Presentation Schedule
Assessment of Grade 10 Interdisciplinary Projects Towards a Framework for Interdisciplinary Assessment (100986)
Session Chair: Carina Peter
Sunday, 8 February 2026 13:20
Session: Session 2
Room: Opal 104 (Level 1)
Presentation Type: Oral Presentation
This qualitative study aimed to examine current interdisciplinary project assessment practices in selected Grade 10 classes across three CEAL schools in Albay—St. Agnes Academy, Divine Word College of Legazpi, and St. Raphael Academy—and to develop a contextualized assessment framework that addresses inconsistencies in evaluating 21st-century competencies. Using surveys, interviews, focus groups, and document analysis involving 32 teachers and 95 students, the research explored how projects are planned, implemented, and assessed, with a focus on integrating creativity, collaboration, critical thinking, and digital literacy. Findings revealed robust collaborative planning among teachers and creative, real-world interdisciplinary projects: journalism and civic engagement at St. Agnes Academy, literature and ethics through stage plays at Divine Word, and sustainability-focused fashion design at St. Raphael. Students engaged in authentic roles that encouraged agency and innovation, while formative assessments—such as rubrics, journals, and peer reviews—were consistently applied to support learning. Projects utilized diverse output formats tailored to learners' strengths and emphasized integration of knowledge, skills, and values. Assessment practices successfully captured essential 21st-century skills, particularly in learning, innovation, and life and career readiness, though digital literacy integration varied by context. As a result, a validated Framework for Interdisciplinary Project Assessment was developed to guide strategic planning, collaborative implementation, and effective evaluation of interdisciplinary learning. The study concludes that interdisciplinary approaches in Philippine secondary education promote student-centered, future-ready learning and that the proposed framework can support schools in achieving coherence, inclusivity, and relevance in assessing 21st-century competencies.
Authors:
Joan Alejo, University of Santo Tomas, Philippines
About the Presenter(s)
Dr. Joan C. Alejo is the Principal of the Junior High School Department at University of Sto. Tomas - Legazpi.
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