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In this chapter, the Philippines details an experience in innovating its national student learning assessment for the K to 12 Basic Education Program. The effort is led by the Department of Education (DepEd) with the thrust of ensuring that its high school graduates will adapt and thrive in a competitive and ever-evolving world; thus, the change of assessment focus from subject area proficiency to twenty-first-century skills (21CS). DepEd foresees influencing 21CS teaching in schools through this assessment innovation. Partnering with the Assessment, Curriculum and Technology Research Centre, it conducted critical processes in developing its 21CS assessment framework and auditing the curriculum before designing and constructing its first test forms. The article ends with systemic challenges that emerged in streamlining policy with practice, as supported by research findings on the actual implementation of 21CS in classrooms, including the needed pedagogical support for teachers. Suggested future directions are also discussed.

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Assessing Twenty-First-Century Skills: The Philippine Experience

  • 章节

  • 发表日期：

    2026年

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  • Danilyn Joy Pangilinan,
  • Nelia Benito,
  • Kevin Carl Santos,
  • Abigail Alviz

摘要

In this chapter, the Philippines details an experience in innovating its national student learning assessment for the K to 12 Basic Education Program. The effort is led by the Department of Education (DepEd) with the thrust of ensuring that its high school graduates will adapt and thrive in a competitive and ever-evolving world; thus, the change of assessment focus from subject area proficiency to twenty-first-century skills (21CS). DepEd foresees influencing 21CS teaching in schools through this assessment innovation. Partnering with the Assessment, Curriculum and Technology Research Centre, it conducted critical processes in developing its 21CS assessment framework and auditing the curriculum before designing and constructing its first test forms. The article ends with systemic challenges that emerged in streamlining policy with practice, as supported by research findings on the actual implementation of 21CS in classrooms, including the needed pedagogical support for teachers. Suggested future directions are also discussed.