Professional Development Program on Assessment

and Emerging Literacies with focus on PISA

TOPIC 2: PISA Mathematics Framework vis-à-vis Philippine K to
12 Curriculum
January 22, 2022 | 1:00 PM
TOPIC 2
PISA Mathematics Framework
vis-à-vis Philippine K to 12 Curriculum
Professional Development Program for Assessment and Emerging Literacies with focus on PISA
MODULE 3: MATH

Recall of Key Concepts

FROM TOPIC 1

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
RECALL: INTERANATIONAL LARGE- SCALE ASSESSMENTS

• TIMSS explores how well Year 4 and Year 8 students have

mastered the factual and procedural knowledge taught in
school mathematics classes.

• SEA-PLM assesses learning outcomes of primary Grade 5

students in Southeast Asia.

• PISA measures 15-year-olds’ ability to use mathematics

knowledge and skills to meet real-life challenges.

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 RECALL: 2018 PISA RESULTS SUMMARY
• 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.

• The average Mathematical Literacy score of female students

(358 points) was significantly higher than that of male
students (346 points).

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 RECALL: 2018 PISA RESULTS SUMMARY
• The average Mathematical Literacy score of students in
private schools (395 points) was significantly higher than
the average score of those in public schools (343 points).

• SHS students performed significantly better than JHS

students with a 96-point difference.

• The mean Mathematical Literacy score of students in urban

areas (365 points) was significantly higher than that of
students in rural areas (329 points).

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 RECALL: PISA 2022 MATH FRAMEWORK
• The assessment framework
considers the following key
components:
• Content Category
• Mathematical Reasoning and
Problem Solving Processes
• Contexts
• 21st Century Skills

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
CHALLENGES OF PISA
PNU Report: PISA vis-à-vis Kto12 Math Curriculum

PISA vis-à-vis Kto12 Curriculum

STATEMENT OF THE PROBLEM

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 THE STUDY
The PISA results released in
December 2019 showed an
unimpressive performance of the
Philippines vis-a-vis that of the
other participating countries. The
results have raised concerns from
the different sectors of the society
on the quality of basic education
in the country in the midst of the
government's efforts to make it
free and accessible to all Filipino
learners from kindergarten to
tertiary level.
Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 THE STUDY
As one of the stakeholders, the Philippine Normal University (PNU), whose mandate as the
National Center for Teacher Education (NCTE) in the country is to provide evidence-based
technical advice on education in crafting policies and programs to DepEd and to Congress, has
taken the initiative to examine the alignment of the PISA framework for the three major areas
(i.e. Reading Literacy, Mathematics Literacy, and Scientific Literacy) with the corresponding
subject areas in the Kto12 Curriculum

This report is just an initial response of PNU to the challenges of PISA as it continues to look for
more areas needing reform specifically in teacher education and in education in general as the
NCTE.

-Excerpts from Dr. Ma. Antoinette C. Montealegre, D.A.

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 OBJECTIVES

To examine the alignment of the PISA Mathematics Literacy

Assessment Framework with the competencies in the Philippine
Kto12 Mathematics Curriculum with the purpose of identifying
what the Kto12 Mathematics Curriculum needs to address for
Filipino students to be more globally competitive.

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 SPECIFIC QUESTIONS

1. To what extent is the Philippine Kto12 Mathematics Curriculum

aligned with the PISA Mathematics Literacy Assessment
Framework?

2. What are the gaps, if any, in the Philippine Kto12 Mathematics

Curriculum when mapped against the PISA Mathematics
Literacy Framework?

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
CHALLENGES OF PISA
PNU Report: PISA vis-à-vis Kto12 Math Curriculum

PISA vis-à-vis Kto12 Curriculum

CONCEPTUAL FRAMEWORK AND METHODS

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 PISA 2022:
MATHEMATICS
FRAMEWORK

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 FRAMEWORK GOALS

PISA K to 12
Problem solving and
mathematical reasoning are the
very core of mathematical literacy
construct.

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 K to 12
MATHEMATICS
FRAMEWORK

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 FRAMEWORK GOALS

PISA Kto12
Problem solving and Considers critical thinking and
mathematical reasoning are the problem solving as the twin goals
very core of mathematical literacy of basic mathematics education.
construct.

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 FRAMEWORK KEY ASPECTS

PISA K to 12
Three interrelated aspects in developing
mathematics literacy:
• content
• process
• Context

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 FRAMEWORK KEY ASPECTS

PISA K to 12
Three interrelated aspects in developing The twin goals can be achieved with
mathematics literacy: • content
• content • skills and processes
• process • values and attitudes
• Context • mathematical tools
• context

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 CONCEPTUAL FRAMEWORK OF THE STUDY
Considering the perspectives from
the PISA Mathematics Literacy
Assessment Framework and the
Philippine K to 12 Mathematics
Curriculum Framework, this study
was conducted based on a
content-process-context analytic
framework.

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 METHODS: DOCUMENTS REVIEWED

As mentioned earlier, PISA aims to assess the mathematical competence of 15-

year-old students. Consequently, only the parts describing the content and
learning competency for students aged 12-15, equivalent to Grades 7-10 in the
Philippines, were selected from curricular documents. It is also assumed that
the mathematical knowledge learned during these four grade levels would
cumulatively capture the mathematical knowledge assessed in PISA.
Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 METHODS: ALIGNMENT
Alignment was said to be present
when a sub-construct and a topic
each described one or more
mathematical skills requiring
identical, or nearly identical,
cognitive processes’ (UNESCO-IS,
2018, p.4)

The experts’ degree of agreement on

the mapping of documents is 80+%.
Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 METHODS: STEPS IN ALIGNMENT STUDIES

STEP 1: to identify the elements to be examined in the document as reference points

for alignment.

STEP 2: to decide which framework to use as the foundation for comparison.

STEP 3: to know the percentage of alignment for quantitative values and interpret
degree of alignment for qualitative data.

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 METHODS: STEPS IN ALIGNMENT STUDIES
STEP 1: to identify the elements to be examined in the document as reference
points for alignment.
PISA Kto12
Content Categories Content Strands
• Content Topics • Content Standards
• Performance Standards
Mathematical Processes Learning Competencies
• list of expected student actions for
reasoning and problem solving processes
Context Context

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 METHODS: STEPS IN ALIGNMENT STUDIES
STEP 2: to decide which framework to use as the foundation for comparison.
In this study, the learning competencies in the
K to 12 Mathematics Curriculum were
examined to determine their alignment with
the assessment domains in PISA. This means
the PISA Mathematics Literacy Framework
was used as the basis for comparison, since it
is the target framework, to see if the
competencies in the K to 12 Mathematics
Curriculum meet international standards.

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 METHODS: STEPS IN ALIGNMENT STUDIES
STEP 3: to determine the method to know the percentage of alignment for
quantitative values and interpret degree of alignment for qualitative data.
Quantitative Discussion Qualitative Interpretation
Simple frequency was used, and simple Criteria were set.
percentage score was computed in each
content area and content categories per
grade level.

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
CHALLENGES OF PISA
PNU Report: PISA vis-à-vis Kto12 Math Curriculum

Results
ALIGNMENT ON CONTENT

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 PISA MATH CONTENT
CATEGORIES AND
TOPICS
In PISA, an understanding of
mathematical content and the ability to
apply this content knowledge in solving
contextualized problems are essential for
every learner. Mathematical reasoning
and problem solving processes draw
upon mathematical knowledge and
understanding.

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 PISA MATH CONTENT
CATEGORIES AND

Content Categories
Space and Shape
TOPICS
Change and
Relationships
On this premise, PISA 2021 Mathematics
Literacy Framework emphasizes four Uncertainty and
content categories for assessing Data
mathematical literacy:
Quantity

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 PISA MATH CONTENT Spatial
CATEGORIES AND

Content Categories
Visualization
Space and Shape
TOPICS Measurement
Change and
Relationships
In addition, PISA identified specific topics Algebra
under each of the four broad content Uncertainty and
categories: Data Geometric
Approximations
Quantity

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 PISA MATH CONTENT Algebraic Expressions and
CATEGORIES AND

Content Categories
Functions
Space and Shape
TOPICS Equations and Inequalities
Change and
Relationships Algebra in Growth
In addition, PISA identified specific topics Phenomena
under each of the four broad content Uncertainty and
categories: Data Relationship Between and
Among Geometrical
Objects
Quantity

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 PISA MATH CONTENT Counting Principles

CATEGORIES AND

Content Categories
Probability in Predicting
Space and Shape Events
TOPICS
Change and Sampling
Relationships
In addition, PISA identified specific topics
under each of the four broad content Uncertainty and Data Collection
categories: Data
Measures of Central
Quantity Tendency and Variability

Making Sense of Data

Statistics in Decision
Making

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 PISA MATH CONTENT
CATEGORIES AND

Content Categories
Space and Shape
TOPICS
Change and
Measurement
Relationships
In addition, PISA identified specific topics
under each of the four broad content Uncertainty and
Estimation
categories: Data
Number and Number
Quantity Sense

Numerical Trends and

Patterns

Computer Simulation
on Complex Problems

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 K TO 12 MATH
CURRICULUM
CONTENT STRANDS
The Philippine K to 12 Math Curriculum
has five content strands which may or
may not be present across all grade
levels 7 – 10.

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 K TO 12 MATH Numbers and
CURRICULUM

Content Strands
Number Sense
CONTENT STRANDS
Measurement
The Content Strands are:
Patterns and
Algebra

Geometry

Statistics and
Probability

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 CONTENT COMPARISON
PISA Kto12
Change and Relationships category involves
relations between and among geometrical
objects such that changes in perimeter relate
to changes in area.

These aspects of the content are found in

Number and Number Sense and Geometry

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 CONTENT COMPARISON

PISA Kto12
Two topics Number and Number Sense and
Measurement are both under Quantity.

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 CONTENT COMPARISON

PISA Kto12
The topic Number Trends and Patterns under
the Quantity content category in PISA is also
present in the content in Patterns and
Algebra in the Kto12 Mathematics
Curriculum.

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 CONTENT COMPARISON

PISA Kto12
Change and Relationships in PISA is also
found in the Kto12 strand of Patterns and
Algebra, and both deal with concepts on
variables, functions, algebraic expressions,
and solution of equations.

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 CONTENT COMPARISON

PISA Kto12
Geometry can be matched with Geometric
Approximation which is the focal point of the
Space and Shapes content category in the
PISA framework. Geometric Approximation
deals with the attributes and properties of
irregular or unfamiliar shapes and objects
compared to that in Kto12 Geometry that
basically deals with axiomatic structure of a
mathematical system (defined and undefined
terms, postulates and theorems) and familiar
shapes.

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 CONTENT COMPARISON

PISA Kto12
Uncertainty and Data in the PISA framework
is covered in Statistics and Probability in the
Kto12 content strand.

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 RESULTS: RELATIONSHIP BETWEEN CONTENT

Clearly, there is no one-to-one

correspondence between the PISA
content strand categories and the
strands in the Kto12 Mathematics
Curriculum, however, the content
categories are generally similar in
terms of subject areas and
knowledge areas.

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 RESULTS: RELATIONSHIP BETWEEN CONTENT
As in the UNESCO Research
Methodology Report (p.4),
instances of alignment do not
necessarily represent a 100%
complete, one-to-one
correspondence. On this basis, it
can be said that all the content
strands in the Kto12 Mathematics
Curriculum are aligned with the
content categories in PISA
Assessment Framework as shown
in the figure.
Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 RESULTS: CONTENT AND COMPETENCIES

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 RESULTS: CONTENT AND COMPETENCIES

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 RESULTS: CONTENT AND COMPETENCIES

The percentage of alignment shown indicates that mathematical content

knowledge included in PISA 2021 is covered in the Kto12 Mathematics
Curriculum in varying degrees. Over-all, Change and Relationships as a
content category in the PISA framework has the most coverage in the Kto12
Mathematics Curriculum. At the other end, Quantity in PISA has the least
coverage in the Kto12.

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 RESULTS: CONTENT AND COMPETENCIES
The content strands for Grades 8
and 9 include Patterns and
Algebra, Geometry, and
Statistics and Probability without
Number and Number Sense and
Measurement which does not
conform with the concept of
“spiraling” that DepEd intended
in the first place.

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
RESULTS: CONTENT AND COMPETENCIES
In the PISA framework, Algebra,
Geometry, Measurement cut
across the different content
categories. However, the Kto12
Curriculum does not reflect the
application of Number and
Number Sense and Measurement
in Patterns and Algebra, in
Geometry, and Statistics and
Probability.
 RESULTS: CONTENT AND COMPETENCIES

Space and Shapes is covered in Grades 7, 8, and 9 for a total

coverage of a little more than one fifth (23%) of the total number
of learning competencies. Space and Shapes in the PISA framework
is not covered in Kto12 Grade 10.

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 RESULTS: CONTENT AND COMPETENCIES
PISA Philippine Math Curriculum
Space and Shapes encompasses a wide range The Kto12 Math Curriculum learning
of phenomena in the world that include competencies in Grade 10 under the
patterns, properties and representations of Geometry content strand deals with key
objects, interaction with real shapes, concepts like circles, coordinate geometry,
movement, displacement and even the ability rectangular coordinate plane, distance
to predict action in space. formula, proving theorems on secants,
tangents, etc.
Geometry for PISA is the very foundation of
Space and Shapes.

PISA sees that Geometry should deal with topics beyond those commonly
discussed in a typical school Geometry.
Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 RESULTS: CONTENT AND COMPETENCIES

There is no learning competency found in Grade 9 Kto12 Math

Curriculum for Uncertainty and Data as a content category in PISA
Framework. It was noted that the Kto12 Math Curriculum does not
list Statistics and Probability as a content strand in Grade 9 where
Uncertainty and Data is supposed to be tackled.

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 RESULTS: CONTENT AND COMPETENCIES

PISA Philippine Math Curriculum

Uncertainty and Data as the heart of Uncertainty and Data being under Algebra is
statistics and probability, however, it also not reflected in the Kto12 Mathematics
views that knowledge of number and of Curriculum.
aspects of algebra such as graphs and
symbolic representation also contributes to
solving problems.

In other words, in the PISA framework,

Uncertainty and Data is not only under
Statistics and Probability, but also in Algebra

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
CHALLENGES OF PISA
PNU Report: PISA vis-à-vis Kto12 Math Curriculum

Results
ALIGNMENT ON CONTENT: SPECIFIC TOPICS

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 RESULTS: SPACE AND SHAPE TOPICS

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 RESULTS: SPACE AND SHAPE TOPICS

Geometric Approximations has almost negligible coverage in the Kto12 Mathematics

Curriculum with only 0.46% learning competency in Grade 7, and none at all in Grade 8
through Grade 10.

Spatial Visualization has a very minimal coverage in the Kto12 Mathematics Curriculum.

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 RESULTS: SPACE AND SHAPE TOPICS

Algebra as a topic under Space and Shapes is only covered in Grade 8, and there is no
learning competency in this topic in Grade 7, Grade 9, and Grade 10. This does not mean
though that there is no Algebra in these grade levels, but rather there is no algebra applied
under the content topic Space and Shapes.

For the PISA framework, however, concepts in Algebra are applied in Space and Shapes. For
instance, when shape changes, a point moves along a locus, therefore, function concepts
come in
Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 RESULTS: CHANGE AND RELATIONSHIPS TOPICS

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 RESULTS: CHANGE AND RELATIONSHIPS TOPICS

Algebraic Expressions and Functions comprised 17.81%, and Equations and Inequalities
with 18.26% of the learning competencies in the same content category.

The lowest coverage was on Algebra in Growth Phenomena with only 2.28% of the
competencies. Noticeably, these competencies were not even explicitly stated or even
implied in the list of competencies categorized under Change and Relationships.

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 RESULTS: CHANGE AND RELATIONSHIPS TOPICS
Algebraic Expressions, Under Growth Phenomena,
Functions, and Algebra in Growth in such depth of application,
Equations and Phenomena students’ knowledge of the
Inequalities usual linear relationship
leads to better understanding
VS
and appreciation of non-
requires application of
Algebra in students’ linear and exponential
involve direct knowledge on
conventional Algebra as a
understanding of natural relationships which are often
phenomena like bacteria
course. seen as theoretical in the
outbreak, flu pandemics, or
threats to climate change
current standard curriculum.

These are something new for

many, but they are included
in PISA 2021 Mathematics
Professional Development Program for Assessment and Emerging Literacies with focus on PISA
Assessment Framework
 RESULTS: UNCERTAINTY AND DATA TOPICS

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 RESULTS: UNCERTAINTY AND DATA TOPICS

Out of the 219 competencies from Grades 7 to 10, only 4.11% are mapped with
Counting Principles. Notice how this is already the highest percentage under
Uncertainty and Data

Sampling has the least percentage with NO COMPETENCY MAPPED AT ALL!

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 RESULTS: UNCERTAINTY AND DATA TOPICS
Evidently each topic is only
covered in at most two
grade levels.
• Counting Principles and
Probability in Predicting
Events are only covered in
Grades 8 and 10;
• Measures of Central
Tendency and Variability,
Making Sense of Data,
and Statistics in Decision
Making are covered in
Grades 7 and 10; and
• Data Collection is covered
by only one competency in
Grade 7.
Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 RESULTS: QUANTITY TOPICS

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 RESULTS: QUANTITY TOPICS
• Topics on
Measurement and
Estimation were
minimally covered
and in Grade 7 only,
but it is explicitly
included.
• Numerical Trends
and Patterns were
explicitly covered
but in Grade 9 only.
• Number and Number Sense and Computer Simulation on
Complex Problems are only covered implicitly in Grade 7.

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 RESULTS: QUANTITY TOPICS
Only a little more than 8% of Content Knowledge on Quantity was
covered in the Kto12 Mathematics Curriculum.

It seems quite surprising that while Quantity is fundamental and

deemed essential not only by PISA, but also by other large
international assessment studies, no competencies in any topic
identified under Quantity were addressed in Grades 8 and 9.

Grades 8 and 9 focused on Patterns and Algebra that deal more with
functions, solving equations and graphs, and Geometry on defined
terms, postulates, axioms, theorems, proving statements of
congruence, and proving theorems. It does not take into account how
Measurement, Estimation and all others under content Quantity are
applied to Algebra and Geometry

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 SUMMARY OF RESULTS ON CONTENT
On Content Strands, out of the 219 listed competencies in the Philippine Mathematics
Curriculum from Grade 7 through Grade 10, there are 216 competencies that are mapped with
the PISA assessment content topics.
• 53% concur with competencies of PISA on the category Change and Relationships;
• 23% concurrence related to Space and Shapes;
• 15% on Uncertainty and Data; and
• 8% on Quantity

This means that the degree of alignment of the Philippine Mathematics Curriculum with the
PISA Mathematics Literacy Assessment Framework varies according to content category.

While PISA clearly established a balance between mathematics content, processes and
application, the Philippine Math Curriculum revealed a high degree of imbalance of emphasis
on content.

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
CHALLENGES OF PISA
PNU Report: PISA vis-à-vis Kto12 Math Curriculum

Results
ALIGNMENT ON PROCESS

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 PISA MATHEMATICAL
REASONING AND
PROBLEM-SOLVING
PROCESSES
For PISA, the process of coming up with
an accurate representation of real word
problems requires Mathematical
Reasoning which is central to the
problem solving processes.

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 PISA MATHEMATICAL
REASONING AND
PROBLEM-SOLVING
PROCESSES
These processes include:

FORMULATING situations mathematically;

EMPLOYING mathematical concepts, facts, procedures

and reasoning; and

INTERPRETING, applying and evaluating mathematical

outcomes.

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
PISA PROBLEM SOLVING PROCESSES
EMPLOYING mathematical
FORMULATING situations INTERPRETING, applying and
concepts, facts, procedures and
mathematically evaluating mathematical outcomes
reasoning
indicates how effectively refers to how well students relates to how effectively
students are able to recognize are able to perform students are able to reflect
and identify opportunities to computations and upon mathematical solutions
use mathematics in problem manipulations and apply the or conclusions, interpret
situations and then provide concepts and facts that they them in the context of the
the necessary mathematical know to arrive at a real-world problem and
structure needed to mathematical solution to a determine whether the
formulate that contextualized problem formulated result(s) or conclusion(s) are
problem in a mathematical mathematically. reasonable and/or useful
form.

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 RESULTS: Alignment on Process

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 RESULTS: Alignment on Process
The frequency table
reflects a high number of
competencies mapped
between the two
curricula. This could be
because one learning
competency stated in
the Kto12 Math
Curriculum was mapped
to two or more
competencies in the
PISA’s.
Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 RESULTS: Alignment on Process
PISA gave attention to the specific cognitive processes in problem solving
and mathematical reasoning. Thus, a learning competency in the Kto12 Math
Curriculum can cover multiple competencies or a range of process skills when
mapped against the PISA Framework.

PISA Philippine Math Curriculum

Example explicit specific student actions of learning Example common learning
• identify the key variables in the problem, competency
• select a representation appropriate to the problem, • solve verbal problems,
• identify the mathematical aspects of the problem, involving...
• translate a problem to a mathematical
representation or algorithm, among others.

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 RESULTS: Mathematical Reasoning

Since Reasoning is central to Problem Solving, it is expected to have the

most number of competencies covered in the Kto12 Math Curriculum, and
this is because Reasoning is fundamental to Formulating, Employing, and
Interpreting and Evaluating.

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 RESULTS: Mathematical Reasoning

*Ph-MC stands for Philippine Math Curriculum

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 RESULTS: Mathematical Reasoning

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 RESULTS: Mathematical Reasoning

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 RESULTS: Formulating

There are less learning competencies mapped under Formulating. In the

PISA Mathematical Literacy Framework, Formulate refers to learners'
ability to use content knowledge in defining the mathematical structure of
a problem presented in a contextualized situation. The competencies in
the Kto12 Math Curriculum focus less on having students define
mathematical models of problems.
Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 RESULTS: Formulating

Under Formulating, only one competency is mostly covered by the Kto12

Math Curriculum. Five competencies are described as moderately covered.
The remaining six competencies are described as least covered.

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 RESULTS: Formulating

These least covered competencies in the Kto12 Math Curriculum are

higher order thinking processes in formulating as defined by PISA.

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 RESULTS: Employing

There are 66 more competencies on Employing than Formulating in the

Kto12 Curriculum. Employing also has more competencies than
Formulating across all grade levels. This may be because in Employing, the
learners are expected to use already established procedures and
algorithms which is the usual notion of Filipino learners in ‘doing math’.

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 RESULTS: Employing

Given this, more learning competencies in the Kto12 Math Curriculum are
linked to Employing in the PISA assessment framework.

For instance,
• Solve quadratic inequalities,
• Graph a quadratic function, and
• Simplify expressions with rational exponents

are mapped in Employing because all these involve implied computation

and applying rules and procedures.

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 RESULTS: Employing

Only to ‘Perform a simple calculation’ is considered ‘mostly covered’

under Employing. And the number of competencies shows a wide
margin from the other listed competencies, from 79 down to 18.
Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 RESULTS: Employing

This means that relative to other competencies listed in PISA, performing

simple computation is given much more focus in the Kto12 Math Curriculum.

It can also be because in the Kto12 Math Curriculum document, learning

competency that entails computation like determine, find, compute, solve are
all mapped under performing simple computation. The curriculum did not
include many more specific actions for Employing processes which are clearly
specified in the PISA Mathematics Framework such as make sense of,
articulate, and identify constraints, among others.

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 RESULTS: Employing

Learning
competencies that
deal with the use
of mathematical
tools, switching in
different
representations
and use of
context to solve
problems are also
hardly visible.

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 RESULTS: Interpreting and Evaluating

Interpreting and Evaluating has the least number of competencies

mapped in the Kto12 Math Curriculum. There is a wide margin between
Formulating at 130 competencies being third of the four, and Interpreting
and Evaluating at 58 competencies being the least.

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 RESULTS: Interpreting

Interpreting and Evaluating is not sufficiently covered in the Kto12 Math

Curriculum.

Interpreting and Evaluating are higher level processes in the problem

solving cycle and yet, the figures reveal that thinking processes that
should develop students’ ability to interpret and evaluate are the least
covered competencies in the Ph-MC.

This observation indicates that development of higher order thinking

skills is not given more importance and emphasis in the curriculum.

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 RESULTS: Interpreting
The highest
number of
competency
mapped is only at
18 which is
described as
moderately
covered.

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 RESULTS: Interpreting
The least covered is
mapped at 0
competencies in the
Kto12 Mathematics
Curriculum. This
reflects that a
competency seen as
important by PISA is
not an expectation
to students of the
Philippine
Curriculum.

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 SUMMARY OF RESULTS ON PROCESS
The PISA Mathematics Assessment Framework gives emphasis on mathematical processes in
problem solving and reasoning. It is evident from how PISA gave EQUAL IMPORTANCE in each
phase of the problem solving cycle. This is in contrast with how the Philippine Mathematics
Curriculum distributed its learning competencies.

From the results, it can be perceived that like in content, in the Philippine Mathematics
Curriculum, there is an imbalance in the emphasis given to the different mathematical
processes.

The results showed that

• Reasoning has 18 competencies, with a frequency ranging from 2-66;
• Formulating with 12 competencies and a frequency from 4-26;
• Employing with 14 competencies and a frequency from 2-79; and
• Interpreting and Evaluating with 9 competencies and a frequency from 0-18.
Professional Development Program for Assessment and Emerging Literacies with focus on PISA
CHALLENGES OF PISA
PNU Report: PISA vis-à-vis Kto12 Math Curriculum

Results
ALIGNMENT ON CONTEXT

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 PISA Context
Categories
PISA recognizes the importance of
context, and gives it a major role in the
assessment of mathematical literacy.
From the perspective of PISA, seeing the
context in which a problem arises is the
key for learners to develop a model in
solving a given problem. Contexts are
wide and varied to cover different
situations in which individuals operate in
this global world.

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
CONTEXT CATEGORIES
PERSONAL OCCUPATIONAL SOCIETAL SCIENTIFIC
focus on activities of are centered on the focus on one’s relate to the
one’s self, one’s world of work. community (whether application of
family, or one’s peer local, national, or mathematics to the
group. global). natural world and
issues and topics
related to science and
technology.

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 K TO 12 MATH
CURRICULUM
CONTEXT
The curriculum defined context as a
locale, situation, or set of conditions of
Filipino learners that may influence
their study and use of mathematics to
develop critical thinking and problem
solving skills. Contexts refer to beliefs,
environment, language and culture that
include traditions and practices, as well
as the learner’s prior knowledge and
experiences

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
COMPARISON OF CONTEXT CATEGORIES
DepEd
PISA Context Personal Beliefs
Context

Environment
Occupational The Kto12 Math
Curriculum document
apparently failed to Language
Societal define beliefs,
environment, language
and culture, and prior Culture
Scientific knowledge and
experiences as the sub- Prior
domains of Context Knowledge

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
RESULTS: Alignment on Context
PISA Philippine Math Curriculum
For PISA, the closest situation is the The document does not show clear
students’ personal life, work life, evidence on how contexts are written
community and social life, and in the conceptual framework diagram.
scientific situations in that order

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
RESULTS: Alignment on Context
PISA Philippine Math Curriculum
Mentions about dealing with problem The most common statement where one can
situations like draw that element of context is on a learning
• flu pandemics and bacterial outbreaks, competency like
and climate change on topics under • Solve problems involving [e.g. equations
Growth Phenomena, and inequalities, variation, quadratic
• perspectives in painting, creating and equations, quadratic inequalities,
reading maps under Space and Shape, quadratic functions, parallelograms,
• finding the right amount of carpeting in a trapezoids and kites, triangle similarities
building under Geometric Approximation, and other general content topic]
• making economic predictions, analyzing
poll results and weather forecasting under
Uncertainty and Data.
Professional Development Program for Assessment and Emerging Literacies with focus on PISA
RESULTS: Alignment on Context
PISA Philippine Math Curriculum
The PISA document illustrates sample The competencies do not explicitly define the
assessment items that are embedded in specific problem situations to mirror the
situations like savings, navigation, tiling, contexts where a mathematical problem is
smartphone use, and purchasing decisions. embedded.

These real life situations may be mapped in

at least one of these context factors -
personal, occupational, societal, or scientific.

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 SUMMARY OF RESULTS ON CONTEXT

Overall, the PISA Mathematics Framework and the Philippine

Mathematics Curriculum have very different context factors.

The PISA framework considers that mathematics problems should be

contextualized in the different aspects of life - personal,
occupational, societal, and scientific. Life situations should be
embedded in the content domain.

In the Philippine Mathematics Curriculum, context was not seen

explicitly embedded.
Professional Development Program for Assessment and Emerging Literacies with focus on PISA
CHALLENGES OF PISA
PNU Report: PISA vis-à-vis Kto12 Math Curriculum

RECOMMENDATIONS

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 GAP/IMPLICATION RECOMMENDATION
PISA has presented a different A curriculum review should be
perspective on how mathematical conducted by teachers, curriculum
content knowledge is structured and developers and designers, and
organized to understand mathematical school administrators to improve the
content that is evidently different from content of the Kto12 Mathematics
the typical content strands used in Curriculum in terms of its purpose,
school mathematics curriculum.
relevance and functionality to
address present and future
challenges in Mathematics education
and international assessment
standards.

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 GAP/IMPLICATION RECOMMENDATION
The widest gap noted was on Content - Since DepEd has adopted in the Kto12
Quantity, followed by Uncertainty and Framework for Mathematics the
Data, and Space and Shapes. Since PISA “spiral curriculum,” the need to
considers giving equal emphasis on reexamine the continuum of
Change and Relationships, Space and mathematics content across strands
Shapes, Uncertainty and Data, and
Quantity, the results seem to imply and grade levels becomes imperative
that students will more likely to emphasize those competencies
experience difficulty in dealing with that are mapped with the content
assessment items related to the last categories in the PISA Mathematics
three content areas and with those Literacy Framework.
assessment items applying algebra in
growth phenomena.

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 GAP/IMPLICATION RECOMMENDATION
The majority of the learning If we consider PISA to be our
competencies in the Kto12 benchmark, there is a need then to
Mathematics Curriculum Guide do not review the Kto12 learning
articulate the important mathematical competencies in Mathematics for
processes that can define Mathematical Grades 7 to 10 and be explicit on the
Reasoning and Problem Solving which
specific level of cognitive
SS processes
are the core of PISA Mathematics
Literacy Framework. The PISA students need to develop critical
Mathematics Literacy Framework thinking and problem solving skills.
indicates competencies on more
specific cognitive processes for
problem solving and mathematical
reasoning.

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 GAP/IMPLICATION RECOMMENDATION
PISA 2021 has strongly articulated that For curriculum developers and
its focus is on problems that are beyond writers, there is a need to revisit the
the situations typically encountered in conceptual framework of the
the school classroom, and it has Philippine Math Curriculum to clearly
translated this view in its four context define the context factors and see
categories. how these factors can be embedded
in the learning competencies as this
may help in enhancing the present
curriculum in terms of depth of
content and breadth of application of
mathematical content in local and
global life settings.

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 GAP/IMPLICATION RECOMMENDATION
PISA has listed new topics that are not There is a need to implement a
typical in school mathematics - continuing development program to
pandemics, bacterial outbreaks, climate upgrade teachers’ content
change, weather forecasting, financial knowledge and to develop textbooks,
predictions, poll results, use of GPS, and modules, and other forms of learning
even machine learning software in material to deepen teachers’
mathematics.
pedagogical content knowledge and
assessment practices to improve
quality of outcomes in basic
Mathematics education

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 RECOMMENDATION RECOMMENDATION
Curriculum reforms, that stem from There maybe a need to seriously
large-scale international assessment revisit the new Teacher Education
like PISA, need to be supported, Curriculum in Mathematics to see
needless to say spearheaded, by how more specific content areas and
DepEd and policy makers so the topics in the PISA Mathematics
needed reforms can be appropriately Framework are covered in the pre-
and promptly implemented. service teacher education curriculum.

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
MODULE 3: MATH
TOPIC 2

QUESTIONS
FROM TEACHERS

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 Question 1

What are the most realistic steps that Mathematics teachers can
do to contribute to a remarkable increase in students’
performance in this year’s PISA, despite the limitations of the
different learning modalities that are being implemented in this
time of pandemic?

From APD01071

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 Question 2

There are competencies in ILSAs that do not match with the

competencies in the target grade level in the K to 12 mathematics
curriculum. As a teacher, how can I improve my assessment
literacy in order to meet the international standards?

From APD10498

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 Question 3

PISA has listed new topics that are not typical in school
mathematics, and one of these is using machine learning
software in mathematics. How can we overcome this in the
future, given that limited access to computers is one of the
problems of some schools in the Philippines?

From APD05135

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 Question 4

There are students that are still non-readers. What alternative

approach can be made so that they could effectively use their
mathematical knowledge and skills to solve problems and face
challenges that they would meet in various contexts?

From APD11120

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 Question 5

Given all the professional development in terms of trainings and

seminars about content, teaching methodology and techniques,
as if the efforts of everyone are still not enough if we are to look
into with the performance of our learners in the ILSAs, what might
be lacking?

From APD03714

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
MODULE 3: MATH
TOPIC 2

Pre-Training Survey Results

RESULTS

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 PART 1: READING

STATISTICS RESULTS
Minimum 5
Maximum 15
Mean 13.11
Standard Deviation 2.02
Variance 4.09
Count 420
Highest Possible Score 15

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 PART 2: MATHEMATICS

STATISTICS RESULTS
Minimum 13
Maximum 58
Mean 42.34
Standard Deviation 6.17
Variance 38.04
Count 415
Highest Possible Score 66

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
MODULE 3: MATH
TOPIC 3

Asynchronous Activity
ITEM WRITING TEMPLATE

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 Set of Instructions. Make sure to follow
the use of correct file name and file
format. The submission link is highlighted
in orange. Press ‘ctrl’ + right click to follow
the link.

117
Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 Content Category. For each of the six
items, choose one of the four categories.
We suggest that you choose each category
at least once. Challenge yourself by writing
multiple questions for categories which
you are not comfortable in writing about.

118
Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 Kto12 Competency. These competencies
are found in our 2016 Math Curriculum
Guide. You may also choose to base is
from the recent MELCS. Make sure that
the competency is properly mapped on
the PISA Framework Aspects.
119
Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 Kto12 Competency. For each of the six
items, choose one of the four processes.
We suggest that you choose each process
at least once. Since Formulating and
Interpreting are the least used in the
curriculum, let us try to bridge the gap by
providing more questions following these
two problem solving processes.

120
Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 Proficiency Level. Choose one unique
proficiency level per item. Since there are
seven to choose from, one level is
expected not to be chosen. It is up to you
which not to use. A document about the
descriptions on what students can do on a
specific level and discussions about the
PISA Framework will also be available in
the LMS.

121
Professional Development Program for Assessment and Emerging Literacies with focus on PISA
Item Title. All PISA questions come with
an item title. Use a title which is directly
related to your stimulus. The questions
may or may not have the same item title.
It is possible that two or more questions
share the same title and stimulus.

122
 Item Type. Questions are either
multiple choice or not. Questions which
are not multiple choice are considered
constructed response. Alternative
response, fill-in-the-blank, essay, etc.
without given options to choose from
are all constructed/extended response.

123
Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 Time. Write questions which are
answerable within the given time frame.
However, do not forget to consider that
the difficulty of expected student
actions differ from one proficiency level
to another. Three minutes for
proficiency level 2 means differently
from 3 min for proficiency level 6.

124
Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 Item Stimulus. A stimulus in assessment is a piece of
content that rouses a test taker’s interest about a
question. Around the stimulus are associated group
of questions. This implies that a stimulus can be
shared by multiple questions.

In Math, the stimulus may or may not contain details

or given information which will be used in solving a
problem.

The stimulus establishes the context of the question.

Recall that PISA emphasizes the importance of
context in each problem.

125
Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 Item Question/Task. Here is where you write the
question or task you want the students to answer. Do
not forget to provide at least four plausible and
homogeneous alternatives for multiple choice with
one definite correct answer. For
constructed/extended response questions, you
should provide a mode answer.

126
Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 Blank pages are provided. Each labeled Question 1 to
Question 6. Encode your items on these blank pages.

Font style, font size, font color, etc. should follow the
default formatting of the template.

A separate document about Math House Styles is also

provided in the LMS. Be guided accordingly.

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
 Suggested Item Writing Schedule

DATE TASK (Write…)

1 Multiple Choice Question
January 24, Monday
1 Constructed Response Question
1 Multiple Choice Question
January 25, Tuesday
1 Constructed Response Question
January 26, Wednesday 2 Multiple Choice Questions

Professional Development Program for Assessment and Emerging Literacies with focus on PISA
THANK YOU!