District Pisa Deped Competencies

Division Training-Workshop on
21 Century Skills and

st
Assessment
1
EXPLORING CONVERGENCE:
PISA AND DEPED
COMPETENCIES
RAFFY G. HERERRA, MT-II

CHARMIE JANE C. ASERAL, T-III
Resource Speakers
DEPARTMENT OF EDUCATION- SCHOOLS DIVISION OF SOUTH COTABATO 2

Rise & Shine!
How’s everything?
Today, I feel…
LET’S GET IT ON!
PICk-a-SONG
INSTRUCTIONS:
1.You'll be shown pictures and asked to
sing a song that relates to the image.
2.Ten (10) seconds will be allotted for you to
give and sing a song relating to the image.

LET’S GET IT ON!
PICk-a-SONG

LET’S GET IT ON!
PICk-a-SONG

LET’S GET IT ON!
PICk-a-SONG

LET’S GET IT ON!
PICk-a-SONG

LET’S GET IT ON!
PICk-a-SONG

LET’S GET IT ON!
PICk-a-SONG

ACTIVITY 1: PICk-me-UP!
PICk-me-UP!
INSTRUCTIONS:
1.You will be shown two pictures and asked to draw an
image that summarizes the message/symbolism of the
pictures.
2.You will be given five (5) minutes to draw a picture
and consider your explanation for selecting it.
3.Select a team member who will explain the image for
no more than two minutes.



Let’s process this…
I CONFESS!
1.Why did you come up with such image?
2.How do you feel about Philippines’ poor
performances in international academic
assessments?
3.What recommendations do you have for
improving our teaching practices?
In the CONTEXT OF DEPED…
KITE
-displays Filipino spirit
-symbolizes Sulong EduKalidad, national movement for our persistent
quest for quality education for Filipino learners
-has four quadrants that embodies the pillars of Sulong EduKalidad:
1. K to 12 curriculum review and update;

2. Improving the learning environment;
3. Teachers’ upskilling and reskilling; and
4. Engagement of stakeholders for support and collaboration
The KITE represents both DepEd's efforts and the learners' goals of flying
high through quality basic education for all (DepEd, 2019).

TERMINAL OBJECTIVE
At the end of the session, the

participants should be able to improve
their 21st century classroom
assessment knowledge and practices.

ENABLING OBJECTIVES
• present rationale for the conduct of PISA;

• discuss PISA’s nature;
• determine three domains of PISA; and
• align PISA’s and DepEd’s learning
competencies

RATIONALE
for
Employing
Employing PISA…
To do well in PISA, students have to be able to extrapolate from what
they know, think across the boundaries of subject-matter disciplines,
apply their knowledge creatively in novel situations and demonstrate
effective learning strategies. If all we do is teach our children what
we know, they might remember enough to follow in our
footsteps; but if they learn how to learn, and are able to think
for themselves, and work with others, they can go anywhere
they want. Some people argued that the PISA tests are unfair,
because they may confront students with problems they have not
encountered in school. But then life is unfair, because the real test in
life is not whether we can remember what we learned at school, but
whether we will be able to solve problems that we can’t possibly
anticipate today.
(Schleicher, 2019)
Employing PISA…

Employing PISA…
Department of Education (DepEd) aims to ensure access to quality
basic education for all Filipinos.
implementing 10-Point Agenda of Secretary

Leonor Magtolis Briones: continued
improvement of the basic education system
providing QUALITY basic education in
accordance with the objectives of Sustainable
Development Goal (SDG) 4: Quality Education
(DepEd, 2019)
Employing PISA…
using assessment results to see learners’
performance and to provide relevant and
responsive policies/programs/reforms to
further improve teaching and learning
quality
participating in international large-scale
assessments to assess Filipino learners’
performance (DepEd, 2019)
Employing PISA…
using the PISA results to understand how
Filipino learners apply what they have
learned in everyday contexts
getting timely and relevant insights on

learners’ performance through PISA and
making policy decisions as well as
preparations (DepEd, 2019)

Employing PISA…

Understanding

What is PISA?
Programme for International
Student Assessment (PISA)
international assessment of the skills
and knowledge of 15-year-old learners
*PISA-eligible students
-those who are 15 years and 3 months
to 16 years and 2 months at the time
of testing

What is PISA?
project of the Organization for Economic Co-
operation and Development (OECD) which
began in 2000
a three-year cycle that assesses learners' ability
to draw from what they have learned and apply
that knowledge in unfamiliar situations both
within and outside of the classroom (Educational
Research Centre, 2022)

What is PISA?
evaluates learners’ performance on

real-life tasks that are considered
relevant for effective participation in
adult society and for life-long learning
(Educational Research Centre, 2022)

Three Domains of

Three Domains of PISA
THREE MAIN DOMAINS/

CORE SCHOOL SUBJECTS
READING
S
IC
PISA
AT
SC
DOMAINS
EM
IE
NC
TH
E
MA


READING LITERACY’S 2 SETS OF SUBSCALES
 SINGLE TEXTS-with definite author

or group of authors, time of writing or
publication date, and reference title
 MULTIPLE TEXTS- with various
authors, being published at different
times, or bearing several titles or
reference numbers.

PISA Reading Literacy
Assessment includes:
1.Text: range of reading

materials
2.Processes: cognitive
approach that determines
how readers engage with
the text
3.Scenarios: contexts or
purposes, which reading
takes place

 LOCATE INFORMATION
 comprehending the main ideas and reflect on the text as a
whole
 involves two processes:
1. Access and retrieve information within a text
-locating information from tables, text chapters or whole
books
-assessing the relevance of text
-skimming or scanning through a series of paragraph to
retrieve specific pieces of information (OECD, 2019)

2. Search and select relevant text
-selecting information from not just
one, but also from several texts
-making decisions as to which of the
available texts is the most important,
relevant, accurate or truthful.

 UNDERSTAND
 constructing mental representation of what the
text is about or “situation model”: construction
of a memory representation of the literal
meaning of the text and the integration of
literal text contents with one's prior knowledge
through mapping and inference processes
(OECD, 2019)

UNDERSTAND
1.Represent literal meaning of a text
-involves a direct or paraphrased match between the
question and target information within a passage
2. Integrate and generate inferences

-working from the level of individual sentences to the entire
passage
- identifying the implicit main idea of a given passage to
produce a summary or a title for the passage

 EVALUATE AND REFLECT
1. Assess quality and credibility
-evaluating whether the information is valid, up to date,
accurate, or unbiased
-identifying and assessing the source of the information:
whether the author is competent, well-informed and
benevolent
-reflecting critically on the content and form of the text
(OECD, 2019)

2. Reflect on content and form
-reflecting on the quality and style of the writing
-evaluating the form of the writing and how the content
and form together relate to, and effectively express, the
author’s purposes and point of view
-drawing upon one's knowledge, opinions or attitudes

beyond the text in order to relate the information
provided within the text to one’s own conceptual and
experiential frames of reference (OECD, 2019)

3. Detect and handle conflict
-becoming aware of the conflict and to find
ways to deal with it
-assigning discrepant claims to their
respective sources and to assess the
soundness of the claims and/or the
credibility of the sources (OECD, 2019)

PISA READING
K TO 12 LEARNING COMPETENCIES
COMPETENCIES
LOCATE INFORMATION
1. Access and retrieve

information within a
text

PISA READING
COMPETENCIES
EVALUATE AND REFLECT
Assess quality and

credibility

READING LITERACY

READING LITERACY



MATHEMATICS LITERACY
“(A)n individual’s capacity to
reason mathematically to
formulate, employ, and interpret
mathematics to solve problems in
a variety of real-world contexts.”

MATHEMATICS LITERACY
includes reasoning
mathematically and using
mathematical concepts,
procedures, facts and tools to
describe, explain, and predict
phenomena

Mathematics is the focus and creative thinking is
the innovative domain in PISA 2022.
helps individuals know the role that
mathematics plays in the world and make the
well-founded judgments and decisions needed by
constructive, engaged, and reflective 21st
Century citizens (OECD, 2022)

MATHEMATICAL REASONING
reasoning logically and
presenting arguments in
honest and convincing
ways

 FORMULATE
Formulating situations mathematically
 refers to the ability of individuals to

recognize and identify opportunities to use
mathematics to analyze, set up, and solve
the problem

Includes activities such as the following:
selecting an appropriate model from a list
identifying the mathematical aspects of a problem situated in a
real-life context and identifying the significant variables
recognizing mathematical structure (including regularities,
relationships and patterns) in problems or situations
creating an ordered series of (step-by-step) instructions for
solving problems
representing a situation mathematically, using appropriate
variables, symbols, diagrams and standard models

 EMPLOY
Employing mathematical concepts, facts, procedures and reasoning
 applying mathematical concepts, facts, procedures

and reasoning to solve mathematically formulated
problems to obtain mathematical conclusions
 performing the mathematical procedures needed to
derive results and find a mathematical solution (e.g.
performing arithmetic computations, solving
equations, etc.)

Includes the following activities:
 performing a simple calculation
 drawing a simple conclusion
 devising and implementing strategies for finding mathematical solutions;
 making mathematical diagrams, graphs and constructions and
extracting mathematical information from them
 applying mathematical facts, rules, algorithms and structures when
finding solutions
 manipulating numbers, graphical and statistical data and information,
algebraic expressions and equations, and geometric representations

 INTERPRET AND EVALUATE
Interpreting, applying and evaluating mathematical outcomes
 reflecting upon mathematical solutions, results or
conclusions and interpret them in the context of the
real-life problem that initiated the process
 translating mathematical solutions or reasoning back
into the context of the problem and determining
whether the results are reasonable and make sense
in the context of the problem

Includes the following activities:
interpreting information presented in graphical form and/or
diagrams
interpreting a mathematical result back into the real-world
context
using mathematical thinking and computational thinking to
make predictions, to provide evidence for arguments, and to test
and compare proposed solutions
evaluating the reasonableness of a mathematical solution in
the context of a real - world problem

Filipino students achieved an
average score of 353 points in
Mathematical Literacy, which
was significantly lower than the
OECD average of 489 points.
 Only 1 out of 5 Filipino
students (19.7%) attained at
least the minimum proficiency
level (Level 2) in Mathematical
Literacy.

PISA READING
COMPETENCIES
FORMULATE
 selecting an appropriate
model from a list

PISA READING COMPETENCIES K TO 12 LEARNING COMPETENCIES
EMPLOY
 devising and implementing
strategies for finding
mathematical solutions
 manipulating numbers,
graphical and statistical data
and information, algebraic
expressions and equations, and
geometric representations

EMPLOY
 devising and implementing
strategies for finding
mathematical solutions
 manipulating numbers,
graphical and statistical data
and information, algebraic
expressions and equations, and
geometric representations

INTERPRET AND EVALUATE

 using mathematical
thinking and
computational thinking
to make predictions, to
provide evidence for
arguments, and to test
and compare proposed
solutions

INTERPRET AND EVALUATE

 ability of individuals to
reflect upon mathematical
solutions, results or
conclusions and interpret
them in the context of the
real-life problem that
initiated the process

SCIENCE LITERACY
 displays learners’ ability to engage with
science-related issues, and with the ideas
of science, as a reflective citizen
*A scientifically literate person is willing to
engage in reasoned discourse about
science and technology, which requires the
competencies to explain phenomena
scientifically, evaluate and design
scientific enquiry, and interpret data and
evidence scientifically

SCIENCE LITERACY
COMPETENCIES
CONTEXTS KNOWLEDGE
Personal Explaining phenomena Content
Require individuals How an individual does
Local/National to display scientifically these is influenced by Procedural
Global Evaluating and designing Epistemic
scientific enquiry
Interpreting data and




EXPLAINING PHENOMENA
SCIENTIFICALLY
 recalling the appropriate content knowledge in a given situation and use it to interpret
and provide an explanation for the phenomenon of interest

EVALUATING AND DESIGNING
SCIENTIFIC INQUIRY
 evaluating reports of scientific findings and investigations critically

INTERPRETING DATA AND EVIDENCE
SCIENTIFICALLY
 conveying the meaning of a piece of scientific evidence and its implications to a specified audience in
their own words, using diagrams or other representations as appropriate
 using of mathematical tools to analyze or summarize data, and the ability to use standard methods to
transform data to different representations

 Filipino students attained an average

score of 357 points in Scientific
Literacy, which was significantly
lower than the OECD average of 489
points.



IN SUMMARY…
READING LITERACY MATHEMATICS SCIENTIFIC
LITERACY LITERACY
COMPETENCIES
Explaining phenomena
scientifically
Evaluating and designing
scientific inquiry
Interpreting data and

WORKSHOP &
PRESENTATION
ACTIVITY: “LET’S DO IT!”
INSTRUCTIONS:
1. Analyze the K to 12 curriculum guide (1st
and 2nd quarters of Grades 8 and 9) of the
assigned subject and align it to the
competencies of a specific PISA domain.
2. Create a table that shows the alignment
between PISA and DepEd learning
competencies.

EXAMPLE:
(ENGLISH)
LOCATE INFORMATION
UNDERSTAND
EVALUATE AND REFLECT

EXAMPLE:
(MATHEMATICS)
FORMULATE
EMPLOY
INTERPRETE AND EVALUATE

EXAMPLE:
(SCIENCE)
EXPLAINING PHENOMENA
SCIENTIFICALLY
EVALUATING AND DESIGNING SCIENTIFIC

INQUIRY
INTERPRETING DATA AND EVIDENCE

SCIENTIFICALLY

REFERENCES
DepEd. (2016). K to 12 english curriculum guide. http://lrmds.deped.gov.ph/.
DepEd. (2016). K to 12 mathematics curriculum guide. http://lrmds.deped.gov.ph/.
DepEd. (2016). K to 12 science curriculum guide. http://lrmds.deped.gov.ph/.
DepEd. (2019). PISA 2018 national report of the Philippines.

https://www.deped.gov.ph/wp-content/uploads/2019/12/PISA-2018-Philippine-
National-Report.pdf
OECD. (2019). PISA 2018 assessment and analytical framework.

OECD Publishing. DOI: https://doi.org/10.1787/b25efab8-en
OECD. (2019). PISA 2018 Reading framework, in PISA 2018 assessment and analytical
framework. OECD Publishing. DOI: https://doi.org/10.1787/5c07e4f1-en
OECD. (2019). PISA 2018 Science framework, in PISA 2018 assessment and analytical framework.
OECD Publishing. DOI: https://doi.org/10.1787/f30da688-en

Closing Quote

END
Blessings for teachers

May you be safe.
May you be happy.
May you be strong and healthy.
May you and your students succeed.
May you rediscover your WHY, so you can champion literacy.
THANK YOU!

District Pisa Deped Competencies

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District Pisa Deped Competencies

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Division Training-Workshop on

21 Century Skills and

RAFFY G. HERERRA, MT-II

DEPARTMENT OF EDUCATION- SCHOOLS DIVISION OF SOUTH COTABATO 2

DEPARTMENT OF EDUCATION- SCHOOLS DIVISION OF SOUTH COTABATO 4

DEPARTMENT OF EDUCATION- SCHOOLS DIVISION OF SOUTH COTABATO 5

DEPARTMENT OF EDUCATION- SCHOOLS DIVISION OF SOUTH COTABATO 6

DEPARTMENT OF EDUCATION- SCHOOLS DIVISION OF SOUTH COTABATO 7

DEPARTMENT OF EDUCATION- SCHOOLS DIVISION OF SOUTH COTABATO 8

DEPARTMENT OF EDUCATION- SCHOOLS DIVISION OF SOUTH COTABATO 9

DEPARTMENT OF EDUCATION- SCHOOLS DIVISION OF SOUTH COTABATO 10

DEPARTMENT OF EDUCATION- SCHOOLS DIVISION OF SOUTH COTABATO 11

DEPARTMENT OF EDUCATION- SCHOOLS DIVISION OF SOUTH COTABATO 12

DEPARTMENT OF EDUCATION- SCHOOLS DIVISION OF SOUTH COTABATO 13

1. K to 12 curriculum review and update;

3. Teachers’ upskilling and reskilling; and

4. Engagement of stakeholders for support and collaboration

DEPARTMENT OF EDUCATION- SCHOOLS DIVISION OF SOUTH COTABATO 16

At the end of the session, the

DEPARTMENT OF EDUCATION- SCHOOLS DIVISION OF SOUTH COTABATO 17

• present rationale for the conduct of PISA;

DEPARTMENT OF EDUCATION- SCHOOLS DIVISION OF SOUTH COTABATO 18

DEPARTMENT OF EDUCATION- SCHOOLS DIVISION OF SOUTH COTABATO 21

implementing 10-Point Agenda of Secretary

getting timely and relevant insights on

DEPARTMENT OF EDUCATION- SCHOOLS DIVISION OF SOUTH COTABATO 24

DEPARTMENT OF EDUCATION- SCHOOLS DIVISION OF SOUTH COTABATO 25

DEPARTMENT OF EDUCATION- SCHOOLS DIVISION OF SOUTH COTABATO 26

DEPARTMENT OF EDUCATION- SCHOOLS DIVISION OF SOUTH COTABATO 27

DEPARTMENT OF EDUCATION- SCHOOLS DIVISION OF SOUTH COTABATO 28

evaluates learners’ performance on

DEPARTMENT OF EDUCATION- SCHOOLS DIVISION OF SOUTH COTABATO 29

DEPARTMENT OF EDUCATION- SCHOOLS DIVISION OF SOUTH COTABATO 30

THREE MAIN DOMAINS/

DEPARTMENT OF EDUCATION- SCHOOLS DIVISION OF SOUTH COTABATO 32

DEPARTMENT OF EDUCATION- SCHOOLS DIVISION OF SOUTH COTABATO 33

 SINGLE TEXTS-with definite author

DEPARTMENT OF EDUCATION- SCHOOLS DIVISION OF SOUTH COTABATO 34

1.Text: range of reading

DEPARTMENT OF EDUCATION- SCHOOLS DIVISION OF SOUTH COTABATO 35

DEPARTMENT OF EDUCATION- SCHOOLS DIVISION OF SOUTH COTABATO 36

DEPARTMENT OF EDUCATION- SCHOOLS DIVISION OF SOUTH COTABATO 37

DEPARTMENT OF EDUCATION- SCHOOLS DIVISION OF SOUTH COTABATO 38

2. Integrate and generate inferences

DEPARTMENT OF EDUCATION- SCHOOLS DIVISION OF SOUTH COTABATO 39

DEPARTMENT OF EDUCATION- SCHOOLS DIVISION OF SOUTH COTABATO 40

-drawing upon one's knowledge, opinions or attitudes

DEPARTMENT OF EDUCATION- SCHOOLS DIVISION OF SOUTH COTABATO 41

DEPARTMENT OF EDUCATION- SCHOOLS DIVISION OF SOUTH COTABATO 42

1. Access and retrieve

DEPARTMENT OF EDUCATION- SCHOOLS DIVISION OF SOUTH COTABATO 43

EVALUATE AND REFLECT

Assess quality and

DEPARTMENT OF EDUCATION- SCHOOLS DIVISION OF SOUTH COTABATO 44

DEPARTMENT OF EDUCATION- SCHOOLS DIVISION OF SOUTH COTABATO 45

DEPARTMENT OF EDUCATION- SCHOOLS DIVISION OF SOUTH COTABATO 46

DEPARTMENT OF EDUCATION- SCHOOLS DIVISION OF SOUTH COTABATO 47

DEPARTMENT OF EDUCATION- SCHOOLS DIVISION OF SOUTH COTABATO 48

DEPARTMENT OF EDUCATION- SCHOOLS DIVISION OF SOUTH COTABATO 49

DEPARTMENT OF EDUCATION- SCHOOLS DIVISION OF SOUTH COTABATO 50

DEPARTMENT OF EDUCATION- SCHOOLS DIVISION OF SOUTH COTABATO 51

DEPARTMENT OF EDUCATION- SCHOOLS DIVISION OF SOUTH COTABATO 52

 refers to the ability of individuals to