRA CT

his research study was undertaken to enhance the students’ level of concept mastery Tin Basic Combinational and Probability via Frayer Model which may imply on their problem solving skills. Specifi cally, it sought to answer the following questions : (1) How many students are classifi ed as high achievers and low achievers in the control group and experimental group? (2) What are the concepts/topics found diffi cult by the students in grade 10 Mathematics based on the pre-test? (3) Is there a signifi cant diff erence in the result of the pre-test and post-test aft er using the Frayer Model in enhancing the students’ level of concept mastery in Mathematics? (4) Is the mathematical achievement in terms of concept mastery and the problem solving skills of the experimental group signifi cantly higher than the control group?

Th e aforementioned research problems were addressed using the experimental design based on the Independent Variable- Dependent Variable. Th e participants in the study were the two heterogeneous group Grade 10 -Socrates and Grade 10 -Plato of Porac Model Community High School. Th ere were 36 and 34 students respectively. Th e results of the pre-test administered last June 2,2015 was the basis in classifying the high achievers and low achievers in the control group and experimental group.

Based on the consolidated correct responses of the two groups, the concepts/topics found diffi cult by the students in Basic Combinational and Probability were determined.

A validated Teacher Made Tests (pre-test and post test) with table of specifi cations were constructed based on the objectives and learning competencies of the K to 12 curriculum. Th e gain over the pre-test and post test was the basis in measuring the students level of concept mastery Also, the Division Achievement Test for the third grading period and the Frayer Model template was also used in this study.

On the basis of the signifi cant fi ndings of this study, the following conclusions are drawn: (1)Th e use of the Frayer Model template in is an eff ective strategy in enhancing

37 the students’ level of concept mastery in Mathematics. (2) Th e use of the Frayer Model template in teaching Mathematical terms, students are able to apply their understanding of mathematical concepts to things in their everyday life and language, which allows students to make personal connections to the concepts , thus developing their problem solving skills.

It is recommended that: (1) the use of the Frayer Model template in teaching Mathematics was found eff ective, teachers are strongly encouraged to use it in enhancing students’ level of concept mastery and in developing the problem solving skills of the students; (2) it is likewise suggested to all classroom teachers in all learning areas not only in Mathematics to have a comprehensive and well-planned program of vocabulary instruction for profi ciency of terminology related to particular subject; and (3) future researchers are encouraged to validate the signifi cant fi ndings of this study with certain modifi cations.

38 Error Analysis of Grade 9 High School Students’ Writing Compositions: Basis for Writing Remediation Augmentation Program (WRA P)

JHONATHAN S. CADAVIDO, MAEN Talipan National High School

ABSTRA CT

his study aimed to analyze the diff erent errors committ ed by Grade 9 high school Tstudents of Atimonan National Comprehensive High School. Specifi cally, this research paper sought to answer the following research questions: what are the categories of errors of students in their writt en compositions; what are the frequencies of the errors committ ed by the students in writt en compositions in terms of: morphological errors, lexical errors, syntactic errors, and mechanical errors; and, what initial writing composition program may be developed out of the errors committ ed. Th e study employed discourse analysis approach using the textual analysis method in order to determine and analyze the common errors committ ed by the learners in their writt en compositions. In the same case, the study was basically a descriptive research identifying errors of the respondents in writing compositions focusing on the four types of essays. Th e data, coming from the Grade 9 students of ANCHS, were analyzed using the percentage formula. From the fi ndings, the following statements are concluded: the common errors in writing compositions among the Grade 9 high school students can be categorized as to: morphological, lexical, syntactical, and mechanical errors; in terms of morphology, the common errors include verb, noun, and article or determiner errors; in terms of lexicons, the common errors include word choice, word form, preposition, pronoun, and spelling; in terms of syntax, the common errors include word order, word or phrase omission, unnecessary words or phrases, run-ons, and fragments; in terms of mechanics, the common errors include the punctuation and capitalization errors; and, an initial program known as the Writing Remediation Augmentation Program (WRA P) was developed to initially address the writing diffi culties of the students. Th is initial program may be used as a basis for a more comprehensive writing program.

Keywords: writing, remediation, errors, error analysis, syntax, morphology, mechanics, lexicons

39 Enhancing the Performance of Grade VI-C Pupils in Mathematics in Buyagan Elementary School through the Use of Arts in Math (AIM)

LORNA V. WALLIT

ABSTRA CT

he action research aims to enhance the performance of Grade VI-C Pupils in TMathematics in Buyagan Elementary School through the use of Arts In Math (AIM). Specifi cally, the action research sought to: 1) use Arts in Math (AIM) to enhance the mastery level of Grade VI-C in Mathematics, 2) improve comprehension skills of Grade 6 on Mathematics concepts through the use of “Arts in Math (AIM)”, 3) use “Arts In Math (AIM)” to stimulate, motivate and sustain pupils’ interest in Mathematics and 4) improve the teaching strategy in Mathematics through AIM . Th e study was conducted for two quarters from June-October 2015(1st and 2nd Grading) with 46 pupils as the target subjects. Th e study made use of the one -shot experimental design to look into the eff ectiveness of “Arts In Math (AIM)” in improving pupils’ performance in Mathematics.

Th e fi ndings showed that the use of Arts In Math (AIM) enhanced the performance of Grade VI-C Pupils in Mathematics. For the fi rst quarter, there was an increase of 34.13 in the MPS and 29.79 for the second quarter. Using the t-test of the diff erence between means of correlated data, the t- test computed value of 23.71 for the fi rst quarter and 32.37 for the second quarter is more than the critical value of 1.676 at 0.05 level of signifi cance with 45 degrees of freedom.

In conclusion, Arts In Math (AIM) enhanced mastery learning and comprehension of Grade 6-C pupils based from the pretest and postt est. Th ere was a signifi cant diff erence between the means of pretest and postt est using t-test as the statistical treatment. In addition, Arts in Math (AIM) stimulated, motivated and sustained pupils’ interest. Furthermore, Arts In Math (AIM) improved the teaching strategy in Mathematics. As to the recommendations, teachers should be encouraged and motivated to use Arts In Math so as to enhance pupils’ performance in Math. Moreover, integration of arts should not only be used in teaching Mathematics but also with other subjects. Th e school head should encourage and support the generation and use of the Arts In Math (AIM).

40 Enhancing Mathematics Learning of the Under-Achiever High School Students of Mangga High School through the Each-One–Assist-One Program

ROLANDO H. CHAVEZ, Ed.D Mangga High School, Mangga, Candaba, Pampanga

ABSTRA CT

athematics is a challenging subject to learn. Studying mathematics gives the Mstudents value, benefi ts, nda a sense of achievement. Students are supposedly learn mathematical concepts, skills, processes, and its application to life. Unfortunately, it can be observed that many students have developed fear or dislike for mathematics as a subject. Many students view it as a subject that is diffi cult and had encountered diffi culties in learning mathematics that led them to failing continually further and further behind their classmates and peers.

Students of Mangga High School are not exempted in encountering math problems. As such, the Mathematics teacher of Mangga High School, in his eff ort to help the underachiever-students improve their mathematics performance has thought of initiating intervention activities to address the problem, the Each-One-Assist-One program.

Experimental research was used in this study. Respondents of the study were the 9 Grade 7 mathematics under-achiever students in Mangga High School. It used downloaded intervention materials for intervention. All data were collected, verifi ed, analyzed, and interpreted according to the variables under study.

Results of the study showed that Mangga High School had nine (9) Grade 7 students who were identifi ed as under-achievers and got a grade below 75% during the fi rst grading period. Th e under-achiever students were consistently gett ing low scores in all lessons before they were exposed to the Each-One-Assist-One program. However, they were gett ing good scores aft er undergoing the program. Further, the study revealed that there exists signifi cant relationship between theresults of the pre-tests and post-tests with a t-value of -10.22 and marked diff erence of 8.11 in the mean results using 0.05 level of signifi cance. ereTh was a marked relationship that existed between the variables with r-value of 0.64.

It was recommended that students should be further encouraged to participate in the school’s intervention program – the Each-One-Assist-One. Mathematics teachers should

41 continue to fi nd ways so as to help all tudentss improve their performance, come up with more instructional materials that can be utilized by the learners to understand the lessons, encourage not only the students to be involved in the conduct of the intervention program. School administrators should think of a long term plan to address the needs of all types of learners and to deliver the best instruction.

42 Improving the Performance of Grade-III Pupils in Mathematics through Math Home in School Strategy

ROSITA C. AGNASI Naytokyab Elementary School Cayabyab, Poblacion, Buguias, Benguet

ABSTRA CT

his action research was an intervention used to improve the performance of learners Tin Mathematics. It aimed to determine if the Math Home in School Strategy as an intervention improved the performance in Mathematics of the Grade-III Naytokyab Elementary School for the school Year 2013-2014.

Poor comprehension and analysis of Mathematical concepts and principles had been the problem of most learners of Naytokyab Elementary School. With these experiences and observations, the researcher adopted pupils’ home interests, situations and environment as intervention to motivate pupils and to fi nd interests in Mathematics. eTh researcher facilitated the strategy by encouraging the teachers and the fast learners to coach and treat the slow learners as their younger brothers and sisters through this intervention. Th is situation and strategy is termed as Math Home in School Strategy (MHSS) which was used by the researcher to reinforce math concepts and principles to pupils during remedial instruction. Th e materials used were questionnaires, activity sheets, worksheets, Strategic Intervention materials (SIMs), workbook and other reference books that were appropriate in MHSS. Th is strategy was used in some selected topics with least learned competencies and need reinforcement activities for the 2nd semester.

Th ere were two sets of pre and post tests given to the pupils, one set for the 1st semester where the intervention was not yet conducted and another set for the 2nd semester where the intervention was conducted to the grade III pupils in Math. Th e pre tests were given before the lessons began and the post tests were given at the end of the semesters.

Results showed that there was an increase of 24.17% in the MPS for the 1st semester for instruction without MHSS and 34.54% for the 2nd semester for instruction with MHSS. Th e increase in the mean scores indicated great diff erence between the pre and post test evidently validated the claim that pupils exposed to peers had bett er comprehension of concepts learned. Th e low value of standard deviation also indicated positive performance. It also indicated that MPS of instruction with MHSS is higher than that of instruction

43 without MHSS. Th is could be accounted to the fact that learning easily takes place when the learners are properly guided, directed, motivated and exposed to varied learning.

Th e t-test of diff erence between the means of correlated data showed signifi cant result in both instructions with and without intervention for the 1st and 2nd semesters. However, the mean of the instructions with MHSS was higher than that of instructions without MHSS. Th e eff ectiveness of MHSS provides an interesting situation with in the school environment. Th is motivated the pupils to develop enthusiasm, cooperation and att entiveness in fulfi lling their learning experiences. isTh could be att ributed from the eff ect of this intervention used in Mathematics instruction.

44 Th e Eff ect of Coding Test Questions Using Structure of Observed Learning Outcomes (SOLO) in the Performance of Students in Science 7

JOSHUA T. SORIANO Teresa National High School Teresa, Rizal, Philippines

ABSTRA CT

ne of the barriers that teachers face in helping students to become independent Olearner is that both the students and teachers do not share common understanding in the purpose of assessment and giving scores to performance. Th e Structure of Observed Learning Outcome (SOLO) taxonomy is a coding scheme which gives corresponding credits for every correct answer depending upon its level of complexity in a multiple- choice type of test. Th e study focused on the development and validation of SOLO-based test questionnaire in Science 7. Th e study considered the four levels of SOLO model based on the order of understanding of the constructed test items which was credited by corresponding points such as pre-structural (0), uni-structural (1), multi-structural (2), and relational (3). Th e questionnaire was pilot tested on G8-Marigold students and content validated by ten (10) Ph. D. Science students at Philippine Normal University. Th e study was conducted to Grade 7 students and teachers of Teresa National High School. To determine the validity and reliability of the researcher-made test, item analysis was done using split-half method and Pearson r formula. Th e fi ndings revealed the signifi cant diff erence between the pre-test and post test scores coded in binary and SOLO . On the level of performance of the experimental group (G7-Jackfruit) who was informed to use SOLO, they obtained a mean score of 27.50 while those not informed (G7-Durian) to use SOLO obtained a mean score of 21.40. Th us, it confi rms that the developed test questionnaire elevates student’s performance. Moreover, it was found out that 75 or 98.68 % of teachers were not using SOLO in making a multiple-choice test. In that case, it was recommended that the result of this study must be used as an input in conducting trainings for teachers not only at the local sett ing but also in ASEAN region. It must also be used in the development of instructional materials, interventions and coding test questions using SOLO in diff erent subject areas to further verify the results.

Keywords: Structure of Observed Learning Outcomes, assessment, binary code, multiple-choice, test questionnaire

45 Instructional Communication, Collaborative Learning, and Learning Skills in High School

MARIO GELA AGUILOS, JR., MAT Capiz National High School Roxas City, Capiz

ABSTRA CT

his survey-correlational research study aimed to determine the instructional Tcommunication, collaborative learning, and learning skills in high school for the school year 2015-2016. Th is was conducted among the two hundred ninety-two (292) secondary students. Th e data in this study were gathered using the researcher-made collaborative learning questionnaire, instructional communication questionnaire, and learning skills questionnaire skills. Th e independent variables were instructional communication and collaborative learning while dependent variable was the learning skills of the students. Th e statistical tools that were used in the study were the frequency count, mean, standard deviation, One-way Analysis of Variance (ANOVA), and Pearson r. All inferential tests were set at 0 .05 alpha level. Th e fi ndings of the study revealed that generally the level of instructional communication was eff ective. Generally, the level of collaborative learning was high. Th e level of learning skills was very good. Th ere were signifi cant diff erences in the learning skills among the levels of instructional communication. Th ere were signifi cant diff erences in the learning skills among the levels of collaborative learning. Th ere were signifi cant relationships among instructionalcommunication, collaborative learning, and learning skills.

46 Home Learning with the Use of Ease Modules and Peer Tutors: Its Impact to the Performance of Slow Learners

GEORGINA C. DUCAYSO Ampusongan National High School Tublay School of Home Industries-Main

ABSTRA CT

mpusongan National High School had been facing problem on the low performance Aof the students. Due to low performance, these students were disappointed and eventually dropped from the school. Th is study therefore aimed to improve the academic performance of the low performing students with the use of the Eff ective and Alternative Secondary Education (EASE) modules through “Home Learning” with their peer tutors. It was also designed to decrease the dropout, failure and repetition rates.

Th is research used the experimental design to look into the eff ectiveness of the EASE modules in enhancing the performance of the target students. Before the conduct of the research, a diagnostic test was conducted to determine the performance level of the students. Aft er the identifi cation of the target students, these identifi ed students were given a pre-test. Th e students were divided into two groups, one group had peer tutors (experimental group) but the other group had no peer tutors (control group). Th e performance level of the two groups before and aft er the conduct of the intervention was compared. Similarly, the performance of all the target students before and aft er the intervention was also compared.

Th e statistical treatments used were percentage, mean, mastery index and t-test to determine the diff erence between the means of two correlated and independent data.

Based on the results, it was found out that the use of EASE modules is eff ective in improving the performance of the students. Th e t-test of diff erence between the means of correlated data (before and aft er the intervention) and the means of the independent data (experimental and control groups) showed signifi cant results for the diff erent subject areas (Science, Math, English and Filipino). It was also found out from this study that the dropout, failure and repetition rates decreased. It was found out further with the use of t-test for independent data, that the use of EASE modules with their peer tutors have a bett er result that those with no peer tutors.

47 From the fi ndings, the researcher came up with the following conclusions:

a) Th e EASE Modules are eff ective means of improving the performance of the SARDOs, slow learners and repeaters. b) Peer tutoring with the use of EASE Modules resulted to bett er performance of the SARDOs, slow learners and repeaters. c) Th e use of EASE Modules with peer tutoring as intervention for the students-at- risk, slow learners and repeaters is eff ective in reducing the dropout, failure and repetition rates.

Based on the fi ndings and the conclusions drawn from the study, the following recommendations are given:

a) Watchlist for SARDOs should always be prepared during the fi rst month of the school year in order to prepare plan for appropriate and varied interventions. b) Conduct interventions to SARDOs using the EASE Modules and other similar modules. c) Peer tutoring should be intensifi ed in the school with comprehensive planning and monitoring.

48 Con-current Session Presentations

STRA ND B

USING TECHNOLOGY TO ASSESS STUDENT LEARNING

49 50 Learning Att itude and Outcomes of G8 Students in Science-Mathematics: An Exploratory Study on the Impact of Tablet Technology

DR. EUGENIA GORGON / DR. ISABELITA R. HIZON DR. RA NDY D. PUNZALAN / DR. MARISA A. DEDUMO DR. DOLORA S. DE CASTRO

ABSTRA CT

he main purpose of the study was to assess the learning outcomes of select Grade T8 students in Mathematics and Science. Likewise, learning att itudes were assessed through a checklist and an FGD. Th e results were used as inputs in enhancing classroom instruction particularly on assessment utilizing tablet technology for academically challenged students. Th e Experimental (pretest-postt est design) and Qualitative Analysis of Data were used.

A total of 60 LNHS students (majority of whom have grades that belong to the developing level of profi ciency which is 75-79) were purposively selected for the study. eTh Experimental Group were given ACER Tablets where lessons in Mathematics and Science were installed. On the other hand, the Control Group underwent the usual teaching- learning process using 4As (Activity, Analysis, Abstraction and Application).

Post-tests and checklists were used to assess the students aft er two consecutive grading periods (third and fourth quarters). To validate the result of the study, FGD was also conducted. Data were treated in depth through percentage, Mean Percentage Score (MPS), weighted mean and T-Test using Microsoft Excel Analysis Tool Pak.

Th e 50- item post-test reveals that the experimental group surpassed the third and fourth quarter Science grade of the control group. Th e same result was yielded for Math. Th e hypothesis of the study is accepted, there was no signifi cant diff erence on the performance of the experimental and control group in Post-Test Science and Post-Test Math. Although, it was observable that there was a considerable and marked increase in MPS for both subjects, the increased MPS of the Experimental group in Science and in Math are much higher than the increased MPS of those in the Control Group.

51 Th e students also identifi ed the positive att itudes towards learning. Th e use of tablet technology in today’s classroom sett ing is highly commendable however the effi ciency and eff ectiveness of its optimum use will still defend on the creativity of teachers.

Th e study validates the vast literature underscoring the importance of tablet technology in the classroom. Although the hypothesis was rejected but it made to establish the fact that a considerable increase in learning outcomes is more evident and bett er in the class with tablet technology as revealed in the pre and post-test. Further, since the use of tablet technology exudes positive att itudes towards learning especially on the viewpoint of academically challenged students, this study is worthy to replicate.

Keywords: tablets, schools, learning outcomes, att itudes towards learning

52 DepEd Computerization Program: Venue for Improving Teachers Pedagogy

NICK CAINOY PAÑARES, Ph.D. Lapasan National High School, Division of Cagayan de Oro City

ARNOLD S. LANGAM Macabalan National High School, Division of Cagayan de Oro City

ABSTRA CT

epEd Computerization Program (DCP) provided the public schools with appropriate Dtechnologies that would enhance the teaching-learning process (DO 78, s. 2010). However, UNESCO Institute for Statistics (April 2014) on their study of Information and Communication Technology (ICT) in Education in Asia data revealed that the Philippines have no data yet on public school teachers who use ICT in teaching and only 2% of public school teachers were trained to use ICT. Th us, this study was conducted to determine the level of increase in the ICT integration in the lesson aft er the intervention was given. Th e study employed the Continuous Improvement (CI) Research Method that includes three main stages: Assess, Analyze and Act. Descriptive statistics were used aft er the survey responses. Interview and focus group discussions among students and teachers were done to further validate results. A survey questionnaire was adapted from UNESCO ICT Inventory Questionnaire. Th e paired t-test was used to determine the signifi cant diff erences between mean scores on ICT teachers’ competence.

Th e study revealed that through mentoring program conducted by the ICT Coordinator, teachers were introduced to various computer applications such as Basic Computer System, Google Drive applications, Graphic tablet and PHET Simulations. Th ere was a 250% increase in the teachers’ integration of ICT in their classes. Aft er the fi rst quarter of the school year there was a signifi cant increase in the Teachers ICT Competence. It is then recommended that teachers should make use of the multimedia instruction in their respective schools so as to help students concretize abstract concepts and processes skills which may improve students’ academic achievement. Furthermore, there is a need to examine further the type of multimedia used for teaching and learning in relation to exchange of communications for students’ bett er comprehension, as much as possible the multimedia should commensurate to students’ cognitive structure.

Keywords: DepEd Computerization Program, pedagogy, information and communication technology, teachers ICT competence, intervention, assessment

53 Virtual Reality Learning for Out of School Youth, Its Eff ects to their Higher Order-Th inking-Skills and Level of Engagement

ANIVER M. VERGARA Alternative Learning System - Tanay II-B Division of Rizal

ABSTRA CT

irtual reality technology off ers various capabilities that are able to provide promising Vsupport for education. Some of these capabilities include the ability to allow the learners to visualize and interact with the three-dimensional virtual representation, experience the virtual environment in real-time, visualize abstract concepts, articulate their understanding of phenomena by constructing or manipulating the virtual environments, visualize the dynamic relationships between several variables in a virtual environment system, obtain an infi nite number of viewpoints of a virtual environment, allow individuals to interact with each other in collaborative virtual environment, as well as visit and interact with events that are unavailable or unfeasible due to distance, time, cost, or safety factors. With such capabilities, in which some are unique to this particular technology, virtual reality off ers many educational benefi ts that if appropriately implemented will bring a positive impact to its application to education. With this in mind, this action research want to incorporate Virtual Reality Learning to Out-of-school youth.

Th e result of the action research are the following: Th e respondents want to incorporate Virtual Reality learning to their study, that there is a very high level of engagement on the use of virtual reality in learning and in terms of their higher order thinking skills, the use of virtual reality has a percentage score of 96%, while the use of computer tablet and printed picture has 70% and 43% score respectively.

It could be concluded that: (a) the advantage of using Virtual Reality is the replication of abstract ideas into a model that can be interacted by the learners; (b) Virtual Reality promote creativity among the learners as they are exposed to learning through constructionism; (c) Virtual Reality is bound to hold the learners att ention through three- dimensional landscape on an explanatory route; (d) Out of school youth has limited schema of learning; and (e) Virtual Reality helps by using the virtual simulation that looks like in the real world of the learners.

54 Enhancing the Learning Achievement in Science Grade 8 through Virtual Laboratory Simulations

ROSALIE S. ANHIBEY

ABSTRA CT

he study was aimed at determining the eff ects of virtual laboratory on learner’s Tacademic achievement in Science Grade 8. Specifi cally, the study sought to determine any signifi cant diff erences between the academic performance of the experimental and control groups of Bangao National High School. Probability sampling was used. Th ere were a total of 90 respondents, half of which belonged to the control group while the other half belonged to the experimental group. Th e experimental design method was adopted and structured assessment was the primary tool in gathering data. Th e data gathered were treated with the average mean.

Th e salient fi ndings of this study were the following: there was no signifi cant diff erence in the academic achievement between the control and the experimental group in the pretest conducted which showed that the mean scores of the control group is 5.91 which is a litt le bit higher than the control group which is 5.84, showed a slight mean diff erence of (0.67). However; this does not give indices for big quality diff erence between these two.

Th e computed t-value of 1.67 which is lower than the critical value of 1.987 at fi ve percent level of signifi cance. Virtual laboratory has a greater eff ect on the learners’ academic achievement and signifi cant diff erence existed between the control and the experimental groups at the postt est level which showed an average mean of 13.09 while the experimental group an average mean of 17.49.

Th e mean diff erence is 4.40 which entails that the mean score of the postt est of the experimental group is higher than that of the control group. Th e computed t-value of 12.032 which is strikingly higher than the critical value of 1.987 at 5% level of signifi cance indicated that there was a signifi cant diff erence of the postt est of the control and the experimental groups. Traditional method of teaching laboratory has a lesser eff ect on the learners’ academic performance and signifi cant diff erence existed between the control group pretest-postt est, the pretest mean score of 5.84 which is lower than the obtained postt est mean score of 13.09 and mean diff erence is 7.244. Th e computed t value of 35.107 higher than the critical t value of 2.015 at fi ve percent level which showed that there is no signifi cant diff erence on the pre-post test scores of the control group.

55 Virtual laboratory has profound impact on the learners’ academic achievement and signifi cant diff erence existed between the experimental group pretest-postt est, postt est mean score of 17.49 is higher than the pretest mean score of 5.91 and a mean diff erence of 11.578. Th e computed value of 64.918 which is greater than the critical value of 2.015 at fi ve percent level. eTh signifi cant diff erence between the pretest and postt est is a confi rmation that virtual laboratory has a positive impact on the academic achievement of the learners. Traditional method of teaching and virtual laboratory are equally eff ective means of improving learning outcomes, however greater increased was achieved in favor of the experimental group.

From this research fi nding, virtual laboratory is an eff ective and alternative supportive learning environment or instructional tool for conceptual understanding in Science. Virtual laboratory proved to enhance the academic achievements of learners.

56 Enhancing the Performance of Grade VI Pupils through Information and Communication Technology (ICT) Modules in Science and Health

AUREA A. VALDEZ Balili Elementary School, La Trinidad District, Benguet

ABSTRA CT

his research is an eff ort to address the low performance of the grade 6 pupils in TScience and Health. It made use of the Information and Communication Technology (ICT) modules as a strategy to enhance the performance of the learners.

Th e one shot experimental design was used to determine the eff ectiveness of the Information and Communication Technology(ICT) modules in enhancing the performance of the learners. A pretest was administered to the target subjects. Th e results were analyzed to determine the mastery level of the learners in each competency. One lesson each session was presented to the learners through the modules. To synthesize the insights derived from the lessons, the learners performed the diff erent activities provided in the modules. Aft er all the lessons were done, a postt est consisting of the same items with the pretest was administered. Th e scores of the learners in the pretest and postt est provided the measure of achievement from the learning experience.

Th e statistical treatments used the percentage, mean, mastery index, and t-test to determine the mean of the two correlated and independent data.

Th e results of the study clearly revealed that the use of the Information and Communication Technology (ICT) modules is an eff ective tool in teaching Science and Health. It made the lessons relevant, meaningful and interesting thus improving the comprehension of the learners. Th e innovative materials increased the learners’ retention of the lessons.

57 Eff ects of Supplemental Reading Activities Using Facebook on the Reading Performance of the Senior High School Students of Atimonan National Comprehensive High School

JHONATHAN S. CADAVIDO, MAEN Talipan National High School

ABSTRA CT

he main objective of this study was to determine the eff ects of supplemental Treading activities through Facebook on the reading performance of the Senior High School students of Atimonan National Comprehensive High School under the early implementation program

Th e study used the experimental method of research in order to describe the nature of the situation as it exists at the time of the study through the employment of the pre-test – post-test control group design. Th e true experiment technique through the pre-test – post-test control group design was utilized in the study. To do this, all Senior High School students coming from the two strands -- Humanities and Social Sciences (HUMSS) and Accountancy, Business and Management (ABM) Strand -- of Atimonan National Comprehensive High School under the early implementation program participated in the study and were divided into the control group and the experimental group. Both groups in each section received discussions of the lessons using the traditional method. However, the students in the experimental group received additional Facebook-supplemental activities.

Th e Facebook-supplemental reading activities could be tool in improving the reading performance of the learners. Th ese could also be helpful in improving the reading performance of the learners. Th e learners had improved their reading performance level in terms of vocabulary and reading comprehension from instructional level to independent level with the use of the Facebook-supplemental reading activities.

Th is research provided signifi cant data on the importance of improving reading comprehension and vocabulary profi ciencyof the learners especially in the senior high school level in preparing them for their collegiate skills. With the ride and use of the present technology, the use of Facebook has been helpful in improving the skills of the learners.

Keywords: vocabulary, reading comprehension, Facebook, social networking sites

58 Con-current Session Presentations

STRA ND C

OUTCOME-BASED EDUCATION ASSESSMENT AND EVALUATION

59 60 Utilization of Diff erent Assessment Tools in Reading: Eradicate Pupils at Risk in Reading for Elementary Level

CHINETT E C. PEÑAFLOR Commonwealth Elementary School Quezon City, Philippines

ABSTRA CT

hese are challenging times for Education. Th e public hold holds schools and teachers Tmore accountable for pupil learning, as demonstrated by everyone’s expectations for stronger student performances on standard tests. Unfortunately the increased emphasis in reading, math and science to prepare pupils for a global, technological and information based market place seems to relegate well being of students to a low educational priority.

Th e problem of non readers in the Philippines is growing. Commonwealth Elementary is one of the big schools in terms of population in Quezon City. Th e school is experiencing a dilemma for these non readers in diff erent Grade levels. Administrators, School heads and teachers are collaborating how to eradicate or to improve the performance of these learners under the risk situation of reading. Th is study is an action research presented to the committ ee using diff erent modalities of assessment tool in reading made by the teacher and to gauge or to measure the reading ability of the pupil. It is to identify the areas where she/he needs targeted instruction and help. Th e teacher will be able to give enrichment reading to pupils upon the results of the tests or either remediation for those pupils who got the lower score aft er evaluation. Th e diff erent modalities of assessment tools namely: Scholastic Reading Inventory, Woodcock Reading Mastery Test, Gray Oral Test, Comprehensive Test and Word Reading Test. Th e researcher made materials with diff erent phases in reading to evaluate using the diff erent assessment tools.

Th e researcher applies a mix method where the pupils are being given intervention in a certain place for reading within 30-45 minutes. Monitoring of att endance and given post test aft er intervention given. Full participation of parents, and Administrators to monitor certain program are highly recommended. Th e more help given to this pupils can improve becoming profi cient readers and can also achieve high performance in National Achievement Test Results.

61 62 Con-current Session Presentations

STRA ND D

TEACHER EDUCATION FOR ASSESSMENT AND EVALUATION

63 64 Assessment Literacy Program for Pre-Service Teachers: A Case of Xavier University

KA THLEEN M. MALLORCA-MORA LES, PH.D. Xavier University, Philippines Corrales Streets, Cagayan de Oro City

ABSTRA CT

ssessment Literacy of pre-service teachers is one pressing concerns among Teacher AEducation Institutions (TEIs). Literature supports that inadequacy of assessment skills is att ributed to insuffi cient preparation during the pre-service training (Rogers, 1991 as cited in Mertler, 2003; Plake, 1993 in Mertler, 2003). Th e need to design a program to enrich the experience of pre-service teachers is high. Result of a study conducted by Delosa and Morales (2013) revealed that there is a need to design an Assessment Literacy Program for the pre-service teachers of Xavier University. Th e same study identifi ed assessment literacy competencies where the existing Teacher Education program specifi cally Assessment of Learning 1 and Assessment of Learning 2 need to improve on. Th is study sought to validate the result by conducting the Classroom Assessment Literacy Inventory (CALI) of Dr. Craig Mertler among graduating students and to design a program to address the areas where they were found wanting considering the framework of the NCBTS and the revised Classroom Assessment Literacy Inventory (CALI) of Dr. Craig Mertler. Th e program is designed to strengthen the areas in the strand of the 5th domain (Planning, Assessing, and Reporting) of the National Competency Based Standards (NCBTS) and the Standards of the CALI where least percentage of students were observed to give correct answers. Th e Assessment Literacy Program cover the areas on Communicating Assessment Results of CALI and inclusion of activities to address Developing Valid Grading Procedures and Recognizing Unethical or Illegal Practices which were observed to be missing among the strands of the NCBTS. Considerations on how the Assessment concepts are to be taught and a review of the NCBTS strands are also given focus.

Keywords: teacher education, assessment literacy, National Competency-Based Teacher Standards strands, Assessment Literacy Program, Philippines

65 Conception on Classroom Assessment of Students and their Performance in the Course Assessment of Learning

ROLDAN C. BANGALAN, MST BILLY P. SIDDAYAO, PH. D. St. Paul University Philippines Tuguegarao City

ABSTRA CT

his study aimed to determine the correlation between conception on classroom Tassessment and performance in the course Assessment of Student Learning of third year college students taking up Bachelor of Elementary Education and Bachelor of Secondary Education at St. Paul University Philippines. It also sought to answer if there is a signifi cant diff erence in the pretest and postt est scores of students in Assessment of Learning. Furthermore, it also investigated if there is a signifi cant diff erence in the conception on classroom assessment and academic performance of students when grouped according to profi le variables. To elicitstudents’ conceptions of the nature and purpose of assessment, the researchers made use of the Students’ conceptions of assessment – ScoA developed by Gavin Brown (2008). A teacher-made test was used to obtain the pre-post test scores. Th e grading sheet was used as basis for the level of performance of the students in Assessment of Learning. Statistical tools such as paired t-test, independent sample t-test, ANOVA, Pearson-r and chi-square test were used to answer the research problems. Th e fi ndings of this study revealed that students mostly agreed that assessment made students accountable and improved the quality of teaching and learning. Th ey moderately agreed that assessment made schools accountable and mostly disagreed that it is irrelevant. It further revealed that there is no signifi cant diff erence in the student’s conception on classroom assessment and academic performance when grouped according to profi le variables. Th ere is signifi cant correlation between conception on classroom assessment and academic performance of students. It is important to note that students have diff erent conceptions on assessment and that assessment is essential for eff ective and effi cient teaching and learning to take place.

Keywords: conception on assessment, classroom assessment, assessment of learning, academic performance

66 Application of Higher Order Th inking Skills (HOTS) of the General Education Faculty: Basis for In-Service Training on Test Construction

ALHADZMAR A. LANTAKA ,Ed.D SEPS- Planning and Research

ABSTRA CT

lassroom measurement and evaluation is the traditional tool to determine the Cacademic performance of the students. It is incumbent upon the teachers to know if there is learning in the class. Th e results of the test administered before, during and aft er will be used as bases to determine learning in the classroom based. Teacher should ensure that test given will measure total performance of the students in the class.

A study was designed to determine the extent of application of higher order thinking skills (HOTS) of the General Education Faculty of the Universidad de Zamboanga. Th e fi rst research problem was on the extent of application of higher order thinking skills in the management of classroom and evaluation. Th e second research problem was anchored on the signifi cant diff erence in the extent of application of higher order thinking skills when the respondents are grouped according to their academic profi le. Lastly, it focused on the formulation of an in-service training on test construction.

Th e researcher utilized the descriptive-quantitative method. It is descriptive because the study determined the extent of application of the higher order thinking skills of the general education faculty in assessing the performance of the students. Moreover, the study employed quantitative research method to determine the signifi cant diff erence in the application of higher order thinking skills when the respondents are grouped according to their academic profi le. In this study, there were seven (7) departments included in the study namely: English, Social Sciences and Humanities, Mathematics, Filipino, Euthenics, NSTP and Science Department. A total enumeration was employed in the selection of the respondents in the study. Hence, the researcher employed weighted arithmetic mean and kruskal wallis to determine the extent of application of higher order thinking skills and its signifi cant diff erence in the application of higher order thinking skills among GEC faculty.

Th e fi ndings revealed that the application of knowledge and analysis by the GEC faculty registered as a slight extent. Th e data further revealed that the GEC faculty utilized comprehension and application in their test construction which registered as low extent. Moreover, the GEC faculty employed synthesis and evaluation in their test which

67 registered as very low extent. However, the over- all extent of application of the higher order thinking skills by the GEC faculty was considered to a low extent.

Th e quantitative result of the study revealed that there is no signifi cant diff erence in the application of higher order thinking skills when the data were analyzed into educational att ainment, academic rank, length of service and number of teaching preparation. However, among the diff erent academic rank, assistant professors moderately employed the cognitive level of comprehension in their test construction to measure students’ performance. Th us, on the basis of the fi ndings of the study, the researcher was motivated to design an in-service training on test construction to help the GEC faculty in their test construction and of application higher order thinking skills in their management of classroom and evaluation.

Keywords: Higher Order Th inking Skills (HOTS), classroom measurement, teachers in-service training and Universidad de Zamboanga, Philippines

68 Con-current Session Presentations

STRA ND E

ROLE OF EDUCATIONAL ADMINISTRA TION AND MANAGERS IN LEARNING ASSESSMENT AND EVALUATION

69 70 Technology Acceptance of Philippine Early Childhood Teachers in Inclusive Sett ings

JASPER VINCENT Q. ALONTAGA De La Salle University – Manila

ABSTRA CT

he current trend in special education is movement toward inclusion, where students Twith special needs are taught in regular classrooms with their chronologically-aged peers. It is common to see, even in the preschool level, students with special needs included. As such, preschool teachers are tasked to develop instruction suited for the needs of both regular and special children. Th e power of technology should be harnessed in order to achieve this. Teachers should embrace the use of technology and integrate Information and Communication Technologies (ICTs) in their curriculum. Th is study examined the technology acceptance of 65 Philippine early childhood education teachers in inclusive sett ings in terms of their competence, att itude and practice. It was found out that although the participant teachers have suffi cient competence and positive att itude in using basic technologies, their computer practice is still mostly teacher-centered use of technology. It is suggested to provide training to further improve their technology skills and to help them facilitate student-centered use of technology. Th eir level of technology acceptance is aff ected by external variables of hours on the computer for personal use, availability of computers for student use and level of students. It is suggested to provide training to further improve their technology skills and to help them facilitate student-centered use of technology, as well as provision of more technology options.

Keywords: technology acceptance; early childhood teachers; inclusive sett ings

71 Item Analysis and Quarterly Assessment of Students in Bucayao National High School: Basis for Proposed Simplifi ed Item Analysis Soft ware

CERILO C. ILLAGA JR. MAXIMO E. GARCIA Schools Division of Calapan City, MIMAROPA Region

ABSTRA CT

he performance of students is measured through the use of assessment. In the Tsame way, one of the indicators to measure the performance of the schools is the National Achievement Test (NAT). Considering the current situation of the schools in this standardized test, the researchers focused on assessment specifi cally the result of item analysis and quarterly performance of students and the relationship between them. Purposive sampling as non-probability sampling was used to determine Bucayao National High School (BNHS) as the subject of the study. All the teachers and students of BNHS were the respondents of the study which covered the SY 2015-2016. Using the descriptive correlational design, the data of this quantitative study was properly discussed, analyzed, and interpreted. Th e result of item analysis in percentages, interpreted as retained, revised, and rejected items in quarterly assessment were 56.30%, 27.53%, and 16.17% consecutively. Moreover, students’ performance of 46.37% was interpreted as average yet below standard. Th e computed correlation value of 0.554 was described as positive and moderate and interpreted as signifi cant. Having considered the result, simplifi ed item analysis soft ware was designed and proposed to be utilized by teachers in the analysis of their quarterly assessment.

Keywords: item analysis, diffi culty index, discrimination index, multiple choice, quarterly assessment

72 Con-current Session Presentations STRA ND F

CREATING LEARNER- CENTERED ASSESSMENT ENVIRONMENTS

73 74 3-Level Nested Design of National Achievement Test in Zamboanga Peninsula High Schools

ASPAR A. KA SA

ABSTRA CT

his study illustrated the 3-level nested (multilevel modeling) design using an actual Tdata on National Achievement Test (NAT) of Department of Education Region IX, Zamboanga Peninsula from school year 2010 to 2013. Th e data was primarily collected at City Divisions Planning Offi ce. Forty-eight (48) out of three hundred eighty eight (388) schools and twenty-four (24) out of fi fty-seven (57) districts throughout divisions are randomly selected. Many designs test the main eff ect and interaction eff ect of some variables under consideration in a statistical experiment. Most researchers seek to infer the interaction eff ect for their experiments. Bust some factors are hierarchical in nature that makes the interaction eff ect invalid.

Conducting a nested design on this hierarchically structured data will be inferred appropriately. Th e nested analysis of variance (ANOVA) models were also introduced to get the variance component analysis for the random eff ect model and fi xed models specifi cally considers the grouping variability of each factor and not limited to two hierarchical levels. Th e analysis of the statistics were performed in R studio, which is freely distributed, open source license with a relatively simple scripting syntax and gaining popularity among experimenter because of its fl exibility.

Th e analysis showed that the divisions within a region, district within a division have no impact on the NAT. While schools within a districts within divisions are signifi cantly diff erent.

Due to the alarming decrease of students’ performance on the National Achievement Test- Mean Percentage Score (NAT-MPS) of the Department of Education, Division of City Schools of Zamboanga Peninsula, Region IX. Th e researcher utilized both quantitative and qualitative analyses made inferences and generalization out of the data gathered. Th e study is expository in nature. All the facts and data gathered were carefully considered, analyzed and interpreted.

Keywords: multilevel modeling, nested design, hierarchical, national achievement test, nested ANOVA

75 Sequencing Type of Test as a Formative Assessment for Students’ Comprehension of Narrative Text

REICON C. CONDES Dr. Maria D. Pastrana High School DepEd Quezon , Mauban South District

ABSTRA CT

riven by the search for an ease in assessing the students comprehension of narrative Dtext, this study aimed to determine the relationship between comprehension level and skill in sequencing events. Th e study was a correlation research that employs practical purposive sampling technique to choose the specifi c respondents. isTh paper revealed that there are lots of students who are at beginning level of sequencing skill while most of the students are in instructional level of comprehension and few are in independent level of comprehension, which is even lesser than the number of students under frustration level of comprehension. Furthermore, the results show that there is a signifi cant relationship between student level of comprehension and their skills in sequencing of events. Th is research gives an insight that assessment using sequencing type of test is refl ective of the student’s comprehension of narrative text. Th is further recommends the use of sequencing type of test, which can be very versatile, as formative assessment for students’ comprehension of narrative text.

76 AGHAMazing Technique in Improving Academic Performance of Grade 9 Students in Science

ANGELITO S. MANALASTAS,Ph.D. Division of Pampanga Department of Education

ABSTRA CT

his study was conducted to determine the eff ectiveness of AGHAMazing technique Tin improving the academic performance of Grade 9 students in science. Th e study used the experimental method of research comparing the AGHAMazing technique to traditional technique in teaching science. A teacher-made pre-test and post- test employed to check the performance of the students who participated in the study. T-test analysis was used by the researcher to compare the signifi cant diff erence between the two variables.

Results of the pre-test and post-test revealed that AGHAMazing technique is more eff ective method in improving the academic performance of Grade 9 students in science compared to traditional method.

Th e study recommends that science teachers can use/try updated and relevant teaching techniques to uplift the academic performance of the students. Personnel in the Department of Education should initiate programs/activities, trainings and seminars to equip the teachers with latest trends, issues and concerns to further stimulate their teaching competency especially in the conduct of teaching-learning process. In addition, this will develop the teacher to become 21st century teacher to produce 21st century students. Collaborate with the LGU’s and NGO’s to sponsor/ donate multi-media equipment like computers, TV monitor and others to be used by the teachers and students inside the classroom.

77 78 Con-current Session Presentations STRA ND G ASSESSING CONCERNS OF THE FOUR TRA CKS OF THE K TO 12 PROGRA M

79 80 Improving Academic Performance of Grade 7 Students Using the Fairy Lady and Her Kitchen as Strategic Intervention in Bread and Pastry Class

PSYCHE B. CAMBO, MAIE Division of Cagayan de Oro City

ABSTRA CT

very school, the access to quality education is a global concern. Th e K to 12 Basic EEducation Program (BEP) implemented in elementary and secondary school. Technology and Livelihood Education (TLE) is an exploratory subject for Grade 7 and Grade 8 introduced the diff erent learning activities which will prepare the students to be skillful before they take the step into the world of work.

However, the access of students’ Learning Module and Teachers Learning Guide was limited and there was no module available for the students to help them in the teaching- learning process as prescribed in the curriculum. Without modules and other instructional materials, student’s learning is negatively aff ected and their learning level becomes dense resulting to least learned competency.

With this problem, the researcher makes a progress on how to bridge the learning gaps in Grade 7 students; the development of Strategic Intervention Material (SIM) in Technology and Livelihood Education (TLE) particularly in Bread and Pastry is the answer. Th e SIM utilized in this study entitled “Fairy Lady and Her Kitchen,” was made by the researcher. Skill in this SIM focuses on the classifi cation and naming of cooking materials, kitchen utensils and equipment that are commonly found in the kitchen. Th e Strategic Intervention Material has fi ve parts: the guide card, activity card, assessment card, enrichment card, and reference card. Th e guide card stimulated the students of interest on the topic discussed and gave a preview of what they would learn. Activity Card, Assessment Card, and Enrichment Card are series of activities with diff erent level of diffi culties to excite their interest as they answer the SIM. Th e following research instruments used in this study were Pre-Test/Post-Test, and the Strategic Intervention Material designed to help teachers provide the students who need support to make progress. As the result of the conduct of the SIM by the researcher, the following interventions were realized and made through the initiative and eff ort of the researcher; it was found out that there was a signifi cant diff erence between the pre-test and post-test results in TLE using the SIM.

81 It further conclude that the performance and academic skills of the Grade 7 students of Tablon National High School in Technology and Livelihood Education particularly in Bread and Pastry had improved due to SIM provides self-directed activities and students are learning by doing at the same time they are enjoying.

Keywords: technology and livelihood education, bread and pastry, skills.

82 Exploring the Perceived Vulnerability to Climate Risk in Protecting School Children: Viewing Climate Change Impacts through a Child’s Eyes

MARK JOHN T. GABULE EVELYN Q. SUMANDA Gusa Regional Science High School Department of Education Region 10

ABSTRA CT

his paper explores the issues on what and how to adapt climate change by presenting Tbaseline data of children reporting changes to their environments due to changes in the climatic conditions. It also examined to what extent they are aware of the issues related to climate change vulnerability and its capacity to cope with extreme changes identifi ed at the local (school and community) level. A mixed method of research was used; data were collected using the methodological triangulation technique: survey, observation, face to face interview and focus group discussion (FGD). Th e results show that children have limited understanding on how to adapt to climate change and could not demonstrate clear and established strategy that explained how their school would adapt to. Similarly, a lack of disaster-risk-related planning initiatives were evident on the part of the school where children are not being involved. Th e study concludes that there is a strong determinant of high vulnerability to climate risk to children. Th erefore, greater att ention should be given to understanding the characteristics of vulnerability, adaptive capacity and resilience of communities. Furthermore, the Department of Education framework for disaster risk reduction management must be instituted and cascaded down to every child in school.

Keywords: child protection, vulnerability, climate change, adaptive capacity, Philippines

83 Employable Skills Needed by Local Industries of East II District Division of Cagayan de Oro City: Basis for Senior High School Courses Off ering

MARIVIC D. LABITAD / KENNETH C. BETE NERISSA V. DAZO / JENNELIN S. ENERO EDWIN O. MAMBA Bugo National High School Division of Cagayan de Oro City

ABSTRA CT

he main purpose of this study is to fi ndout the skills needed in local industries and Tthe courses off ered in the senior high schools in district II of Cagayan de Oro City Division as basis for Senior High School courses off ering. Specifi cally it sought to answer the following research questions: (1) What are the skills needed in the local industries in East II District?; (2) How do these skills infl uence employability?; (3) What are the existing Senior High School courses off ering in East II District?; and (4) What evidence is there of a relationship between employability and Senior High School off ering?

A descriptive research methodology was used for this study. A survey on skills needed by local industries and Senior High School Off ering of East II District was administered. Results revealed that Senior High School courses off ering in district II do not correspond to the needs of local industries since generally, the highest frequency skills needed which are Welding, Food and Beverage Services, Front Offi ce, Electrical Installation and Maintenance and Computer Servicing are off ered only in one school except for Electrical Installation and Maintenance which is off ered by four schools. Th e Focus Group Discussion result revealed that graduates of these four highest frequency skills have high employability rate provided that they are NCII Holders. It is recommended that Senior High Schools in East II District should off er these courses for school year 2017-2018.

Keywords: employability, Senior High School Courses, skills

84 Determining Att itude Towards Issues on Sexuality: Basis for Strengthening Counseling Service

ARLENE B. VALMORIA Macabalan National High School DepEd Region 10 - Division of Cagayan de Oro City

ABSTRA CT

he study was conducted to determine the students prevailing att itude towards issues Ton sexuality of grade 8 to grade 10 students of Macabalan National High School. Issues on sexuality being studied include premarital sex and public display of aff ection. Th e respondents of the study consisted of 300 randomly selected from grade 8 to grade 10 students of Macabalan National High School.

As growing individuals, teenagers encounter various changes in life that cause them to adjust on that stage. Changes include all aspects such as behavior and att itude towards issues on sexuality which aff ect the individual’s behavioral development. Failure to cope with the changes may result to behavioral problems of adolescents. Misbehavior aff ects learners’ studies and interpersonal relationships. Students therefore need to be aware, be able to internalize and inherent positive outlook towards sexual issues through enhanced counseling sessions. Due to these issues on sexuality on public display of aff ection that usually leads to premarital sex, the researcher as Guidance Counselor enhanced counseling service as intervention to address the increasing number of teenage pregnancy and public display of aff ection cases in the school.

A descriptive research design was utilized in this study. For the data gathering, the researcher made questionnaire was used as a tool for pre and post survey to gather information before and aft er the intervention. Based on the result of the pre-survey, the respondents have only fair att itude towards issues on sexuality in terms of premarital sex and public display of aff ection. With the series of enhanced counseling conducted, the respondents have good att itude towards issues on sexuality based on the information gathered from the post survey.

Th e fi ndings of the action research confi rm or validate the theory of Erick Erickson, that the adolescent stage is viewed as a time of searching for an identity, forming self image, integration of ideas on oneself and what others think of who they are. An individual who fails to achieve a cohesive identity of self may experience an identity crisis and will exhibit

85 role confusion, while an individual who successfully makes it, will develop fi delity in his/ her relationships.

It is then a challenge to continue the conduct of counseling sessions as intervention to continuously alleviate teen-age pregnancy and public display of aff ection cases.

Keywords: sexuality, adolescent, premarital sex, public display of aff ection, att itude

86 Preparedness of Tanauan School of Fisheries’ Tech-Voc Department in Food Processing as One of their Specializations in the Implementation of K to 12 Basic Education Program: An Assessment

DIONISIA ROMALES MATUTO Tanauan School of Fisheries Ambulong, Tanauan City, Batangas

ABSTRA CT

he purpose of the study was to assess the level of preparedness of Tanauan School Tof Fisheries’ Tech-Voc Department in Food Processing NC II as one of their specializations in the implementation of K to 12 basic education program in terms of teacher’s competence, adequacy of learning resources and training venue/facilities.

Th e data for the study were gathered from the total of 24 Tech-Voc teachers. Data were gathered through simple survey using a checklist. Descriptive research design was used for this study.

Th rough this study, it was found out that the school is “much prepared” in terms of teachers’ competence, adequacy of learning resources and laboratory as one of the training facilities. On the other hand, the school is “moderately prepared” in terms of partner industries for students’ OJT as one of the training facilities.

Certainly, the researcher believed that this study may serve as a basis for the school to create plans or projects for the future needs of students in terms of harnessing their competencies. Further, this will give the school pertinent facts on their level of preparedness in the implementation of K to 12. Th is will also give teachers ideas for them to determine the appropriate strategies that they could use to develop the students’ skills/competencies.

Th e results gathered in this study may also be helpful to DepEd in monitoring the development of their preparation for the national implementation of the K to 12 Program as well as in monitoring how the implementing schools will respond to their mandate.

Keywords: assessment, preparedness, Food Processing NC II, teachers’ competence, learning resources, training facilities, K to 12

87 88 The Organizers

89 90 CONFERENCE ORGANIZING COMMITT EE

STEERING COMMITT EE Virgilio U. Manzano Overall Chair

Oscar P. Ferrer, GFF President Anita C. Dematera, Conference Coordinator Marife T. Tañala, Co-Conference Coordinator Lorna Dig Dino, Regional Director, DepEd MIMAROPA Region Members

CONFERENCE PROGRA M CONFERENCE SECRETARIAT & EVALUATION Over-all Coordinator : Anita C. Dematera Head : Carlos Pizarro Associate : Florinda B. Dimansana Associate : Raul P. Parreño Rea Bunuan Master of Ceremony : Deanie Lyn Ocampo Members : Belen C. Manliclic Niel Kenneth Jamandre Ronaldo F. Berona Member : Anita C. Dematera Jennett e Burlat Juanita C. Villagomez Jessalyn B. Briones Gina F. Berona CONFERENCE MODERA TORS AND LECTURER FINANCE Head : Arlene dela Cruz Head : Anita C. Dematera Associate : Levi E. Elipane Members : Susan L. Alcantara Members : Th elma Rabago-Mingoa Jo Maria Luz Mendoza Malou Neri-Cura Belen D. Manliclic Leny Que Mary Ann Macaranas Catherine T. Fusilero Ryan Atezora Mary Ann C. Macaranas Cheryl D. Elarion Juanita C. Villagomez Jasper Vincent Alontaga CERTIFICATES Head : Jenett e Burlat Workshop Lecturer: Lourdes R. Baetiong Susan L. Alcantara Steffi P. Manhit FOOD AND SUPPLIES CONFERENCE GUEST RELATION Head : Gina F. Berona MODERA TOR Associate : Jessalyn B. Briones Head : Th elma Rabago-Mingoa Associate : Eric G. Teñoso COMMUNICATION / PHYSICAL ARRA NGEMENT / TRA NSPORTATION CONFERENCE DOCUMENTATION Head : Gina F. Berona Heads : Berinice I. Zamora Associate : Laurence dela Torre Melony P. Donayre Members : Cerilo C. Illaga, Jr. LAYOUT ARTISTS AND DESIGNERS Ryan Atezora Jasper Vincent Alontaga Berinice I. Zamora

91 DEPARTMENT OF EDUCATION MIMAROPA REGION OFFICIALS

OFFICE OF THE REGIONAL DIRECTOR

Lorna Dig Dino, Ph.D. Regional Director

DANILO E. DESPI, Ph.D. OIC, Offi ce of the Assistant Regional Director

FUNCTIONAL DIVISIONS

JEANETT E V. MARTINEZ MARIFLOR B. MUSA GLORIA M. CRUZ Chief, Policy, Planning Chief, Curriculum Learning Chief, Quality Assurance and Research Division and Management Division Division

MARIFE T. TAÑALA ESMERA LDO G. LALO CHARITY A. CAPUNITAN Chief, Human Resource Chief, Education Support Chief, Field Technical Development Division Services Division Assistance Division

92 CONFERENCE SECRETARIAT

DEPARTMENT OF EDUCATION SCHOOLS DIVISION OFFICE REGION IV-B MIMAROPA

LORNA DIG DINOMARIFE T. TAÑALA FLORINDA B. DIMANSANA

RA UL P. PARREÑO ERIC G. TEÑOSO

GURO FORMATION FORUM, INC.

93 94 Signing Ceremonies

95 96 MOU SIGNING BETWEEN GFF AND DEPED MIMAROPA OFFICIALS

97 SIGNING OF MEMORA NDUM OF UNDERSTANDING BETWEEN GFF AND DEPED LAGUNA DIVISION OFFICE (GFF’S PARTNER FOR THE GFF-ICW 2017)

Th e Memorandum of Understanding between the Guro Formation Forum, Inc. GFF was represented by its President, Oscar P. Ferrer and Vice President Virgilio U. Manzano. DepEd Laguna was represented by Superintendent Josilyn S. Solana and the Orlanto T. Valverde, Chief of its Curriculum Implementation Division.

98 Th e special guest during the MOU signing was Mrs. Carmen “Menchu” Pascual, (in red coat) President of the Philippines Association of University Women, UP Chapter (PAUW-UP), and wife of UP President Alfredo Pascual. Th e MOU signing was held at the UP Executive House in UP Diliman last October 11, 2016.

99 100 Conference Guidelines

101 102 CONFERENCE GUIDELINES

ON REGISTRA TION

1. A participant is considered offi cially registered upon his/her payment of the required registration fee AND the submission of a properly fi lled-up Delegate Information/ Registration form.

2. Payment transactions, whether it is in cash or through checks, should only be made through the designated cashiers assigned to each of the following participant cluster:

PARTICIPANTS REGISTRATION VENUE MIMAROPA Clustered Participants: Tagaytay Country Hotel - Occidental Mindoro (207 pax) - Oriental Mindoro (33 pax) - Palawan (75 pax) - Romblon (77 pax) - Marinduque (70 pax) - PPC (51 pax) - Calapan City (32 pax) GFF Participants Conference Venue Lobby

3. Participants should present their Offi cial Receipts(OR)to the Kit Distribution Committ ee to claim their workshop kit, conference ID, meal stubs and hotel room assignment based on the cluster of paid participants. • For MIMAROPA participants: In their designated hotel lobby • For GFF participants: At the lobby of conference venue

4. For pre-registered participants, proceed to your assigned table at the lobby of your assigned hotel (see table above Hotel Lobby and present your proof of payment. You will be given your Offi cial Receipt, conference kit and room assignment

ON ATT ENDANCE

1. For any concerns, the Hotel person in-charge (Mr. King Vecinal Dueñas) will be available on the following schedule:

Dates Morning Aft ernoon/Evening October 27 11:30 am 8:00-8:30 pm October 28 7:00 -7:30 am 8:00-8:30 pm October 29 7:00 - 7:30 am 12:00nn 103 2. Att endance will be taken before the start of the morning session and before the start of the aft ernoon session. Participants must drop by their designated registration area and sign the att endance sheet.

3. Th e Secretariat staff and moderator assigned to check the att endance shall likewise monitor participants during the concurrent sessions and in cases where it is deemed necessary.

4. In case of emergency or unavoidable circumstances which may curtail your att endance to the conference activities, please notify the Secretariat immediately.

5. Only those with complete att endance for the 3-day session will be given a certifi cate of appearance and participation.

6. All certifi cates will be given on the last day and towards the end of conference upon submission of the accomplished conference fi nal evaluation form. NO EVALUATION, NO CERTIFICATE. Th e Secretariat and designated cluster coordinator will be responsible for the distribution of the certifi cates.

ON MEALS AND SNACKS

1. Breakfast will be served at 6:15 am at the respective hotels.

2. Meals and snacks will be served upon presentation of the meal stubs. Each meal stub is color coded. Th e participants are advised to keep their meal and snack stubs to claim their food.

3. Participants must properly line up for their breakfast, lunch and dinner. Coff ee and water will be provided inside the venue.

4. Snacks will be served in the function rooms.

ON FACILITIES (Look for signages)

1. Comfort rooms can be located by following the appropriate signages (please see the fl oor plan).

104 2. For the con-current sessions, venue locators (with the names of speakers) will be posted in front of the plenary hall in the morning of Day 2 of the conference. Please be guided accordingly. 3. Th e Floor Plan of registration area, room accommodation, and hotel rules and regulations are posted at the lobby of the conference venue.

ON CONFERENCE EVALUATION

1. Kindly text your daily feedback, comments and suggestions to 0921-7544187. Immediate response will provided by the Secretariat and when needed, responses will be announced to the plenary by the Emcee.

2. No fi nal conference evaluation, no certifi cate.

ON SECURITY/MEDICAL ASSISTANCE

1. Tagaytay Country Hotel guards are stationed in strategic areas within the plenary and concurrent session venues to ensure the safe and orderly conduct of the conference.

2. Immediately call on the medical assistance group for any medical assistance and/or emergencies that may be needed by the participants and the conference organizers.

Should you have any problems; the Conference Secretariat will be most willing to assist you. In case of emergency, please call the following numbers immediately:

For GFF: 0921-7544187 (Annie Dematera / Rea Bunuan)

For MIMAROPA: 0917-8377684 (Florinda B. Dimansana)

105 106 Acknowledgments

107 108 Th e Guro Formation Forum, Inc. would like to thank the following for their invaluable time and eff ort that contributed to the success of the 2016 International Conference-Workshop:

Department of Education Commission on Higher Education

Department of Education MIMAROPA Region

Schools Division Schools Division Schools Division of Calapan City of Marinduque of Occidental Mindoro

Schools Division Schools Division Schools Division Schools Division of Oriental Palawan of Puerto Princesa of Romblon Mindoro

109 REX Publishing Company

Blessings Copy Center

110 Conference Evaluation

111 112 113