MANILA — A new study by the Philippine Institute for Development Studies (PIDS) is challenging one of the most familiar rules in Philippine education: the 75-percent passing mark.
For decades, the Department of Education (DepEd) has labeled students “proficient” in national exams only if they score at least 75 percent. But according to PIDS, that benchmark may no longer reflect what students actually know and can do.
In its study, “Examining the DepEd’s National Assessments,” PIDS found that the 75-percent cutoff used in exams like the National Achievement Test (NAT) is not based on standard-setting methods commonly used worldwide. These methods determine proficiency levels based on curriculum expectations—not fixed numbers.
The result? Many students who already meet learning standards are still tagged as “nearly proficient” or “low proficient.” In short, learners may be doing better than their scores suggest.
Researchers noted that when evidence-based cutoffs are applied, more students reach the “proficient” level compared to the current standard used by the Bureau of Education Assessment (BEA). This raises concerns about how student performance is being measured—and communicated to families.
Teachers interviewed for the study echoed these concerns. Many said national exams often focus on broad 21st-century skills like critical thinking and problem-solving, but without clear definitions or enough training, these are difficult to teach and test effectively. What educators want instead are results tied directly to specific learning competencies—data they can actually use in the classroom.
The study also flagged technical issues in test design. Some exam items were found to be too easy, too hard, or unable to distinguish between different skill levels. This weakens the reliability of results and limits their usefulness for improving instruction.
Beyond test design, teachers raised frustrations over delayed exam results and vague proficiency descriptions. Without timely, skill-based reports, schools struggle to respond quickly to learning gaps. Parents and students, meanwhile, may misread scores as failure rather than a snapshot of progress.
As DepEd implements the MATATAG Curriculum, PIDS stressed that it’s the right time to rethink how learning is measured. Strengthening assessment design, improving reporting, and possibly giving the BEA more independence could make evaluations fairer and more meaningful.
For a generation raised on data, dashboards, and feedback loops, the message is clear: measuring learning should be accurate, transparent, and human—because numbers alone don’t tell the whole story.| – BNN Integrated News
