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Assessment of Learning Portfolio

The document summarizes the results of a summative test given to Grade 9 students. It shows that 6 students passed with a score of 38 or higher, while 46 students failed. The highest score was 46 (99%) and the lowest was 7 (1%). Based on the performance level data, the overall class understanding of mathematics was poor at 50%. The histogram showed a negatively skewed distribution with a mean of 25.08, mode of 30.05, and median of 25.17, indicating a few high scores brought down the average. Recommendations include providing more step-by-step examples, additional learning activities for low-scoring objectives, revising test questions, and giving more attention to struggling students.

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Herbert Ibo
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123 views22 pages

Assessment of Learning Portfolio

The document summarizes the results of a summative test given to Grade 9 students. It shows that 6 students passed with a score of 38 or higher, while 46 students failed. The highest score was 46 (99%) and the lowest was 7 (1%). Based on the performance level data, the overall class understanding of mathematics was poor at 50%. The histogram showed a negatively skewed distribution with a mean of 25.08, mode of 30.05, and median of 25.17, indicating a few high scores brought down the average. Recommendations include providing more step-by-step examples, additional learning activities for low-scoring objectives, revising test questions, and giving more attention to struggling students.

Uploaded by

Herbert Ibo
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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Assessment of Learning

Herbert B. Ibo
Presentor
Table of Contents
AREA 1: PRELIMINARIES
AREA 2: TEST QUESTION AND KEY TO
CORRECTION
AREA 3: INTERPRETATION OF TEST RESULTS
AREA 4: REFLECTION
AREA 5: DOCUMENTATION
PREFACE
As a part of the requirement of Assessment of
Learning 1 in order to gain knowledge in assessing the
students’ performance, we are required to make a
portfolio. The main objective behind doing this portfolio
is to get knowledge and tools in assessing students.
In this portfolio I have included the test
questionnaire and Table of Specifications, graphs and
tables that interpret the standing of a student.
Doing this portfolio helped me to understand and
compute the performance of a student that will help me
in my future teaching career.
ACKNOWLEDGEMENT
I would like to extend my heartfelt and
express my sincerest gratitude and boundless
appreciation to all who have extended generous
support and assistance for the completion of this
portfolio.
First and foremost, my utmost appreciation to
DR. SULPICO TANAY who gave me this opportunity
to do this Compilation and for his professional
guidance and valuable support, in which it is very
useful in the days to come.
ITEM ANALYSIS
RANKING OF STUDENTS
In 1st Quarter Summative Test, have a 50
items question. The passing rate for this
summative test is 38. The data showed 6
students were passed while 46 students failed
the exam. John Kennedy Bersabe got the highest
score of 46 (99%) while Mayet Relorcasa got 7
(1%) the lowest score. The data states that the
questions are almost moderately difficult items
to the students.
PERFORMANCE LEVEL
ITEM ANALYSIS
ITEM ANALYSIS
TABLE FOR INTERPRETATION OF
DIFFICULTY AND DISCRIMINATION
TABLE FOR INTERPRETATION OF
DIFFICULTY AND DISCRIMINATION
TABLE FOR INTERPRETING INDEX OF
DIFFICULTY AND DISCRIMINATION
CLASSES AND CLASS LIMITS
CLASSES AND CLASS LIMITS
CLASSES AND CLASS LIMITS
TABLE OF SPECIFICATIONS
TABLE OF SPECIFICATIONS
SUMMARY
This requirement was designed to
determine and evaluate the learners capability
and performance during their 1st Quarter
Summative Test. It also helps to improve
instructions, increase students understanding.
The respondents in this project were the Grade
9 Hazelnut of Nabua National High School.
SUMMARY
In 1st Quarter Summative Test, have a 50 items question.
The passing rate for this summative test is 38. The data showed, 6
students were passed while 46 students failed the exam. John
Kennedy Bersabe got the highest score of 46 (99%) while Mayet
Relorcasa got 7 (1%) the lowest score. The data states that the
questions are almost moderately difficult items to the students.
The performance level data showed above, stating that the
performance level of the class in the subject Mathematics is 50%
which understood as poor result to the execution of the
understanding of subject matter as a class.
The Histogram presented that the table shows a
distribution skewed to the left (also known as negatively skewed).
The resulted mean is 25.08, the resulted mode is 30.05 and the
median is 25.17. Where the scores show a few high percentage of a
passing rate at cause a poor performance.
RECOMMENDATION
1. Due to the new normal education, students are still
adjusting to modular class. Therefore, make step by
step examples on how to compute the problems. Make
it easier to understand for the student.
2. I recommend having additional learning activities for
the objectives with low ratings or score indicated in
modules so the students will enrich their knowledge.
3. Revision of test questions.
4. More attention to the students having struggles or
difficulties in the subject.
REFLECTION
It is only through assessment that we can discover
whether the instructional activities in which we engaged
our students resulted in the intended learning.
Assessment really is the bridge between teaching and
learning. As I undergone the interpretation of the test
results and the item analysis, I have realized that indeed
being a teacher takes a lot of full responsibility. Doing the
item analysis and interpretation of the test results takes a
lot of time. It will really tests your patience and at the
same time your tolerance. Upon doing the said task, I
have realized the importance of it. In addition, item
analysis is valuable for increasing instructors’ skills in test
construction, and identifying specific areas of course
content which need greater emphasis or clarity.
DOCUMENTATION

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