V02-Session-4-Leadership-Through-Assessment-MLB.pdf

Leadership styles of school heads

1. 1
TRAINING OF
SCHOOL LEADERS for the
REVISED K to 10 MATATAG
CURRICULUM
IMPLEMENTATION

2. LEADERSHIP THROUGH ASSESSMENT: FROM
CLASSROOM TO SCHOOL -WIDE DECISIONS
MAY GRACE D. SALAZAR, PhD
Master Teacher I/Teacher-in-Charge
DepEd Lucena City
LCNHS-Mayao Castillo Extension
Session 4
TRAINING OF SCHOOL LEADERS FOR THE REVISED K TO 10 MATATAG
CURRICULUM IMPLEMENTATION
2
MERDEN L. BRYANT
Chief Education Supervisor, FTAD & PPRD
DepEd Regional Office VII
PAMELA RODEMIO, PhD
Education Program Supervisor-Mathematics
DepEd Cebu Province

3. Terminal Objective:
By the end of the session, school leaders will be able to demonstrate their
leadership role in ensuring accountability for higher learning outcomes by:
1.championing assessment practices that foster a culture of continuous
improvement;
2.empowering teachers to align assessment tasks with curriculum
standards;
3.facilitating the use of a framework, such as the SOLO Taxonomy, to
elevate the cognitive complexity of classroom assessments;
4.Leading data analysis to translate diagnostic results into targeted
interventions and resource allocation; and
5.Fostering a culture of teacher agency and innovation in designing
contextualized assessments, particularly in resource-constrained
environments.
TRAINING OF SCHOOL LEADERS FOR THE REVISED K TO 10
CURRICULUM IMPLEMENTATION

4. Session Objectives
▪Articulate the principles of effective assessment—including constructive
alignment, the SOLO Taxonomy, and data-driven decision-making—
and explain how to apply them to foster a culture of continuous
improvement;
▪Draft a preliminary plan for applying the provided tools to lead teachers
in curriculum analysis, assessment design, and data-driven decision-
making; and
▪Commit to fostering a culture of trust and innovation by empowering
teacher agency and valuing assessment as a tool for learning and
growth.
TRAINING OF SCHOOL LEADERS FOR THE REVISED K TO 10
CURRICULUM IMPLEMENTATION

5. TRAINING OF SCHOOL LEADERS FOR THE REVISED K TO 10
CURRICULUM IMPLEMENTATION
PPSSH
Domain 3 –Focusing on Teaching and Learning
Strand 3.5 Learning assessment
Indicator 3.5.2Provide technical assistance to teachers in using
learning assessment tools, strategies and results consistent with
curriculum requirements to ensure accountability in achieving higher
learning outcomes

6. 6
Session Flow
Revisiting the Assessment Framework (DO No. 08, s. 2015)
Illustration of Practice 1: Helping Teachers Align Assessment Tools with
Curriculum Standards
Illustration of Practice 2: Leading Teachers in Reviewing Test Items based on the
SOLO Framework
Illustration of Practice 3: Leading Teachers in the Analysis of Assessment Data
towards School-wide Decision
Illustration of Practice 4: The Role of School Leaders in Building Teacher
Agency towards Improving Assessment Practices
1
2
3
4
5

7. 7
1. The primary goal of using formative assessment data is to assign a final grade to
students.
2. Effective school leaders use student assessment data to diagnose learning gaps and
inform instructional decisions.
3. To foster continuous improvement, it is sufficient for a school leader to review
assessment data with teachers once at the end of the school year.
4. When presenting assessment data, a school leader's most effective approach is to
dictate specific solutions to teachers.
5. The most effective interventions are often small, targeted adjustments to
instruction based on specific needs identified through data, rather than large-scale,
one-size-fits-all programs.
6. A school's culture of reflection and responsiveness is best cultivated through a top-
down, mandate-driven approach from the school leader.
TRUE or FALSEPretest

8. TRAINING OF SCHOOL LEADERS FOR THE REVISED K TO 10
CURRICULUM IMPLEMENTATION
The Power of the Question:
Leading Change Without All the Answers
Directions: Given a caselet of Principal Leo, let us analyze
his assessment-related leadership using the matrix shown.
Practice Evidence

9. TRAINING OF SCHOOL LEADERS FOR THE REVISED K TO 10
CURRICULUM IMPLEMENTATION
Principal Leo, newly assigned to a small public
elementary school in a rural community, knew that
meaningful change could begin with small, intentional
actions. With limited resources and a lean teaching staff,
he focused on a practical and manageable entry point:
utilizing classroom assessment data.
The Power of the Question: Leading Change Without All the Answers
✓Checkpoint: If you were Principal Leo, would you also drive
meaningful change through the use of classroom assessment
data? Support your answer.

10. TRAINING OF SCHOOL LEADERS FOR THE REVISED K TO 10
CURRICULUM IMPLEMENTATION
While checking class records during regular monitoring, he noticed
a recurring pattern—learners in Grades 4 to 6 were consistently
underperformingin reading comprehension and solving math word
problems. Instead of implementing immediate large-scale interventions,
Principal Leo began by collecting quarterly quiz and test results from
teachers and compiling them to observe trends across grade levels.
The Power of the Question: Leading Change Without All the Answers
Practice Evidence/s
•Regular Monitoring of class records
•Noticing a recurring pattern of underperformance in reading
comprehension and solving math word problems
•Collecting and compiling quarterly quiz and test results
•Observing trends across grade levels
Diagnosing
Instructional
Weaknesses through
Data Analysis
Provide the right
Gerund
Provide the right 2-word
process

11. TRAINING OF SCHOOL LEADERS FOR THE REVISED K TO 10
CURRICULUM IMPLEMENTATION
While checking class records during regular monitoring, he noticed
a recurring pattern—learners in Grades 4 to 6 were consistently
underperformingin reading comprehension and solving math word
problems. Instead of implementing immediate large-scale interventions,
Principal Leo began by collecting quarterly quiz and test results from
teachers and compiling them to observe trends across grade levels.
The Power of the Question: Leading Change Without All the Answers
Practice Evidence/s
•Regular Monitoring of class records
•Noticing a recurring pattern of underperformance in reading
comprehension and solving math word problems
•Collecting and compiling quarterly quiz and test results
•Observing trends across grade levels
Diagnosing
Instructional
Weaknesses through
Data Analysis

12. TRAINING OF SCHOOL LEADERS FOR THE REVISED K TO 10
CURRICULUM IMPLEMENTATION
Inthenextfacultymeeting,hepresentedthecompileddatainasimple
format:averagescorespersubjectandthemostfrequentlymissed
competencies.Ratherthanassigningsolutions,heposedareflective
questiontotheteachers:“Givenwhatweknownow,whatsmall
adjustmentscanwemakeinourteachingthisweektoaddressthese
gaps?”
The Power of the Question: Leading Change Without All the Answers
Practice Evidence/s
•Presenting compiled average scores per subject and most
frequently missed competencies in a faculty meeting
•Posing this reflective question: “Given what we know now,
what small adjustments can we make in our teaching
this week to address these gaps?”
Fostering a
Collaborative
and Reflective
Culture
Provide the right
adjective
Provide the right
adjective

13. TRAINING OF SCHOOL LEADERS FOR THE REVISED K TO 10
CURRICULUM IMPLEMENTATION
Inthenextfacultymeeting,hepresentedthecompileddatainasimple
format:averagescorespersubjectandthemostfrequentlymissed
competencies.Ratherthanassigningsolutions,heposedareflective
questiontotheteachers:“Givenwhatweknownow,whatsmall
adjustmentscanwemakeinourteachingthisweektoaddressthese
gaps?”
The Power of the Question: Leading Change Without All the Answers
Practice Evidence/s
•Presenting compiled average scores per subject and most
frequently missed competencies in a faculty meeting
•Posing this reflective question: “Given what we know now,
what small adjustments can we make in our teaching
this week to address these gaps?”
Fostering a
Collaborative
and Reflective
Culture

14. TRAINING OF SCHOOL LEADERS FOR THE REVISED K TO 10
CURRICULUM IMPLEMENTATION
This prompted teachers to review the items in their own assessments
and commit to adjust teaching strategies for a least-learned skill each week.
For example, the Grade 5 teacher allotted 20 minutes each Friday to revisit
difficult reading passages, while the Grade 6 teacher created short drills on
translating word problems into number sentences.
The Power of the Question: Leading Change Without All the Answers
Practice Evidence/s
•Teachers to review the items in their own assessments
•Teachers commit to adjust teaching strategies for a least-
learned skill each week
•Grade 5 teacher allotted 20 minutes each Friday to revisit
difficult reading passages
•Grade 6 teacher created short drills on translating word
problems into number sentences.
Implementing
Targeted
Interventions
Provide the right Adjective
Provide the right Noun

15. TRAINING OF SCHOOL LEADERS FOR THE REVISED K TO 10
CURRICULUM IMPLEMENTATION
This prompted teachers to review the items in their own assessments
and commit to adjust teaching strategies for a least-learned skill each week.
For example, the Grade 5 teacher allotted 20 minutes each Friday to revisit
difficult reading passages, while the Grade 6 teacher created short drills on
translating word problems into number sentences.
The Power of the Question: Leading Change Without All the Answers
Practice Evidence/s
•Teachers to review the items in their own assessments
•Teachers commit to reteaching at least one identified skill
each week
•Grade 5 teacher allotted 20 minutes each Friday to revisit
difficult reading passages
•Grade 6 teacher created short drills on translating word
problems into number sentences.
Implementing
Targeted
Interventions

16. TRAINING OF SCHOOL LEADERS FOR THE REVISED K TO 10
CURRICULUM IMPLEMENTATION
To sustainthe effort, Principal Leo initiated short monthly review
meetingswhere teachers shared updates on learner progress based on
recent formative assessments. These consistent, data-informed
conversations led to more focused teaching, better collaboration among
teachers, and more purposeful instructional planning.
The Power of the Question: Leading Change Without All the Answers
Practice Evidence/s
•Conduct of short monthly review meetings where
teachers shared updates on learner progress based on
recent formative assessments
•Conduct of consistent, data-informed conversations led to
more focused teaching, better collaboration among
teachers, and more purposeful instructional planning.
Sustaining Efforts
Through Regular
Follow-Up
Provide the right
Gerund
Provide the right process

17. TRAINING OF SCHOOL LEADERS FOR THE REVISED K TO 10
CURRICULUM IMPLEMENTATION
To sustainthe effort, Principal Leo initiated short monthly review
meetingswhere teachers shared updates on learner progress based on
recent formative assessments. These consistent, data-informed
conversations led to more focused teaching, better collaboration among
teachers, and more purposeful instructional planning.
The Power of the Question: Leading Change Without All the Answers
Practice Evidence/s
•Conduct of short monthly review meetings where
teachers shared updates on learner progress based on
recent formative assessments
•Conduct of consistent, data-informed conversations led to
more focused teaching, better collaboration among
teachers, and more purposeful instructional planning.
Sustaining Efforts
Through Regular
Follow-Up

18. TRAINING OF SCHOOL LEADERS FOR THE REVISED K TO 10
CURRICULUM IMPLEMENTATION
By using everyday classroom assessments to guide
practical school-level decisions, Principal Leo fostered a
culture of reflection and responsiveness—
demonstrating how consistent attention to learner
performance, even through small steps, can meaningfully
improve instruction and outcomes.
The Power of the Question: Leading Change Without All the Answers
✓Checkpoint: Learning from Principal Leo’s practices, let us
now check our answers in the TRUE or FALSE pretest?

19. 19
1. The primary goal of using formative assessment data is to assign a final
grade to students.
2. Effective school leaders use student assessment data to diagnose learning
gaps and inform instructional decisions.
3. To foster continuous improvement, it is sufficient for a school leader to
review assessment data with teachers once at the end of the school year.
4. When presenting assessment data, a school leader's most effective
approach is to dictate specific solutions to teachers.
5. The most effective interventions are often small, targeted adjustments to
instruction based on specific needs identified through data, rather than
large-scale, one-size-fits-all programs.
6. A school's culture of reflection and responsiveness is best cultivated through
a top-down, mandate-driven approach from the school leader.
TRUE or FALSEPretest 1

20. Revisiting the
Assessment Framework
(DO No. 08, s. 2015)
21

21. TRAINING OF SCHOOL LEADERS FOR THE REVISED K TO 10
CURRICULUM IMPLEMENTATION
Purpose of Assessment
Not just to measure learning, but to…..
✓Improve teaching and support learning
✓Guide instructional decisions
✓Evaluate educational outcomes

22. TRAINING OF SCHOOL LEADERS FOR THE REVISED K TO 10
CURRICULUM IMPLEMENTATION
Types of Assessment
•Assessment for learning (AfL)
•Assessment as learning (AaL)
•Assessment of learning (AoL)

23. TRAINING OF SCHOOL LEADERS FOR THE REVISED K TO 10
CURRICULUM IMPLEMENTATION
What are assessed in the classroom?
•Learning competencies
•Content standards
•Performance standards
Essential Knowledge Learners must Understand
Skills Learners must Demonstrate
Specific and Measurable Objectives

24. TRAINING OF SCHOOL LEADERS FOR THE REVISED K TO 10
CURRICULUM IMPLEMENTATION
Cognitive Process Dimensions

25. TRAINING OF SCHOOL LEADERS FOR THE REVISED K TO 10
CURRICULUM IMPLEMENTATION
https://digiteacher.wordpress.com/wp-content/uploads/2014/04/solo.gif
Structure of the
Observed Learning
Outcomes

26. 27
BLOOM’s
Revised Taxonomy of Learning Objectives
SOLO
Structure of the Observed Learning Outcomes
BLOOM’s & SOLO TAXONOMY HIERARCHIES
https://upload.wikimedia.org/wikipedia/commons/7/73/Bloom%27s_%26_SOLO_Taxonomy_Hierarchies_%C2%A9_2022_by_Jessica_Brand_is_licensed_under_CC_BY_4.0.png

27. TRAINING OF SCHOOL LEADERS FOR THE REVISED K TO 10
CURRICULUM IMPLEMENTATION
How are learners assessed in the classroom?
•Formative assessment (Assessment for Learning)
✓Self-Assessment (Assessment as Learning)
✓Diagnostic Test
✓Checkpoints/Quizzes
•Summative assessment (Assessment of Learning)
✓Performance tasks (Is Performance Standard met?)
✓Written outputs
✓Quarterly Examinations

28. TRAINING OF SCHOOL LEADERS FOR THE REVISED K TO 10
CURRICULUM IMPLEMENTATION
Assessment principles under DO No. 8, s. 2015
•Fairness and Inclusivity
•Authenticity
•Validity and Reliability
•Learner-Centeredness
•Developmental Appropriateness

29. 30
Session Flow
Revisiting the Assessment Framework (DO No. 08, s. 2015)
Illustration of Practice 1: Helping Teachers Align Assessment Tools with
Curriculum Standards
Illustration of Practice 2: Leading Teachers in Reviewing Test Items based on the
SOLO Framework
Illustration of Practice 3: Leading Teachers in the Analysis of Assessment Data
towards School-wide Decision
Illustration of Practice 4: The Role of School Leaders in Building Teacher
Agency towards Improving Assessment Practices
1
2
3
4
5

30. 31
IOP 1: Helping Teachers Align Assessment
Tools with Curriculum Standards
Do you agree that school heads should help teachers align
assessment tools with curriculum standards? Explain.

31. TRAINING OF SCHOOL LEADERS FOR THE REVISED K TO 10
CURRICULUM IMPLEMENTATION
Guide question:
What specific actions did Principal Dong implement to help teachers
align their assessment tasks with the identified content and performance
standards in the curriculum?
Reading with the End in Mind
IOP 1:Helping Teachers Align Assessment Tools with Curriculum Standards

32. IOP 1:Helping Teachers Align Assessment Tools with Curriculum Standards
The Caselet of Principal Dong
As a school head committed to fostering instructional excellence,
Principal Dong recognized the need to strengthen the alignment of
assessment tools with the curriculum standardsin his school.
During a post-lesson observation dialogue with a junior teacher, he
noticed that while the lesson objectives were anchored on the target
learning competencies, the assessment tasks lacked clear
connection to the targeted standards.
In response, Principal Dong organized a series of professional
learning sessions focused on unpacking curriculum guides and
identifying performance and content standards.
He guided teachers in mapping out learning objectives with
appropriate assessment types using the principles of
constructive alignment.
For example, in a workshop with the English Department, he
facilitated a session where teachers collaboratively reviewed their
quarterly summative tests and revised items that did not match the
intended learning outcomes.
Sir Dong’s
Practices:
Identification of the Core
Problem of disconnection
between assessment tasks
and standards
Organized Focused Professional
Learning Sessions on unpacking
curriculum guides and identifying
performance and content
standards.
Guided teachers in mapping out
learning objectives using the
pedagogical principle of
constructive alignment
Facilitated Collaborative
Workshops in reviewing and
revising quarterly summative
test items that did not match
intended learning outcomes

33. 34
IOP 1:Helping Teachers Align Assessment Tools with Curriculum Standards
The Caselet of Principal Dong (continuation)
To model effective practice, Dong co-developed exemplar test
blueprints with department heads, ensuring that both
formative and summative tools genuinely reflected the
depth of the competencies.
He also introduced a peer review system where teachers
provided feedback on each other’s assessment instruments
using a rubric aligned with the curriculum.
Through this leadership initiative, assessment practices in the
school began to improve. Teachers became more confident and
intentional in designing valid assessments, resulting in more
accurate data for instruction and remediation. Principal Dong’s
proactive guidance ensured that assessmentswere no longer
just tools for grading but instruments for meaningful learning.
Co-developed
Competency-Based
formative and summative
Assessment tools
Established a Rubric-
Based Peer Review
System of Assessment
Instruments
Sir Dong’s Practices
Continuous
Improvement
of teachers’
assessment
practice

34. IOP 1:Helping Teachers Align Assessment Tools with Curriculum Standards
Principal Dong’s Practice
During a post-lesson observation dialogue with a junior teacher, he noticed
that while the lesson objectives were anchored on the target learning
competencies, the assessment tasks lacked clear connection to the targeted
standards.
Identified the Core
Problem of disconnection
between assessment tasks
and standards
Principal Dong's leadership was a strategic and multi-pronged effort
to bridge the gap between curriculum and assessment. His
approach was practical, collaborative, and focused on building
teacher capacity.
His identification of a specific issue of disconnection between
assessment tasks and standards shows a targeted approach to
problem-solving, rather than a generic training session.

35. IOP 1:Helping Teachers Align Assessment Tools with Curriculum Standards
Principal Dong’s Practice
During a post-lesson observation dialogue with a junior teacher, he noticed
that while the lesson objectives were anchored on the target learning
competencies, the assessment tasks lacked clear connection to the targeted
standards.
Identified the Core
Problem of disconnection
between assessment tasks
and standards
Lesson objectives were anchored on the target learning competencies but the
assessment tasks lacked clear connection to the targeted standards
Learning competencies = the individual trees
representing specific knowledge, skills, and
attitudes.
Standards on Content and Performance= the forest
representing the big ideas and expected
performanceoutcomes."

36. IOP 1:Helping Teachers Align Assessment Tools with Curriculum Standards
Principal Dong’s Practice
In response, Principal Dong organized a series of professional
learning sessions focused on unpacking curriculum guides and
identifying performance standards and content standards.
Organized Focused
Professional Learning
Sessions on unpacking
curriculum guides
How must teachers unpack curriculum guides?

37. IOP 1:Helping Teachers Align Assessment Tools with Curriculum Standards
Principal Dong’s Practice
In response, Principal Dong organized a series of professional
learning sessions focused on unpacking curriculum guides and
identifying performance standards and content standards.
Organized Focused
Professional Learning
Sessions on unpacking
curriculum guides
1.Understand the Standard (the “Forest”)
oRead the curriculum guide for your subject and grade level.
oIdentify the big idea and expected performancefor the quarter or unit.
2.Unpack the Learning Competencies (the “Trees”)
oBreak each standard into specific knowledge, skills, and attitudes (KSAs).
oDetermine the level of thinking needed using Bloom’s or SOLO taxonomy.
3.Write SMART Learning Objectives
oTurn each competency into a Specific, Measurable, Achievable,
Relevant, and Time-boundgoal.
oExample: By the end of the lesson, given a set of 5 two-step word problems,
learners will correctly solve at least 4.
Steps in
unpacking
curriculum
guides

38. IOP 1:Helping Teachers Align Assessment Tools with Curriculum Standards
Principal Dong’s Practice
He guided teachers in mapping out learning objectives with
appropriate assessment types using the principles of
constructive alignment.
Guided teachers in mapping
out learning objectives using
the principle of constructive
alignment
This “pedagogical principles of constructive alignment” provided
teachers with a clear methodology for ensuring that learning objectives,
teaching activities, and assessment tasks are all in sync.
How must teachers implement the principles of
constructive alignment in assessment?

39. IOP 1:Helping Teachers Align Assessment Tools with Curriculum Standards
Principal Dong’s Practice
He guided teachers in mapping out learning objectives with
appropriate assessment types using the principles of
constructive alignment.
Guided teachers in mapping
out learning objectives using
the principle of constructive
alignment
This “pedagogical principles of constructive alignment” providedteachers with a clear methodology
for ensuring that learning objectives, teaching activities, and assessment tasks are all in sync.
1.Unpack the Curriculum Guide (to identify the big idea and expected
performance, and formulate lesson objectives or KSAs)
2.Design Assessment Tasks from Objectives
oMake sure the task matches the action verb in the objective.
oChoose task types (quiz, project, performance task) that show the KSAs in
action.
3.Map Assessment Tasks to Competencies and Standards
oCheck if each task clearly addresses the intended competency.
oMake sure all competencies for the unit are covered.
Steps in
Designing
Assessment
guided by the
Principle of
Constructive
Alignment

40. IOP 1:Helping Teachers Align Assessment Tools with Curriculum Standards
Principal Dong’s Practice
He guided teachers in mapping out learning objectives with
appropriate assessment types using the principles of
constructive alignment.
Guided teachers in mapping
out learning objectives using
the principle of constructive
alignment
4. Create Rubrics or Scoring Guides
oFor performance or open-ended tasks, write clear criteria and descriptions
for different mastery levels.
oAlign rubric criteria with the competency’s skills and the standard’s
expectations.
5. Review and Refine
oCheck if tasks are clear, age-appropriate, and doable within the given time.
oAdjust if the task does not fully match the intended competency or
objective.
6. Use Assessment Results to Improve Learning
oAnalyze learner performance against your SMART objectives.
oIdentify gaps for remediation and strengths for enrichment.
Steps in
Designing
Assessment
guided by the
Principle of
Constructive
Alignment

41. IOP 1:Helping Teachers Align Assessment Tools with Curriculum Standards
Principal Dong’s Practice
He also introduced a peer review system where teachers provided
feedback on each other’s assessment instruments using a rubric
aligned with the curriculum.
Sample
Teacher’s
Quick
Alignment
checklist
Established a Rubric-
Based Peer Review
System of Assessment
Instruments
that can be an anchor
for a rubric

42. 45
IOP 1: Helping Teachers Align Assessment
Tools with Curriculum Standards
Is it clear to you now what practices to STOP, START, and CONTINUE to
ensure alignment of assessment tools with curriculum standards?
Please write these in your journal.

43. 46
Session Flow
Revisiting the Assessment Framework (DO No. 08, s. 2015)
Illustration of Practice 1: Helping Teachers Align Assessment Tools with
Curriculum Standards
Illustration of Practice 2: Leading Teachers in Reviewing Test Items based on the
SOLO Framework
Illustration of Practice 3: Leading Teachers in the Analysis of Assessment Data
towards School-wide Decision
Illustration of Practice 4: The Role of School Leaders in Building Teacher
Agency towards Improving Assessment Practices
1
2
3
4
5

44. 47
IOP 2: Leading Teachers in Reviewing Test
Items based on the SOLO Framework
Do you agree that a school head’s tasks include
leading teachers in reviewing Test Items? Explain.

45. TRAINING OF SCHOOL LEADERS FOR THE REVISED K TO 10
CURRICULUM IMPLEMENTATION
Guide question:
How did Principal Olie guide teachers in using the
SOLO Taxonomy to evaluate and revise test items to
reflect increasing levels of cognitive complexity?
Reading with the End in Mind
IOP 2:Leading Teachers in Reviewing Test Items based on the SOLO Framework

46. 49
IOP 2:Leading Teachers in Reviewing Test Items based on the SOLO Framework

47. IOP 2:Leading Teachers in Reviewing Test Items based on the SOLO Framework
The Caselet of Principal Ollie (1)
As the demands for deeper learning grew under the Revised K to
12 Curriculum, Principal Olie saw the urgency to elevate the quality
of classroom assessments. During a learning action cell (LAC)
session, he noticed that many test items remained limited to
factual recall, lacking progression in cognitive complexity.
To address this, he introduced the SOLO (Structure of Observed
Learning Outcomes) Taxonomy as a framework for reviewing and
improving test items.
Principal Olie, a seasoned instructional leader, conducted a hands-
on workshop with department heads and teacher-leaders.
Together, they analyzed test items from recent quarterly exams and
mapped them onto the five levels of the SOLO taxonomy:
prestructural, unistructural, multistructural, relational, and extended
abstract.
Sir Ollie’s Practices
Identification of the Core Problem
of test items limited to factual
recall, lacking progression in
cognitive complexity
Introduction of SOLO Taxonomy
as a framework for reviewing and
improving test items.
Conduct of a hands-on test item
revision workshop with
department heads and teacher-
leaders (Principal Ollie did not
just provide a lecture)
Collaborative analysis of the
recent quarterly exam items and
mapping them onto the 5 levels
of the SOLO taxonomy

48. IOP 2:Leading Teachers in Reviewing Test Items based on the SOLO Framework
The Caselet of Principal Ollie (2)
He facilitated breakout sessions where teachers revised low-level
test items into tasks that required analysis, synthesis, and conceptual
transfer.
For example, in the Science department, a basic question on
identifying parts of a volcano was revised into a task asking students
to explain the relationship between volcanic activity and plate
boundaries, aligning with the relational level. In the English
department, comprehension questions were transformed into
Extended Abstract tasks that asked students to connect literary
themes to contemporary social issues.
To institutionalize the practice, Principal Olie developed a review checklist
based on SOLO descriptors and encouraged its integration into test
construction processes.
Under his guidance, the school’s assessment practices evolved to reflect
higher-order thinking, better supporting learners’ progression toward
21st-century competencies.
Facilitation of collaborative
sessions on revising low-level
test items into tasks requiring
higher order thinking skills
Providing Concrete Examples
on how to revise test items—
be it Science, English
Institutionalization of a SOLO-
based test-item creation and
revision through a developed
review checklist

49. TRAINING OF SCHOOL LEADERS FOR THE REVISED K TO 10
CURRICULUM IMPLEMENTATION
Identification of the Core Problem
of test items limited to factual
recall, lacking progression in
cognitive complexity
Introduction of SOLO Taxonomy
as a framework for reviewing and
improving test items.
Conduct of a hands-on test item
revision workshop with department
heads and teacher-leaders (Principal
Ollie did not just provide a lecture)
Collaborative analysis of the
recent quarterly exam items and
mapping them onto the 5 levels
of the SOLO taxonomy
Facilitation of collaborative
sessions on revising low-level
test items into tasks requiring
higher order thinking skills
Providing Concrete Examples
on how to revise test items—
be it Science or English.
Institutionalization of a SOLO-
based test-item creation and
revision through a developed
review checklist
IOP 2:Leading Teachers in Reviewing Test Items based on the SOLO Framework
Principal Ollie’s
Practices

50. TRAINING OF SCHOOL LEADERS FOR THE REVISED K TO 10
CURRICULUM IMPLEMENTATION
Introduction of SOLO Taxonomy
as a framework for reviewing and
improving test items.
Conduct of a hands-on test item
revision workshop with department
heads and teacher-leaders (Principal
Ollie did not just provide a lecture)
Collaborative analysis of the
recent quarterly exam items and
mapping them onto the 5 levels
of the SOLO taxonomy
Facilitation of collaborative
sessions on revising low-level
test items into tasks requiring
higher order thinking skills
Providing Concrete Examples
on how to revise test items—
be it Science, English
Institutionalization of a SOLO-
based test-item creation and
revision through a developed
review checklist
IOP 2:Leading Teachers in Reviewing Test Items based on the SOLO Framework
Principal Ollie
Principal Ollie is a Diagnostician of Learning, who doesn't just
see a symptom (low student performance) but correctly
diagnoses the root cause(flawed assessment quality). By
focusing on the quality and cognitive complexity of test items, the
principal establishes a new standard for excellence. This sends a
powerful message that the school is accountable for the quality
of learning
IMPLICATION
Identification of the Core Problem
of test items limited to factual
recall, lacking progression in
cognitive complexity

51. TRAINING OF SCHOOL LEADERS FOR THE REVISED K TO 10
CURRICULUM IMPLEMENTATION
Identification of the Core Problem
of test items limited to factual
recall, lacking progression in
cognitive complexity
Introduction of SOLO
Taxonomy as a
framework for reviewing
and improving test items.
Conduct of a hands-on test item
revision workshop with department
heads and teacher-leaders (Principal
Ollie did not just provide a lecture)
Collaborative analysis of the
recent quarterly exam items and
mapping them onto the 5 levels
of the SOLO taxonomy
Facilitation of collaborative
sessions on revising low-level
test items into tasks requiring
higher order thinking skills
Providing Concrete Examples
on how to revise test items—
be it Science, English
Institutionalization of a SOLO-
based test-item creation and
revision through a developed
review checklist
IOP 2:Leading Teachers in Reviewing Test Items based on the SOLO Framework
Principal Ollie
The introduction of the SOLO Taxonomy
as a framework demonstrates a Principal
Ollie's strategic and evidence-based
approach to instructional leadership ,
where the school head:
1.provides teachers with a clear
roadmap for Improvement;
2.empowers teachers with new KSAs
and scaffold them on how to self-
evaluate; and
3.shiftsschool culture from rote factual
recall to deep learning
IMPLICATION

52. TRAINING OF SCHOOL LEADERS FOR THE REVISED K TO 10
CURRICULUM IMPLEMENTATION
Identification of the Core Problem
of test items limited to factual
recall, lacking progression in
cognitive complexity
Introduction of SOLO Taxonomy
as a framework for reviewing and
improving test items.
Collaborative analysis of the
recent quarterly exam items and
mapping them onto the 5 levels
of the SOLO taxonomy
Facilitation of collaborative
sessions on revising low-level
test items into tasks requiring
higher order thinking skills
Providing Concrete Examples
on how to revise test items—
be it Science, English
Institutionalization of a SOLO-
based test-item creation and
revision through a developed
review checklist
IOP 2:Leading Teachers in Reviewing Test Items based on the SOLO Framework
Principal Ollie
Conduct of a hands-on test
item revision workshop with
department heads and
teacher-leaders (Principal Ollie
did not just provide a lecture)
This workshop of shared
ownership and expertise
establishes Principal Ollie’s
credibility as an instructional
leader and demonstrates
that he practices what he
preaches.
IMPLICATION

53. TRAINING OF SCHOOL LEADERS FOR THE REVISED K TO 10
CURRICULUM IMPLEMENTATION
Identification of the Core Problem
of test items limited to factual
recall, lacking progression in
cognitive complexity
Introduction of SOLO Taxonomy
as a framework for reviewing and
improving test items.
Conduct of a hands-on test item
revision workshop with department
heads and teacher-leaders (Principal
Ollie did not just provide a lecture)
Collaborative analysis of the
recent quarterly exam items and
mapping them onto the 5 levels
of the SOLO taxonomy
Facilitation of collaborative
sessions on revising low-level
test items into tasks requiring
higher order thinking skills
Providing Concrete Examples
on how to revise test items—
be it Science, English
Institutionalization of a SOLO-
based test-item creation and
revision through a developed
review checklist
IOP 2:Leading Teachers in Reviewing Test Items based on the SOLO Framework
Principal Ollie
This hands-on activity is an evidence of linking
theory of cognitive complexity (the SOLO
framework) to the teachers' tangible work
(their test items). This practical application
ensures teachers have a deeper, more
actionable understanding of the framework,
which they can then apply to their future work.

54. TRAINING OF SCHOOL LEADERS FOR THE REVISED K TO 10
CURRICULUM IMPLEMENTATION
Identification of the Core Problem
of test items limited to factual
recall, lacking progression in
cognitive complexity
Introduction of SOLO Taxonomy
as a framework for reviewing and
improving test items.
Conduct of a hands-on test item
revision workshop with department
heads and teacher-leaders (Principal
Ollie did not just provide a lecture)
Collaborative analysis of the
recent quarterly exam items and
mapping them onto the 5 levels
of the SOLO taxonomy
Facilitation of collaborative
sessions on revising low-
level test items into tasks
requiring higher order
thinking skills
Providing Concrete Examples
on how to revise test items—
be it Science, English
Institutionalization of a SOLO-
based test-item creation and
revision through a developed
review checklist
IOP 1:Helping Teachers Align Assessment Tools with Curriculum Standards
Principal Ollie
Principal Ollie is not just a critic but also a
problem solver. By guiding the revision
process, he demonstrates that his
leadership is action-oriented and focused
on creating tangible solutions to
educational challenges.The hands-on
revision process ensures that teachers are
not just aware of a new framework but are
developing the practical skills to apply it.
This is a far more effective form of
professional development that builds long-
term capacity for continuous improvement
in the school.

55. TRAINING OF SCHOOL LEADERS FOR THE REVISED K TO 10
CURRICULUM IMPLEMENTATION
Identification of the Core Problem
of test items limited to factual
recall, lacking progression in
cognitive complexity
Introduction of SOLO Taxonomy
as a framework for reviewing and
improving test items.
Conduct of a hands-on test item
revision workshop with department
heads and teacher-leaders (Principal
Ollie did not just provide a lecture)
Collaborative analysis of the
recent quarterly exam items and
mapping them onto the 5 levels
of the SOLO taxonomy
Facilitation of collaborative
sessions on revising low-level
test items into tasks requiring
higher order thinking skills
Providing Concrete Examples
on how to revise test items—
be it Science, English
Institutionalization of a SOLO-
based test-item creation and
revision through a developed
review checklist
IOP 2:Leading Teachers in Reviewing Test Items based on the SOLO Framework
Principal Ollie
By showcasing how the framework
applies to different subjects, the
principal demonstrates its
universality. This helps break down
departmental silos and ensures that
all teachers have a shared
understanding of what constitutes a
high-quality, high-cognitive demand
assessment.

56. TRAINING OF SCHOOL LEADERS FOR THE REVISED K TO 10
CURRICULUM IMPLEMENTATION
Identification of the Core Problem
of test items limited to factual
recall, lacking progression in
cognitive complexity
Introduction of SOLO Taxonomy
as a framework for reviewing and
improving test items.
Conduct of a hands-on test item
revision workshop with department
heads and teacher-leaders (Principal
Ollie did not just provide a lecture)
Collaborative analysis of the
recent quarterly exam items and
mapping them onto the 5 levels
of the SOLO taxonomy
Facilitation of collaborative
sessions on revising low-level
test items into tasks requiring
higher order thinking skills
Providing Concrete Examples
on how to revise test items—
be it Science, English
Institutionalization of a SOLO-
based test-item creation and
revision through a developed
review checklist
IOP 2:Leading Teachers in Reviewing Test Items based on the SOLO Framework
Principal Ollie
The institutionalization of the SOLO-
based review checklist is the
capstone of effective leadership, as it
transforms a successful professional
development initiative into a
sustainable, school-wide system.
This ensures that teachers become
self-empowered professional.

57. TRAINING OF SCHOOL LEADERS FOR THE REVISED K TO 10
CURRICULUM IMPLEMENTATION
Identification of the Core Problem of test
items limited to factual recall, lacking
progression in cognitive complexity
Introduction of SOLO Taxonomy as a framework
for reviewing and improving test items.
Conduct of a hands-on test item revision workshop
with department heads and teacher-leaders
(Principal Ollie did not just provide a lecture)
Collaborative analysis of the recent
quarterly exam items and mapping them
onto the 5 levels of the SOLO taxonomy
Facilitation of collaborative sessions on
revising low-level test items into tasks
requiring higher order thinking skills
Providing Concrete Examples on how to
revise test items—be it Science or English.
Institutionalization of a SOLO-based
test-item creation and revision
through a developed review checklist
IOP 2:Leading Teachers in Reviewing Test Items based on the SOLO Framework
Principal Ollie’s
Practices
Enlightened by Principal Ollie’s practices, let us develop
a SOLO-Based Test Item Creation and Revision Checklist

58. TRAINING OF SCHOOL LEADERS FOR THE REVISED K TO 10
CURRICULUM IMPLEMENTATION
IOP 2:Leading Teachers in Reviewing Test Items based on the SOLO Framework
SOLO-Based Test Item Creation and Revision Checklist
This checklist is designed to help teachers evaluate and improve the cognitive complexity of their
assessment items. Use it to map your existing questions or to guide the creation of new ones, ensuring a
balance of tasks that promote both foundational knowledge and deeper thinking.
How to Use This Checklist:
1.Map: For an existing test item, read the question and its expected answer. Identify which SOLO level
best describes the cognitive demand and check the corresponding box.
2.Analyze: Review the distribution of your test items across the SOLO levels. Does your assessment
primarily focus on Unistructural or Multistructural tasks?
3.Revise: Choose a low-level item and use the action verbs and question stems to revise it into a
Relational or Extended Abstract task.
4.Create: Use the checklist as a guide to intentionally create new test items that cover a balanced range
of cognitive demands.

59. TRAINING OF SCHOOL LEADERS FOR THE REVISED K TO 10
CURRICULUM IMPLEMENTATION
IOP 2:Leading Teachers in Reviewing Test Items based on the SOLO Framework
SOLO-Based Test Item Creation and Revision Checklist

60. 63
IOP 2: Leading Teachers in Reviewing Test
Items based on the SOLO Framework
" Reflecting on Principal Ollie’s practices, are you committed to utilize
the SOLO framework ?"

61. 64
Session Flow
Revisiting the Assessment Framework (DO No. 08, s. 2015)
Illustration of Practice 1: Helping Teachers Align Assessment Tools with
Curriculum Standards
Illustration of Practice 2: Leading Teachers in Reviewing Test Items based on the
SOLO Framework
Illustration of Practice 3: Leading Teachers in the Analysis of Assessment Data
towards School-wide Decision
Illustration of Practice 4: The Role of School Leaders in Building Teacher
Agency towards Improving Assessment Practices
1
2
3
4
5

62. Leading Teachers in the Analysis
of Assessment Data towards
School-wide Decision
65
Do you agree that teachers need the active collaboration
of the school head in analyzing assessment data such as
CRLA, Phil-IRI and RMA ? Explain.

63. TRAINING OF SCHOOL LEADERS FOR THE REVISED K TO 10
CURRICULUM IMPLEMENTATION
Guide question:
How did Principal Cory lead the systematic analysis
of diagnostic assessment data to identify specific
learning gaps in reading and numeracy across grade
levels?
Reading with the End in Mind
IOP 3:Leading Teachers in the Analysis of Assessment Data
towards School-wide Decision

64. The Caselet of Principal Cory (1)
At the opening of the school year, Principal Cory received the
consolidated results of three key diagnostic tools: the
Comprehensive Rapid Literacy Assessment (CRLA), Philippine
Informal Reading Inventory (Phil-IRI), and the Rapid Mathematics
Assessment (RMA). The data showed that a large percentage of
learners in Grades 2 to 5 were performing below grade level in both
reading and numeracy. Many were at the frustration level in oral
reading and showed limited understanding of basic number
concepts and operations in math.
Understanding the critical role of early intervention, Principal Cory
convened a school-based data analysis workshop involving grade-level
leaders, reading coordinators, and the school’s math and English
teachers. She began by helping the team disaggregate the CRLA and Phil-
IRI results, identifying specific areas of weakness—such as poor
phonemic awareness, slow reading rate, and weak comprehension.
Similarly, she guided teachers in analyzing the RMA results, pinpointing
persistent gapsin number sense, place value, and basic operations.
Ma’am Cory’s Practices
Identification of the Core
Problems from CRLA, Phil-IRI and
RMA: Large percentage of Gr 2-5
learners were performing below
grade level in reading and
numeracy—many are frustration
level in oral reading and showed
limited understanding of basic
number concepts and
Conduct of collaborative data
analysis workshopwith expert
teams to promote a culture of
inquiry
(1) disaggregate CRLA and Phil-
IRI resultsto identify specific
areas of reading weaknesses and
(2) analyze RMA results and
pinpoint persistent numeracy
gaps
IOP 3:Leading Teachers in the Analysis of Assessment Data towards School-wide Decision

65. The Caselet of Principal Cory (2)
With this deeper analysis, Cory encouraged teachers to group learners
according to specific intervention needs. She also helped each grade level
team design targeted remediation plans, which included daily guided
reading sessions, peer reading partnerships, math drill stations, and
contextualized story problems for math. These interventionswere
embedded in the school's Learning Recovery Program and supported by
community volunteers and learning partners.
To ensure sustainability, Principal Cory initiated monthly progress checks
and data reflection sessions during LAC meetings, allowing teachers to
track learner improvementand recalibrate strategies. She also used the
findings to informschool-level resource allocation—such as purchasing
more storybooks and manipulative math kits for Grades 1–3.
By leading the systematic analysis and use of assessment data, Principal
Cory created a culture of data-informed decision-making in her school. Her
proactive leadership ensured that both reading and numeracy instruction
were no longer based on assumptions but on real learner needs—moving
the entire school towards more inclusive and responsive teaching.
Using diagnostic assessment results
showing specific intervention needs,
teachers strategically group learners
according to identified literacy and
numeracy skill gaps and
collaboratively design individualized
or group-specific remediation plan
that are embedded in the LRP to be
implemented with the help of
stakeholders..
Conduct of monthly progress
checks and data reflection
sessions during LAC Meetings to
(1) track learning improvement, (2)
recalibrate strategies, (3) inform
resource allocation and (4) ensure
sustainability
Promotion of data-informed
decision-making by utilizing
assessment data to diagnose real
learner needs and design
responsive reading and numeracy
interventions
IOP 3:Leading Teachers in the Analysis of Assessment Data towards School-wide Decision

66. TRAINING OF SCHOOL LEADERS FOR THE REVISED K TO 10
CURRICULUM IMPLEMENTATION
Identification of the Literacy and
Numeracy Core Problems from
Diagnostic Assessments CRLA, Phil-IRI
and RMA
✓Conduct of collaborative data analysis
workshop with expert teams
✓promote a culture of inquiry by
(1) disaggregatingCRLA and Phil-IRI results to
identify specific areas of reading weaknesses
(2) analyzing RMA results and pinpoint persistent
numeracy gaps
Conduct of monthly progress checksand data
reflection sessions during LAC Meetings to
(1)track learning improvement,
(2) recalibrate strategies,
(3) inform resource allocation and
(4) ensure sustainability
•Using diagnostic assessment results to show specific intervention needs
•Grouping learners according to identified literacy and numeracy skill gaps
•Collaboratively design individualized or group-specific remediation plans
•Embedding Literacy and Numeracy remediation plans in the LRP
•Implementing remediation plans with the help of internal and external stakeholders.
Promotion of data-informed decision-making
by utilizing assessment data to diagnose real
learner needs and design responsive reading
and numeracy interventions
IOP 3:Leading Teachers in the Analysis of Assessment Data towards School-wide Decision
Principal Cory’s
Leadership
Practices
Are Principal Cory’s practices relevant to the responsibilities of a school head?

67. TRAINING OF SCHOOL LEADERS FOR THE REVISED K TO 10
CURRICULUM IMPLEMENTATION
Identification of the Literacy and
Numeracy Core Problems from
Diagnostic Assessments CRLA, Phil-IRI
and RMA
✓Conduct of collaborative data analysis
workshop with expert teams
✓promote a culture of inquiry by
(1) disaggregatingCRLA and Phil-IRI results to
identify specific areas of reading weaknesses
(2) analyzing RMA results and pinpoint persistent
numeracy gaps
Conduct of monthly progress checksand data
reflection sessions during LAC Meetings to
(1)track learning improvement,
(2) recalibrate strategies,
(3) inform resource allocation and
(4) ensure sustainability
•Using diagnostic assessment results to show specific intervention needs
•Grouping learners according to identified literacy and numeracy skill gaps
•Collaboratively design individualized or group-specific remediation plans
•Embedding Literacy and Numeracy remediation plans in the LRP
•Implementing remediation plans with the help of internal and external stakeholders.
Promotion of data-informed decision-making
by utilizing assessment data to diagnose real
learner needs and design responsive reading
and numeracy interventions
IOP 3:Leading Teachers in the Analysis of Assessment Data towards School-wide Decision
Principal Cory’s
Leadership
Practices
Which practice you would like to champion in your school? Explain!

68. TRAINING OF SCHOOL LEADERS FOR THE REVISED K TO 10
CURRICULUM IMPLEMENTATION
Identification of the Literacy and
Numeracy Core Problems from
Diagnostic Assessments CRLA, Phil-IRI
and RMA
✓Conduct of collaborative data analysis
workshop with expert teams
✓promote a culture of inquiry by
(1) disaggregatingCRLA and Phil-IRI results to
identify specific areas of reading weaknesses
(2) analyzing RMA results and pinpoint persistent
numeracy gaps
Conduct of monthly progress checksand data
reflection sessions during LAC Meetings to
(1)track learning improvement,
(2) recalibrate strategies,
(3) inform resource allocation and
(4) ensure sustainability
•Using diagnostic assessment results to show specific intervention needs
•Grouping learners according to identified literacy and numeracy skill gaps
•Collaboratively design individualized or group-specific remediation plans
•Embedding Literacy and Numeracy remediation plans in the LRP
•Implementing remediation plans with the help of internal and external stakeholders.
Promotion of data-informed decision-making
by utilizing assessment data to diagnose real
learner needs and design responsive reading
and numeracy interventions
IOP 3:Leading Teachers in the Analysis of Assessment Data towards School-wide Decision
Principal Cory’s
Leadership
Practices
Anchoring on Principal Cory’s leadership practices, let us now create a checklist on
how to lead teachers in the analysis of assessment data towards school-wide decision!

69. TRAINING OF SCHOOL LEADERS FOR THE REVISED K TO 10
CURRICULUM IMPLEMENTATION
Checklist for Leading Teachers in the Analysis of Assessment Data towards School -wide Decision
This checklist serves as a practical roadmap for school leaders to build a data-driven culture. It is anchored on the
practices of a principal who successfully used diagnostic data to guide effective literacy and numeracy interventions.
Phase 1: Diagnosis & Inquiry
This phase focuses on identifying the core learning problems through collaborative data analysis.
[ ] Conduct a Collaborative Data Analysis Workshop : Organize a workshop with expert teams to
collectively review diagnostic assessment results (CRLA, Phil-IRI, RMA) and identify school-wide
trends and core problems.
[ ] Promote a Culture of Inquiry: Guide teachers to disaggregate data by a specific area of
weakness (e.g., reading comprehension, number sense) to pinpoint precise and persistent
learning gaps.
[ ] Utilize Data to Inform Needs: Use the diagnostic assessment results as concrete evidence to
identify the specific literacy and numeracy intervention needs of individual learners or groups.
IOP 3:Leading Teachers in the Analysis of Assessment Data towards School-wide Decision

70. TRAINING OF SCHOOL LEADERS FOR THE REVISED K TO 10
CURRICULUM IMPLEMENTATION
Checklist for Leading Teachers in the Analysis of Assessment Data towards School -wide Decision
This checklist serves as a practical roadmap for school leaders to build a data-driven culture. It is anchored on the
practices of a principal who successfully used diagnostic data to guide effective literacy and numeracy interventions.
Phase 2: Intervention & Design
This phase is about translating the data diagnosis into actionable and targeted plans.
[ ] Form Differentiated Groups: Lead teachers in grouping learners according to their identified
literacy and numeracy skill gaps to ensure interventions are specific and effective.
[ ] Collaboratively Design Remediation Plans: Facilitate sessions where teachers work together
to design individualized or group-specific remediation plans that directly address the identified
needs.
[ ] Embed Plans in the Learning Recovery Program (LRP ): Ensure that the designed
remediation plans are officially integrated into the school's overall Learning Recovery Program to
guarantee their implementation and prioritization.
IOP 3:Leading Teachers in the Analysis of Assessment Data towards School-wide Decision

71. TRAINING OF SCHOOL LEADERS FOR THE REVISED K TO 10
CURRICULUM IMPLEMENTATION
Checklist for Leading Teachers in the Analysis of Assessment Data towards School -wide Decision
This checklist serves as a practical roadmap for school leaders to build a data-driven culture. It is anchored on the
practices of a principal who successfully used diagnostic data to guide effective literacy and numeracy interventions.
Phase 3: Monitoring & Sustainability
This phase focuses on tracking progress, refining strategies, and making data-informed decisions a
sustainable practice.
[ ] Conduct Regular Progress Checks : Schedule monthly progress checks and data reflection
sessions (e.g., during LAC meetings) to monitor the impact of remediation plans and track
learning improvement.
[ ] Recalibrate Strategies: Use the monthly data from progress checks to recalibrate intervention
strategies, ensuring they remain responsive to learners' evolving needs.
[ ] Ensure Sustainability: Utilize the assessment data to inform resource allocation and school-
wide decisions, thereby solidifying a culture of data-informed practice for long-term sustainability.
IOP 3:Leading Teachers in the Analysis of Assessment Data towards School-wide Decision

72. Leading Teachers in the Analysis
of Assessment Data towards
School-wide Decision
75
Is this IOP relevant to your leadership?

73. 76
Session Flow
Revisiting the Assessment Framework (DO No. 08, s. 2015)
Illustration of Practice 1: Helping Teachers Align Assessment Tools with
Curriculum Standards
Illustration of Practice 2: Leading Teachers in Reviewing Test Items based on the
SOLO Framework
Illustration of Practice 3: Leading Teachers in the Analysis of Assessment Data
towards School-wide Decision
Illustration of Practice 4: The Role of School Leaders in Building Teacher
Agency towards Improving Assessment Practices
1
2
3
4
5

74. The Role of School Leaders in Building Teacher
Agency towards Improving Assessment Practices
"Think of a time when a teacher in your school went 'off script'—designing a
creative assessment, creating an innovative project, or finding a resourceful
solution to a problem—without you having to tell them. What made that possible?
And as a leader, what did you do (or what could you have done) to empower them
to take that initiative?"

75. TRAINING OF SCHOOL LEADERS FOR THE REVISED K TO 10
CURRICULUM IMPLEMENTATION
Guide question:
How did Principal Grace empower teachers to take
ownership of assessment design despite limited
resources, and what leadership strategies supported
this shift?
Reading with the End in Mind
IOP 4:The Role of School Leaders in Building Teacher Agency towards
Improving Assessment Practices

76. The Caselet of Principal Grace (1)
In a small extension secondary school nestled in a remote
barangay, Principal Grace faced a daily reality of limited
resources—multi-grade classrooms, an insufficient number
of teachers, and a lack of printed assessment tools. Despite
these constraints, she believed that improving assessment
practices was through one powerful lever: teacher agency.
still possible
Recognizing that her teachers were often overburdened yet
deeply committed, Grace initiated collaborative lesson and
assessment planning sessions during regular school-based
learning action cells (LACs). Instead of relying on top-down
directives, she began each session by posing reflective
questions: “What do our learners struggle with most? ” and
“How can we assess in ways that really help them grow? ”
This open dialogue gave teachers a sense of ownership in
shaping assessment practices.
Ma’am Grace’s Practices
✓Demonstrating visionary
and empowering
leadership that is not
dependent on materials, but
on people.
✓Leading with a resourceful
mindset that turns
challenges into
opportunities for innovation
✓Fostering a Culture of Trust
and Ownershipthrough regular
school-based LAC sessions
✓Treating teachers as
professionals and partners,
not as subordinates
✓Moving from a culture of mere
complianceto a culture of
empoweringteacher agency
through reflective questions
and fostering ashared sense
of ownership.
IOP 4:The Role of School Leaders in Building Teacher Agency towards Improving Assessment Practices

77. The Caselet of Principal Grace (2)
To maximize limited time and manpower, Grace
encouraged the use of flexible assessment strategiessuch
as performance-based tasks, oral assessments, and learner-
generated outputs. These approaches not only reduced
printing costs but also made assessments more
contextualized to students’ everyday lives.
In one LAC session, the MAPEH and Science teachers co-
designed an integrated project-based assessment where
students created a health campaign applying concepts from
both subjects. Grace validated and celebrated these
innovations by documenting and sharing them with the
division office, affirming the expertise and creativity of her
teachers.
Reframing resource
limitations as a catalyst for
creative solutions in the
form of flexibleand more
contextualizedassessment
strategies that empower
teachers as designers of
learning
✓Collaborative workshop in
designing an integrated
project-based assessment
in MAPEH and Science
✓Demonstration of leadership
that buildsa strong sense
of professional pride
through validation,
celebration, and
recognition.
IOP 4:The Role of School Leaders in Building Teacher Agency towards Improving Assessment Practices

78. The Caselet of Principal Grace (3)
As the school leader, Grace provided supportive feedback rather
than just compliance checks. She created a culture where
teachers felt trusted to adapt and innovate. Over time, the faculty
became more confident in crafting meaningful assessments
aligned with learning goals—even without standardized
materials.
Through her relational and empowering leadership, Principal
Grace turned limitations into possibilities. By building teacher
agency, she fostered a resilient team of educators who
continuously improved their assessment practices, proving that
resourcefulness and shared ownership can thrive even in the
most underserved school contexts.
✓Leading as a coach who empowers
teachers, rather than as an auditor
who checks for compliance.
✓Establishment of a culture of
psychological safety to encourage a
self-directed professional growth
IOP 4:The Role of School Leaders in Building Teacher Agency towards Improving Assessment Practices
Principal Grace is an inspiring and
transformational leader who believes
that:
✓a principal's greatest asset is not
budget or materials, but the talent
and creativity of teachers
✓challenges should be met with
resilience and a proactive mindset
✓meaningful educational outcomes
are achievable through
resourcefulness, shared ownership,
and a focus on teacher agency

79. TRAINING OF SCHOOL LEADERS FOR THE REVISED K TO 10
CURRICULUM IMPLEMENTATION
Demonstrating visionary and
empowering leadership that is not
dependent on materials, but on people.
Leading with a resourceful mindset that
turns challenges into opportunities for
innovation
✓Fostering a Culture of Trust and Ownership
through regular school-based LAC sessions
✓Treating teachers as professionals and partners,
not as subordinates
✓Moving from a culture of mere compliance to a
culture of empowering teacher agency through
reflective questions and fostering a shared sense
of ownership.
Collaborative workshop in designing an integrated
project-based assessment in MAPEH and Science
Demonstration of leadership that builds a strong
sense of professional pride through validation,
celebration, and recognition.
Reframing resource limitations as a catalyst
for creative solutions in the form of flexible
and more contextualized assessment
strategies that empower teachers as
designers of learning.
Principal Grace is an inspiring and transformational
leader who believes that: (1) a principal's greatest asset is
not budget or materials, but the talent and creativity of
teachers (2) challenges should be met with resilience
and a proactive mindset and (3) meaningful educational
outcomes are achievable through resourcefulness,
shared ownership, and a focus on teacher agency
Principal Grace’s
Leadership
Practices
IOP 4:The Role of School Leaders in Building Teacher Agency towards Improving Assessment Practices
✓Leading as a coach who empowers teachers, rather
than as an auditor who checks for compliance.
✓Establishment of a culture of psychological safety to
encourage a self-directed professional growth

80. TRAINING OF SCHOOL LEADERS FOR THE REVISED K TO 10
CURRICULUM IMPLEMENTATION
✓Demonstrating visionary and empowering
leadership that is not dependent on materials,
but on people.
✓Leading with a resourceful mindset that turns
challenges into opportunities for innovation
✓Fostering a Culture of Trust and Ownership through regular
school-based LAC sessions
✓Treating teachers as professionals and partners, not as
subordinates
✓Moving from a culture of mere compliance to a culture of
empowering teacher agency through reflective questions and
fostering a shared sense of ownership.
Collaborative workshop in designing an integrated
project-based assessment in MAPEH and Science
Demonstration of leadership that builds a strong
sense of professional pride through validation,
celebration, and recognition.
Reframing resource limitations as a catalyst for creative solutions
in the form of flexible and more contextualized assessment
strategies that empower teachers as designers of learning.
Principal Grace is an inspiring and transformational leader who
believes that: (1) a principal's greatest asset is not budget or
materials, but the talent and creativity of teachers (2) challenges
should be met with resilience and a proactive mindset and (3)
meaningful educational outcomes are achievable through
resourcefulness, shared ownership, and a focus on teacher agency
Principal Grace’s
Leadership
Practices
The Power of One. Look at this list one last time. Without overthinking it, choose the one practice that you
believe is most critical for your school. What is the single most important action you can take to start
implementing this practice in your school next week?“ Just write down that one action on a piece of paper or
in your notes. No need to share, just make that personal commitment to yourself."
IOP 4:The Role of School Leaders in Building Teacher Agency towards Improving Assessment Practices
✓Leading as a coach who empowers teachers, rather
than as an auditor who checks for compliance.
✓Establishment of a culture of psychological safety to
encourage a self-directed professional growth

81. TRAINING OF SCHOOL LEADERS FOR THE REVISED K TO 10
CURRICULUM IMPLEMENTATION
✓Demonstrating visionary and empowering
leadership that is not dependent on materials,
but on people.
✓Leading with a resourceful mindset that turns
challenges into opportunities for innovation
✓Fostering a Culture of Trust and Ownership through regular
school-based LAC sessions
✓Treating teachers as professionals and partners, not as
subordinates
✓Moving from a culture of mere compliance to a culture of
empowering teacher agency through reflective questions and
fostering a shared sense of ownership.
Collaborative workshop in designing an integrated
project-based assessment in MAPEH and Science
Demonstration of leadership that builds a strong
sense of professional pride through validation,
celebration, and recognition.
Reframing resource limitations as a catalyst for creative solutions
in the form of flexible and more contextualized assessment
strategies that empower teachers as designers of learning.
Principal Grace is an inspiring and transformational leader who
believes that: (1) a principal's greatest asset is not budget or
materials, but the talent and creativity of teachers (2) challenges
should be met with resilience and a proactive mindset and (3)
meaningful educational outcomes are achievable through
resourcefulness, shared ownership, and a focus on teacher agency
Principal Grace’s
Leadership
Practices
Anchoring on Principal Grace’s leadership practices, let us formulate a
Roadmap to Nurturing Teacher Agency
IOP 4:The Role of School Leaders in Building Teacher Agency towards Improving Assessment Practices
✓Leading as a coach who empowers teachers, rather
than as an auditor who checks for compliance.
✓Establishment of a culture of psychological safety to
encourage a self-directed professional growth

82. TRAINING OF SCHOOL LEADERS FOR THE REVISED K TO 10
CURRICULUM IMPLEMENTATION
Roadmap to Nurturing Teacher Agency (Phase 1: Cultivate Your Leadership Mindset)
This phase is about adopting the foundational beliefs that make teacher agency
possible.
[ ] Reframe Challenges as Opportunities:See resource limitations not as barriers,
but as a catalyst for creative, innovative solutions.
[ ] Prioritize People over Materials:Believe and act on the principle that your
teachers' talent and creativity are your school's greatest assets.
[ ] Lead with Vision and Empowerment:Define a clear vision for your school that is
rooted in trust and empowerment, not in compliance.
[ ] Embrace a Solution-Oriented Mindset:Focus on helping your team find
solutions to problems rather than dwelling on the problems themselves.
IOP 4:The Role of School Leaders in Building Teacher Agency towards Improving Assessment Practices

83. TRAINING OF SCHOOL LEADERS FOR THE REVISED K TO 10
CURRICULUM IMPLEMENTATION
Roadmap to Nurturing Teacher Agency (Phase 2: Build the Foundational Culture)
This phase focuses on creating the environment of psychological safety and
trust where teachers can thrive.
[ ] Foster a Culture of Trust and Ownership:Consistently create
opportunities for shared decision-making and ownership over key school
initiatives.
[ ] Establish Psychological Safety:Encourage teachers to take risks and
experiment without fear of failure, knowing that mistakes are part of the
learning process.
[ ] Treat Teachers as Professionals and Partners:Engage teachers as
experts in their craft by seeking their input, valuing their opinions, and
involving them in strategic planning.
IOP 4:The Role of School Leaders in Building Teacher Agency towards Improving Assessment Practices

84. TRAINING OF SCHOOL LEADERS FOR THE REVISED K TO 10
CURRICULUM IMPLEMENTATION
Roadmap to Nurturing Teacher Agency (Phase 3: Operationalize Teacher Agency through Practice)
This phase involves the specific, daily actions that bring your mindset and culture to life.
[ ] Lead as a Coach, not an Auditor:Replace compliance checks with supportive, growth-
oriented feedback. Ask reflective questions to guide teachers, rather than just giving
directives.
[ ] Empower Teachers as Designers of Learning:Encourage and provide a platform for
teachers to design their own contextualized and integrated assessments.
[ ] Facilitate Collaborative Innovation:Create dedicated time and space (e.g., in LAC
sessions) for cross-curricular collaboration and project-based assessment design.
[ ] Celebrate and Validate Innovation:Publicly recognize, celebrate, and document
teachers' creative solutions and successes. Share their work with the wider community
to build a strong sense of professional pride.
[ ] Move from Compliance to Shared Ownership:Intentionally shift the focus of your
leadership from ensuring mere compliance to fostering genuine, shared ownership over
school goals and outcomes.
IOP 4:The Role of School Leaders in Building Teacher Agency towards Improving Assessment Practices

85. The Role of School Leaders in Building Teacher
Agency towards Improving Assessment Practices
Pledge of Commitment

86. TRAINING OF SCHOOL LEADERS FOR THE REVISED K TO 10
CURRICULUM IMPLEMENTATION
Pledge of Commitment
As school leaders, we understand that our greatest resource is not in materials, but in the talent and creativity
of our teachers. Our success depends on our ability to build a culture where teacher agency can thrive.
Please stand and respond with “YES, I DO"to each of the following commitments:
I. Cultivating a New MindsetDo you commit to embracing a resourceful and solution-oriented mindset,
reframing challenges as opportunities for innovation?
II. Building a Culture of TrustDo you commit to fostering a culture of psychological safety and shared
ownership where teachers feel trusted to adapt, innovate, and continuously grow?
III. Taking Concrete ActionDo you commit to leading as a coach who empowers teachers, rather than an
auditor who checks for compliance, by performing specific and intentional daily actions?
And now, with this pledge, you have affirmed your role as a leader who believes in the power of people
to achieve meaningful educational outcomes. Go forth and lead with purpose!
IOP 4:The Role of School Leaders in Building Teacher Agency towards Improving Assessment Practices

87. TRAINING OF SCHOOL LEADERS FOR THE REVISED K TO 10
CURRICULUM IMPLEMENTATION
Reflective Analysis
SESSION OUTPUTs
A.Steps in unpacking curriculum guides
B.Steps in Designing Assessment guided by the
Principle of Constructive Alignment
C.Teacher’s Quick Alignment checklist
D.SOLO-Based Test Item Creation and Revision
Checklist
E.Checklist for Leading Teachers in the Analysis
of Assessment Data towards School-wide
Decision
F.Roadmap to Nurturing Teacher Agency
Do you find the following session outputs
important?
Which output helps school heads reveal
the best version of teachers?
Which output is useful to school heads in
leading change through assessment?
Which one is most indispensable in leading
the formulation of appropriate lesson
objectives?
Which one is most crucial in reviewing
assessment tools for enhancement?
Which one is most useful in ensuring that
there is alignment between curriculum,
instruction and assessment?

88. TRAINING OF SCHOOL LEADERS FOR THE REVISED K TO 10
CURRICULUM IMPLEMENTATION
Reflective Analysis
SESSION OUTPUTs
A.Steps in unpacking curriculum guides
B.Steps in Designing Assessment guided by the
Principle of Constructive Alignment
C.Teacher’s Quick Alignment checklist
D.SOLO-Based Test Item Creation and Revision
Checklist
E.Checklist for Leading Teachers in the Analysis
of Assessment Data towards School-wide
Decision
F.Roadmap to Nurturing Teacher Agency
Let us share our draft preliminary
plan(way forward or next steps) for
applying the provided tools to lead
teachers in curriculum analysis,
assessment design, and data-driven
decision-making.

89. TRAINING OF SCHOOL LEADERS FOR THE REVISED K TO 10
CURRICULUM IMPLEMENTATION
References
Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. Longman.
Department of Education. (2015). DepEd Order No. 8, s. 2015: Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program.Department of
Education, Philippines.
Marzano, R. J. (2003). What works in schools: Translating research into action. ASCD.
Popham, W. J. (2014). Classroom assessment: What teachers need to know(7th ed.). Pearson.
Webb, N. L. (2007). Issues related to judging the alignment of curriculum standards and assessments. Applied Measurement in Education, 20(1), 7–25.
Wiggins, G., & McTighe, J. (2005). Understanding by design(2nd ed.). ASCD.
Bernhardt, V. L. (2013). Data analysis for continuous school improvement(3rd ed.). Routledge.
Datnow, A., & Hubbard, L. (2015). Teachers’ use of assessment data to inform instruction: Lessons from the past and prospects for the future. Teachers College Record,
117(4), 1–26.
Hamilton, L., Halverson, R., Jackson, S., Mandinach, E., Supovitz, J., & Wayman, J. (2009). Using student achievement data to support instructional decision making
(NCEE 2009-4067). U.S. Department of Education.
Hargreaves, A., & Fullan, M. (2012). Professional capital: Transforming teaching in every school. Teachers College Press.
Love, N. (2009). Using data to improve learning for all: A collaborative inquiry approach. Corwin Press.
DuFour, R., DuFour, R., Eaker, R., Many, T., & Mattos, M. (2016). Learning by doing: A handbook for professional learning communities at work(3rd ed.). Solution Tree
Press.
Hargreaves, A., & Fullan, M. (2012). Professional capital: Transforming teaching in every school. Teachers College Press.
Marzano, R. J., Waters, T., & McNulty, B. A. (2005). School leadership that works: From research to results. ASCD.
Popham, W. J. (2014). Classroom assessment: What teachers need to know(7th ed.). Pearson.
Wiggins, G., & McTighe, J. (2005). Understanding by design(2nd ed.). ASCD.
Fullan, M., & Hargreaves, A. (2012). Professional capital: Transforming teaching in every school. Teachers College Press.
Hargreaves, A., & Fullan, M. (2020). The power of professional capital: With an agenda for action. Teachers College Press.
OECD. (2019). Teachers as designers of learning environments: The importance of innovative pedagogies. OECD Publishing.
Priestley, M., Biesta, G., & Robinson, S. (2015). Teacher agency: An ecological approach. Bloomsbury Academic.
Stiggins, R. J. (2014). Defensible teacher evaluation: Student growth through classroom assessment. Corwin Press.

90. “Leadership is not just about making
decisions—it’s about making informed
decisions that lead to better learning
outcomes.”
~Thomas R. Guskey
93

91. TRAINING ON THE STRENGTHENED SENIOR HIGH SCHOOL CURRICULUM
FOR TEACHERS AND SCHOOL LEADERS| 2025
94
Program Management Team
Curriculum and Teaching Strand
Bureau of Curriculum Development
Bureau of Learning Delivery
Human Resources and Organizational Development Strand
National Educators Academy of the Philippines (NEAP)
Professional Development Division
Quality Assurance Division
Session Guide and Presentation
Deck Developer/s
May Grace D. Salazar, PhD
DepEd Lucena City
Merden C. Largo-Bryant
DepEd Central Visayas
Chief Education Supervisor-FTAD /PPRD
Pamela A. Rodemio
DepED Cebu Province
Education Program Supervisor

92. MARAMING SALAMAT!
95