July 18, 2022
6:45 PM
Our Second Plenary Session with Sir Sam and Section A of SciEd205 - Curriculum Development was held last August 18, 2022 (Monday). Our honored guest speaker, Miss Lalaine Bagui is a Research Officer at the Assessment, Curriculum, and Technology Research Centre (ACTRC). She is currently pursuing a Master of Arts degree in Education (Physics Education) at the University of the Philippines-Diliman, where she earned her Bachelor of Secondary Education. She is also a licensed teacher, who has taught Science and Mathematics to high school students. Before joining ACTRC, Miss Lalaine took part in two research projects, namely the Review of Muslim Education Initiatives (MEIR) and the Validation of SWANS in the Philippines (PRIME). Since she became part of ACTRC in 2015, she has been involved in research projects investigating student readiness, teachers' formative assessment practices, K to 12 curriculum review, and micro-certification for the alternative learning system in the Philippines.
Some methods Miss Lalaine mentioned in the plenary were Test development (e.g. item writing, paneling, pilot testing), Test administration, Data analysis using Rasch Analysis, Develop learning progressions, and Classroom Observation. The Rasch analysis is new to me. This is an analysis where I am interested to learn this. This is one of the methods in doing item-response theory where there is a corresponding learning progression to report not just to say students are not ready with numbers but to support it with analysis of why and how. It is an evidence-based progression. They look into items, describe and write descriptions for each level with increasing sophistication in terms of competencies and skills.
After examining the test items useful in each level, learning progression is generated. They were able to determine the percentage of students that are ready for each grade level. It is decreasing from Grade 7 to Grade 10 and a lower percentage in Grade 7. This was administered based on their curriculum.
Various studies where Miss Lalaine was involved were mentioned: Science Curriculum, SciMa, Formative Assessment Study, and the Feasibility Study on Micro-Certification for the Alternative Learning System (ALS) in the Philippines. From what we saw, she also presented an overview of the intended, implemented, attained, and tested curriculum. Some recommendations were written in their review. The number of learning competencies should be considered in light of future results from the review of the implemented and attained curriculum to ensure all learning competencies can be taught to the required cognitive depth in the time available in schools. Learning competencies across grade levels and learning areas should be clearly articulated to avoid any confusion about the content to be taught and the cognitive demand required. Special attention should be given to phrasing and language choice within learning competencies. Proper sequencing and placement of prerequisites in the curriculum guide, across grade levels and learning areas, should be reviewed prior to the release of any future curriculum changes. Prerequisites in the curriculum guide should be made explicit, as this would improve the usefulness of the curriculum guide. Curriculum changes should be reviewed across learning areas to ensure changes accommodate prerequisites required by other learning areas. Consideration should be given to the balance of cognitive demand within learning competencies to ensure students have sufficient opportunity to learn to perform basic procedures before being asked to undertake more cognitively demanding competencies.
Addressing these recommendations and suggestions that are not mentioned here but in ACTRC's written report would support teachers to better implement the intended, implemented, attained, and achieved curriculum, which will greatly give to the improvement of student achievement.
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