Programme for International Student Assessment (PISA): Its Alignment and Implementation in Reading Curriculum and Student Performance

This study examined the alignment of the PISA framework with the DepEd reading curriculum. It also determined the level of implementation of reading competencies and assessed students’ reading performance. To identify the alignment, content analysis was conducted, which revealed that all PISA competencies are present in the DepEd curriculum. However, inconsistencies were noted in their distribution across grade levels, which contradicts the principle of spiral progression. To determine the level of implementation, 317 students responded to a survey checklist, resulting in overall weighted mean of 4.47, indicating that the competencies are consistently “High Implementation” in classroom instruction. In assessing student performance, the Phil-IRI End-of-School-Year (EOSY) results were gathered from 10 schools across the CAMAG Sub-Congressional District. Findings showed that the highest percentage (42%) of students were at the instructional level, indicating that the majority of learners can read with guidance but have not yet achieved full independence. To explore teachers’ initiatives in aligning and implementing competencies, six participants were interviewed. The qualitative findings revealed that implementation remains uneven due to instructional challenges, skill gaps, and systemic constraints. These factors limit the full realization of PISA-aligned practices despite teachers’ efforts and consistent curriculum delivery. Therefore, improving students’ reading performance requires not only alignment and implementation but also sustained support through professional development, innovative teaching strategies, enhanced assessment practices, and targeted learner interventions. Overall, a more coherent and fully integrated approach is necessary to achieve consistent and meaningful improvements in reading outcomes.