This study comprehensively evaluates the national assessments administered by the Department of Education’s Bureau of Education Assessment (DepEd-BEA) to determine their effectiveness in measuring learning outcomes, along with an analysis of related practices such as test development, analysis, dissemination, and utilization of results. It begins by benchmarking current assessment practices against international standards to identify gaps and areas for enhancement. The study then examines the assessment framework to determine the extent to which the National Achievement Tests capture 21st-century skills in addition to traditional learning areas. The exit assessments are also analyzed using both Classical Test Theory and Item Response Theory approaches to evaluate their quality in terms of item difficulty and discrimination. Additionally, skill audits and standard-setting activities were conducted to investigate BEA’s scoring procedures. To gain deeper insights into system operations, key informant interviews and focus group discussions were carried out to explore existing quality assurance mechanisms and how assessment results are communicated and utilized by DepEd stakeholders and the wider community. In conclusion, the study provides targeted recommendations to improve test development, strengthen quality assurance processes, and enhance the utilization and dissemination of assessment data, thereby supporting improved learning outcomes and evidence-based policy reforms.
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