Alignment of Policies, Standards, and Guidelines for Teacher Education Programs with the K to 12 Program

Added Title

DLSU-AKI Policy Brief, 2024-05-030

Authors

Richard DLC Gonzales, Cagayan State University; National Research Council of the PhilippinesFollow
Antonio Tamayao, Cagayan State UniversityFollow
Rudolf Vecaldo, Cagayan State University; National Research Council of the PhilippinesFollow
Marilyn U. Balagtas, Philippine Normal University; National Research Council of the PhilippinesFollow
Maria Benita E. Balagan, Cagayan State University; National Research Council of the PhilippinesFollow
Minie Rose Lapinid, De La Salle University, Manila; National Research Council of the PhilippinesFollow
Teresita T. Rungduin, Philippine Normal University; National Research Council of the Philippines
Cesar T. Medula, Philippine Normal University; National Research Council of the Philippines

Document Type

Policy Brief

Publication Date

2024

Place of Publication

DLSU-Angelo King Institute, Room 223, LS building, 2401 Taft Avenue, Manila 0922

Abstract

This study investigated the role of Teacher Education Institutions (TEIs) in facilitating the evaluation of students in the K to 12 Program, specifically in examining the alignment between teacher education Policies, Standards, and Guidelines (PSGs) and the K to 12 Program assessment. Results revealed that the PSGs on teacher education have minimal congruence with the K to 12 curriculum standards and principles on student assessment. Despite this, a commendable focus within the PSGs is evident, emphasizing developmentally appropriate, relevant, and research-based approaches to student assessment aligned with 21st-century skill development. However, the absence of articulation regarding the majority of K to 12 curriculum standards and principles related to student assessment underscores a significant gap, necessitating a comprehensive revision and expansion of the PSGs to ensure they effectively address these essential aspects and remain congruent with the changing educational environment and the demands of the K to 12 program. Therefore, this policy analysis emphasizes the importance of ongoing curriculum development to guarantee the thorough integration of all elements of the K to 12 program's assessment philosophy into teacher education PSGs, promoting a more inclusive and holistic approach to education.

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Recommended Citation

Gonzales, R., Tamayao, A., Vecaldo, R., Balagtas, M., Balagan, M.B., Lapinid, M.R., Rungduin, T., & Medula, C. (2024). Alignment of Policies, Standards, and Guidelines for Teacher Education Programs with the K to 12 Program. DLSU-AKI Policy Brief, 2024-05-030.

Recommended Citation

Gonzales, R., Tamayao, A., Vecaldo, R., Balagtas, M., Balagan, M.B., Lapinid, M.R., Rungduin, T., & Medula, C. (2024). Alignment of Policies, Standards, and Guidelines for Teacher Education Programs with the K to 12 Program. DLSU-AKI Policy Brief, 2024-05-030.

Keywords

Congruence, Policies, Standards, and Guidelines, Student Assessment

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