A new study by the Philippine Institute for Development Studies (PIDS) titled “Examining the DepEd’s National Assessments: A Review of Framework, Design, Development, Psychometric Properties, and Utilization,” that evaluated how national tests are developed and used, has pointed to the need to strengthen test quality and align assessments more closely with curriculum expectations.
PIDS noted that the Department of Education’s fixed 75 percent benchmark for the National Achievement Test is not grounded in standard-setting processes that determine cutoffs based on curriculum requirements.
It found that more students reach the proficient level when standard-setting cutoffs are applied rather than the Bureau of Education Assessment’s benchmark, suggesting that the current threshold may be set too high and may not accurately represent actual learner performance.
As a result, many students who demonstrate expected skills are still classified as “nearly proficient” or “low proficient.”
Interviews with teachers, school heads, and division testing coordinators also highlighted the need for better alignment between national assessments and classroom instruction.
The analysis further underscored gaps in test development and item validation. Some tests were found to be too easy, too difficult, or insufficiently discriminating, pointing to the need for more rigorous quality control in item writing, review, and selection.
According to the study, timely and focused reporting would better support student progression and prevent parents and learners from misinterpreting scores as indicators of poor performance.
PIDS said a more transparent and user-friendly reporting system would help schools track progress, identify learning gaps, and collaborate more effectively on instructional improvements.
As the country grapples with a learning crisis, our government officials will need the most accurate information available to be able to deal with the problem effectively. As it does what it can to address the serious issue, the DepEd must also pay attention to the results of the PIDS study that has pointed out the need to strengthen test quality and align assessments. After all, it could prove that the problem may not be as bad as it seems, or at the very least, it could help education officials come up with a better roadmap as our country tries to find its way out of this crisis.*
