Posted in Assessment

Use the RMA Wisely: A Readiness Tool, Not a Substitute for Pretest or Posttest

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Many public schools in the Philippines are considering re-administering the Readiness Math Assessment (RMA) that was used in 2025. They plan to give it at the start of the coming school year as a pretest, and then administer the same assessment again as a posttest. The intention is understandable: schools want clear, quantitative evidence that learners have improved.

But the RMA works best when we use it for what it was designed to do: screen readiness and guide support and scaffolding. It should not replace two different assessments that serve different purposes:

  • a diagnostic pretest (to pinpoint competency gaps and misconceptions), and
  • an achievement posttest/performance task (to document what learners learned after instruction)

Why? Because readiness is not the same as mastery. If we treat readiness items as both the “diagnostic” and the “achievement” measure, we risk making the wrong instructional decisions—and reporting gains that may reflect test familiarity rather than genuine learning.

A balanced approach is more defensible and more useful:

  • Use RMA to identify who needs support and what prerequisites may require scaffolding.
  • Use a pretest/diagnostic test to identify misconceptions and competency-level needs.
  • Use a posttest/summative to measure learning outcomes.

Here’s a quick reference table to understand what these three assessment practice:

Readiness vs PreTest vs Posttest

RMA (Readiness Math Assessment) Diagnostic/Pretest (learning competency (LC)-aligned) Achievement/Posttest  learnning competency (LC)-aligned)
Main purpose Screen readiness; flag prerequisite vulnerabilities Diagnose learning needs for the specific LCs to be taught Evaluate learning of the taught LCs (mastery + depth)
Core question “Are learners ready to engage?” “What exactly do learners not yet understand—and why?” “Did learners learn what we taught?”
Best timing Before instruction (and optional readiness monitoring) Before instruction / start of unit After instruction / end of unit
What it measures Prerequisite foundations (broad indicators) Competency-level understanding + misconceptions Mastery + reasoning/problem solving/communication
What it supports Scaffolding, pacing, grouping, interventions Targeted teaching decisions per LC Reteaching/enrichment; documenting outcomes
What it should NOT replace Not a substitute for diagnostic pretest or achievement posttest Not a substitute for readiness screening or achievement reporting Not a substitute for readiness screening; not “repeat RMA to claim gains”

Bottom line: We should encourage teachers to use the RMA—as a readiness screener that supports teaching—while protecting instructional quality and credibility by using LC-aligned diagnostic and achievement measures for what the school truly needs to know.

Posted in AI in education

Navigating AI Use in Schools: DepEd’s New Policy Explained

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DepEd’s new policy says that artificial intelligence (AI) may be used in schools, but it must be used carefully, ethically, and always under human guidance. AI is seen as a tool to support teaching, learning, assessment, and school work—not something that replaces the teacher, school head, or education personnel. The policy covers classrooms, assessment, professional development, research, and school operations.

For teachers, the main message is simple: you may use AI to help you teach, but professional judgment remains essential. AI can help in preparing lesson materials, differentiating activities, generating examples, or suggesting questions. However, teachers are still responsible for checking whether the content is accurate, appropriate, age-suitable, and aligned with learning goals. AI should support learning, not encourage shortcut answers or passive copying.

The policy also sets limits on learner use of AI. Learners in Grades 4 to 12 may use AI as part of learning activities when guided properly. For Kindergarten to Grade 3, AI is not for direct learner use; it is mainly for the teacher’s preparation of materials and support for differentiated instruction. For learners aged 13 and below, teacher supervision is required, and parents must be informed beforehand. This means AI use in class should be planned, purposeful, and monitored.

In assessment, AI may assist teachers in drafting quizzes, worksheets, rubrics, or feedback, but it cannot replace the teacher in making final decisions about learner performance. Assessment should not be fully automated. The policy is also careful about academic honesty: AI detectors should not be the only basis for accusing a learner of cheating. Teachers should still rely on classroom evidence, observation, discussion, and actual student work.

The policy strongly protects privacy, safety, and fairness. Personal and sensitive information must not be carelessly entered into AI systems. Some uses of AI are prohibited, especially those that may manipulate learners, misuse biometric information, or make unfair judgments about people. In short, schools should not use AI in ways that harm children, violate privacy, or remove human accountability.

Another important part of the policy is AI literacy and responsible use. DepEd wants schools not only to use AI, but also to help learners understand what AI is, what it can and cannot do, and how to use it critically and ethically. This includes checking outputs, questioning errors or bias, and acknowledging when AI has been used.

Overall, the policy encourages teachers to treat AI as a helpful assistant, not a substitute for good teaching. The teacher remains central in planning lessons, facilitating discussion, assessing learning, and caring for students. AI can save time and widen access to resources, but the heart of teaching—judgment, relationships, and pedagogy—must stay with the teacher.

Link to DepEd Order 003 series of 2026: https://www.deped.gov.ph/wp-content/uploads/DO_s2026_003r-1.pdf.

Posted in Teaching mathematics

5 Tips to Help Students Understand Math

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Math is the language of the universe. If one were to excel in science and know the secrets of the universe, he needs to have a concrete understanding of math. As teachers, we all want our kids to succeed in math. However, it is our duty to give them the material, help them apply skills, and build their concepts. It’s imperative that we focus on making sure that our students understand the material rather than just memorizing it. In this article, I am going to highlight five tips that come in handy for students to understand math and grasp basic concepts.

Create a Perfect Class Opener
School is often boring for students. The reason for that is the approach of teachers when teaching their students. If the teacher sets a precedent that the aim of coming to class is to rote learning whatever is taught to the students, the ambiance will automatically become dull. The first five minutes of a class set the tone for the entire lecture, which is why teachers need to take a creative approach and opt for an effective class opener.

Solve the Problem in More than One Way
We have to understand that every student is not equal. Our brains are designed differently. If a certain student is able to grasp the concept taught in a certain way, it doesn’t mean that every student might have understood that concept. The best way to approach this problem is by showing the students different ways they can solve a problem and letting them decide the best way that works for them.

Raise the Bar for Them
Meaningful math education goes far beyond the contents of the book. Teachers need to motivate their students and make them understand that they need to set higher goals for themselves and create room for improvement. With the internet becoming a powerhouse for learning, teachers can make use of some helpful courses like MathXL for students that contain digital information in the form of videos, animations, examples, and more.

Show the Application
Making students learn a concept is one thing; showing how it is implemented in real life is another. In a perfect world, teachers would be able to demonstrate how every concept is implemented, but they should be taking this approach whenever they can. When students see how math is implemented in the real world, it will become much easier for them to grasp confusing concepts.

Finish the Class on a High Note
Just like the class opener is an important way to set the tone for the rest of the class, you need to finish your class on a high note so that students feel motivated that they have learned something. The last five minutes of the class are critical when it comes to making sure that students have understood everything, and they have a clear idea about the homework. You can do a quick assessment to find out how much the students have learned from the class and discuss future tasks so that there is no confusion.

Posted in Algebra

Different conceptions of algebra

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The kind of task we ask our learners to engage in algebra communicates particular notions of algebra and with it particular use of variable. There are at least four conceptions of algebra embedded in the curriculum. These are reflected in the tasks in textbooks and in our lessons. Zalman Usiskin proposed the following conceptions of algebra in school mathematics. These are present in the curriculum in varying degrees. Continue reading “Different conceptions of algebra” →