Standards-Based Assessment (SBA) and Religious of the Virgin Mary-National Achievement Test (RVM-NAT) Results for SY 2015-2016 and SY 2016-2017: Bases for the Two-Year Comparative Analysis of the Learners’ Competencies in English

Abstract

English as a subject is concerned with developing competence in listening, speaking, reading, and writing. Listening is an information–processing act. It includes skills in auditory discrimination and cognitive comprehension. Speaking includes skills in using the language expressions and grammatical structures correctly in oral communication. Reading is getting meaning from the printed page. It includes capabilities for vocabulary development, levels of comprehension, namely, literal, interpretative, critical analysis and application, literary appreciation, and study skills. Writing includes readiness skills, mechanics, guided writing, functional, and creative writing. Learning activities to develop competence in these phases of communication should be varied, meaningful, and realistic. “Students can, without significant scaffolding, comprehend and evaluate complex texts across a range of types and disciplines, and they can construct effective arguments and convey intricate or multifaceted information. Likewise, students are able independently to discern a speaker’s key points, request clarification, and ask relevant questions. They build on others’ ideas, articulate their ideas, and confirm they have been understood” (Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects). The goal of this action research is to determine the level of the English proficiency of the Grade 5 and Grade 9 learners in the different competencies as shown by the results of the Standards-Based Assessment (SBA) and Religious of the Virgin Mary -National Assessment Test (RVM-NAT) in the various competencies of the macro skills: speaking, reading and writing. The results were draft in tabular presentation, with the identified competencies, frequency of correct responses, description, and ranking for SY 2015-2016 and SY 2016-2017. With the findings revealed by the analysis of the data gathered in the action research, the researchers arrived at the following conclusions: 1. It is posited that the 274 and 237 Grade 5 pupils and the 299 and 230 Grade 9 students who took the Religious of the Virgin Mary –National Achievement Test (RVM-NAT) in SY 2015-2016-2016-2017 were progressing towards the standards. 2. It is also posited that the 274 and 237 Grade 5 pupils who took the Standards-Based Assessment (SBA) in SY 2015-2016 and SY 2016-2017 were found to be progressing towards standards; while the 299 and 230 Grade 9 students who took the Standards-Based Assessment (SBA) were found to be proficient. 3. It is also posited that the percentile rank of 24% and 38% for SY 2015-2016 and SY 2016-2017 of not met standards for 274 and 237 pupils and the 299 and 230 students respectively who took the RVM-NAT is showing that a significant percentage of the competencies are found to be difficult for the pupils/students.