Over 200 teachers and supervisors from different subject areas, including Science, English, Filipino, and Araling Panlipunan, from the Schools Division of Pasig City participated in the three-day Capacity Building on 21st-Century Skills Assessment Framework: Bridging Revised K to 10 Curriculum Standards, Foundational Skills, and Global Competence, held on 28–30 April 2026. The training aimed to help participants deepen their understanding of global competence, foundational skills, and key 21st-century skills, particularly critical thinking, information literacy, and problem-solving.
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| Participants listen attentively during a session on Assessing Critical Thinking Skills |
The training responded to the need to strengthen classroom practices that intentionally develop and assess learners’ higher-order thinking skills. It emphasized that 21st-century skills should not be treated as separate from the curriculum but should be meaningfully integrated into subject-specific teaching and assessment in Science, English, Filipino, and Araling Panlipunan. Through plenary and parallel sessions, participants examined how these skills may be reflected in classroom tasks, assessment items, and learning activities.
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| Dr. Monalisa T. Sasing, the Deputy Director for Research and Extension of UP NISMED, delivers a message during the opening program of the Capacity Building on 21st-Century Skills Assessment Framework. |
On the first day, participants were introduced to the 21st-Century Skills Framework and attended rotating sessions on assessing critical thinking, problem-solving, and information literacy. They also participated in curriculum mapping, where they identified entry points in their respective learning areas for integrating 21st-century skills.
The second day focused on the presentation of model lessons and the development of assessment items. Teachers worked in groups to create assessment tasks that represented critical thinking, problem-solving, and information literacy. These outputs were presented, critiqued, and revised to improve their alignment with the assessment framework.
On the third day, participants developed lesson activities incorporating the three 21st-century skills, presented their outputs, received feedback, and revised their work for improvement.
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| A group representative presents their curriculum map while participants listen and provide feedback for refinement. |
The training provided teachers with practical experience in designing assessment tasks and lesson activities that promote deeper learning. The expected outputs of the program were assessment tasks and lessons or activities that incorporate the development of critical thinking, information literacy, and problem-solving skills. Through collaborative work, peer feedback, and guided revisions, the participants were able to strengthen their capacity to align classroom assessment with the goals of the Revised K to 10 Curriculum and the 21st Century Skills Assessment Framework.
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