Titles Published
Schools Served




Lynda Sibal

(Chairman of the Board)

Penny Sibal-Balbin


Juan Carlos Sibal

(Executive Vice President)

Prof Ma. Angeles Lapeña, RPsy, RPm

(Director and Chief Technical Adviser)

Ms. Tessa Aspiras

(Operations Manager)

Alejandro Ibañez

(Assistant Director)

Assessment and Data Management

Theresse S.Millan
Lyndsell-Ann E. Oliveros
Leacel G. Esperidion
Errol Christian Gabilan
Bianca Mae Tan
Rose Arvie Dela Cruz
Patrisha Mikaela Enrique
Faith Leonardo
Pia Marie Therese Papa
Candice Eula Lamigo
Antonio Jr. B. Pormento
Reena Rosaroso
Frank Robert Bornales
Trisha Go
Lany Cziantelle Palma
Jerome T. Del Castillo
Mirzie Ann Panganiban

Testing Services and Administration

Mark Joseph A. Pangan
James Macgyver Jolloso
Dearick Keo Faustino
Thomson Rubi
Lovely Ann Ventura
Jonald Borcelango
Lizbelle Aurelio
Joshua Batang
Jonnalyn Calas
Aldrine Tibulan
Dave Justine Reyes
Sherry Anne A. De Guzman
Roshanne Chane Amsid
Jerome Pelagio

Jeremy G. Apurillo
Ma. Jesusa L. Arguelles
Rober Anthony B. Robles
Jae O. Delos Reyes
Alynie Jane P. Ledesma
Marizz Ann Teodoro

Finance Manager
Ditas Mutas

Accounting Assistant
April Nalayog

Research and Development
Dwight B. Lopez
Florence Thea S. Gomez

Digital Systems and Innovations
Karissa Danice L. O’Hara

Professional Development
and External Linkages
George C. Bernardo
Arnelli B. Atentar



GRACE was chosen by UNESCO as its partner to do a country study about the culture of testing in the Philippines. This study aimed to better understand the influence of the socio-cultural to the culture of testing and its effects and significance to the progress of education. The research had four targets. First, the societal pressures of studying to the student, second, policies and practices in testing, third, importance of assessment in learning and last, recommendations to improve the education in the country. GRACE conducted surveys, interviews and focus-group discussions (FGD) to collect data. Participants were selected teachers, parents and students from different public and private schools nationwide.
This study was a successful story of partnership between the two organizations and definitely would not be last research that they would be working on together, since GRACE and UNESCO shared the same vision, which is to enhance the education and learning of the youth.
Approaches on Teaching and Learning: Response-To-Intervention (RTI) Framework
Following are the activities conducted in a seminar-workshop on Response-to-Intervention (RTI): A multi-tier approach to learning held in Manila, Philippines on 17 September 2016.
The seminar-workshop is aimed to introduce the RTI framework to administrators and school principals in addressing learning gaps and student outcomes through effective strategies and data-driven solutions.
The seminar-workshop on "Response-to-Intervention (RTI): A Multi-tier Approach to Learning" was one of the activities under the professional development program of the Research and Development Unit of the Global Resources for Assessment Curriculum and Evaluation, Inc. (GRACE). With the help of resource speakers and experts in the field of educational assessment and teaching and learning in the country, Dr. Richard Gonzales and Maria Angeles Guanzon Lapea shared valuable insights about the utilization of RTI framework of schools in addressing learning gaps and problems in student outcomes.
The event was attended by administrators, school heads, and principals from approximately 120 private schools across Metro Manila and Greater Luzon area. The main objective of the workshop was to gather school leaders and introduce the concept of RTI framework and utilize its benefits by implementing institutional initiatives and integrating the principles of RTI from school management down to classroom instruction. The seminar-workshop was designed for the participants to (1) familiarize themselves with the basic concepts of Response To Intervention (RTI) framework and (2) situate the role of assessment and data-gathering in the RTI framework. After the inputs on RTI, the participants shared about experiences in their respective schools on how they have initiated reforms to attend to the need in ensuring student learning in their respective contexts.
With the institutionalization of educational reforms related to the K-12 curriculum of the Department of Education, Philippine schools are tasked to develop a comprehensive pedagogical approach in addressing problems in school management particularly in improving student learning. Congruent with the principle of "no child left behind," RTI works as a systemic approach to identifying students with learning difficulties and who are challenged academically to be able to undergo specific modified instruction that will address these challenges and be able to accommodate different types of learners. Through RTI, schools are better able to prevent serious learning difficulties by meeting the needs of the majority of their students. School leaders in their own capacities and through collaborative work, can implement school-wide adoption of RTI and employ various effective strategies and techniques within the RTI framework.


Mission & Vision
GRACE is committed to deliver relevant and quality services through the advancement of knowledge in assessment and measurement in accordance to the standards and framework of 21st century learning.
GRACE envisions itself, in partnership with educational institutions, as the lead organization in the promotion of standards-based assessment tools and progress of research-based initiatives in the development and innovation of educational in the Philippines
"Building peace in the minds of people"
Since 1961, UNESCO Bangkok, the Asia-Pacific Regional Bureau for Education and Cluster Office for the six "Mekong" countries, Thailand, Myanmar, Lao PDR, and Singapore, and indirectly through UNESCO country Offices in Hanoi and Phnom Penh, promotes peace and human development through education, sciences, culture, communication and information.

With the words of the UNESCO Director-General, Ms. Irina Bokova, appointed in 2009, UNESCO calls for a "New Humanism for the 21st century".The Asia-Pacific region counts for almost two thirds of the world's population and gathers countries of great diversity in economic, religious, political and cultural terms. This diversity, along with globalization and the dynamism and rapid evolution of the region bear great challenges for Governments and societies.
Closely with Governments, National Commissions and other governmental and non-governmental partners, UNESCO Bangkok works on making development sustainable and profitable for everyone in a culture of peace and human rights.
In the 48 UNESCO Member States and 2 Associate Members of the Asia-Pacific, UNESCO is present with a network of 13 Field Offices comprising Cluster Offices, Country Offices and Regional Bureaux. UNESCO Bangkok has a double role as Regional Bureau for Education and Cluster Office. As Regional Bureau for Education, UNESCO Bangkok provides strategic expertise, advisory, monitoring and evaluation functions to Member States, other UNESCO Field Offices and UN Country Teams in the area of Education. As Cluster Office, UNESCO Bangkok covers all UNESCO mandates: education, sciences, culture, communication and information. It is responsible for the implementation of related programmes in the "Mekong" countries - directly in Thailand, Myanmar, Lao PDR, and Singapore, and indirectly in support of UNESCO country Offices in Hanoi and Phnom Penh. In the spirit of One UN and as part of the United Nations Country Team (UNCT) in Thailand, UNESCO Bangkok works in synergy with the United Nations Sister Agencies for achieving the United Nations Millennium Goals in the Asia-Pacific
"Network on Education Quality Monitoring in the Asia-Pacific"
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) serves to strengthen education systems to improve the quality of education in Asia-Pacific through collaborative efforts. The network will provide a forum for exchanging of expertise, experiences and lessons to improve the quality of learning in education systems of countries in Asia-Pacific, with the eventual aim of influencing policy reforms.While the network will primarily focus on issues relating to student learning assessment to ensure alignment with curriculum and pedagogy, other closely related topics such as teachers will also be addressed.


“The pre – test and post – test serves as mirror for us. It will guide us in knowing our strengths and weaknesses. It will also help us look at our curriculum to know the competencies we already mastered more so, the competencies that need improvement/enhancement .The assessment will help us to continuously improve the English Program.”

-Maria Isabel P. Tolentino, IBED Guidance Personnel – St. Bridget College Batangas


“The results of the PASS Assessments help the teachers and academic supervisors determine the strengths and weaknesses of our students. They also help the teachers decide on what learning competencies should be given more emphasis in planning their learning activities and assessments.”

-Marie Joy Malapad , OIC Grade School Department – Lourdes School of Mandaluyong

Our partnership with GRACE started in School Year 2016-2017. We made a big decision of trusting GRACE as our partner since we truly believe that we share the same belief and goal which is to bring innovation; and of course, delivery of excellence in quality education. We can say that we made the right decision because of what GRACE delivered. They give the test results immediately so that we can inform our dear parents about their children’s performance. Also, the teachers are able to make remedial interventions and bring initiation to address the needs of our learners. They are able to design lessons and activities that are suited to the needs of our learners. Moreover the interpretations are easily understood by our parents. So I can say that we made the right decision.

-Maria Cristina Conche, Principal – St. James Academy of Malabon


In service training (School-based training are seminars that are given to schools who have taken and availed of Individuals Performance in Literacy and Numeracy (IPLAN Assessment) and are conducted at the requesting school

Check the details on how to avail of GRACE training

Centralized trainings are seminars that are regularly scheduled by GRACE and are conducted in one site, either at the GRACE head office function room or at any GRACE host venue in Visayas and Mindanao, and attended by different schools. A letter of invitation for the centralized training will be sent to the schools.

  • Schools who have taken and availed Individuals Performance in Literacy and Numeracy (IPLAN Assessment) will be given school-based training .
  • The following criteria will be used in providing in service training
  • The school has an active subscription to Individuals Performance in Literacy and Numeracy (IPLAN Assessment) and has no outstanding balance in test
  • The resource person for the requested seminar is available on the chosen date
  • The chosen date should be in September, October, November, March, April, May and June only
  • The number of participants is not less than 20

There have been changes in the initial plans about the training schedule of GRACE in line with covid-19 concern. Stay tuned by reaching out to your respective agents and to our social media websites for updates and please stay safe.


Phoenix Building, 927 Quezon Avenue, Quezon City


(02) 8375-1640 / 8410-7635