Periodic Test in Mathematics of Grade III Pupils at Julian A. Pastor Memorial Elementary School

Abstract

INTRODUCTION

Pupils take Periodic Assessments several times throughout the school year to give teachers more information about what pupils have learned. Teachers use these assessments -along with other school work and what they see in class -to learn where pupils need more help and plan targeted instruction. An in-depth examination of the given results shows that almost 73% of the pupils fall under the category of non-numerated. It is in this premise that the researcher was motivated to develop a test on Elementary Mathematics for Grade III of Julian A. Pastor Memorial Elementary School. Her recognition of the need to construct a test was the result of her long years of experience in teaching Mathematics in Grade III where she wanted that in spite of the same resources applied in instruction, pupils' performance varies year in and year out. With this challenging demand for better measuring tools, this study was conceptualized.

METHODS

The researcher constructed a multiple choice type with four alternatives answered by 268 Grade III pupils. A Table of Specifications anchored in the K to 12 Program was also prepared to ensure that there is a balance between items that test lower level thinking skills that test higher order thinking skills in the test.

RESULTS

From the periodic examination on Mathematics for the first quarter, it resulted that the competency that pupils must learn and master is all about numbers at the end ofeach lesson they expected to demonstrates an understanding of whole numbers up to 10 000, ordinal numbers up to 100th, and money up to Php1000. Also, they were able to recognize, represent, compare and order whole numbers up to 10 000, money up to Php1000in various forms and contexts, and at the same time, they will be able to recognize and represent ordinal numbers up to 100th in various forms and contexts. Overall, the majority of the pupils got an average performance in number and below average performance in number sense from the previous examination.

DISCUSSIONS

The results demonstrated that pupils find writing ordinal numbers as the easiest competency and estimating the difference is the most difficult. From this, it is recommended that the proposed plan of activities prepared by the researcher must be implemented immediately and must undergo evaluation for improvement purposes.