Assessing Congruency of Competencies in Examinations in Science through Supervision (Access)

Abstract

INTRODUCTION

This action research was aimed to improve the achievement levels in Science for both elementary and secondary levels which are priority programs of the school’s division of Laguna. Learning Science should develop students as inquirers, help them become scientifically literate, and mold them as caring and responsible individuals who will think critically and creatively when solving problems and making decisions about aspects affecting themselves.

This 21st century purpose of science must be relevant to the interests of the students, providing them with opportunities to explore the connections between science and everyday life.In order to address this concern, learning specialists and classroom teachers should find ways on how to make better delivery of instruction to their students. One way of checking whether learning is taking place is through assessment.

METHODS

This action research involves gathering 1st and 2nd quarter assessment results thru a link on-line, then assigning MPS to determine the seven-mastery level.

RESULTS

The 1st quarter assessment results show that 9,512 out of 36,517 of secondary learners (26%) are within the Absolutely No Mastery and Low Average Achievement Level. Root cause analysis revealed the following causes: Unclear instruction, poorly prepared or constructed test items, questions that do not guide learners to real life situations, and questions which were not congruent to the competencies.The collected information about the nature and extent of learning outcomes was given priority during Learning Action Cell of selected secondary schools. Topics for LAC session were recommended for improvement by Revisiting of Budget of Work, Design of Assessment Tool and Remediation, Modify Table of Specification, and revisiting how to make test questions.During the 2nd quarter assessment, 7,483 out of 38,001 of secondary learners (20%) are within the Absolutely No Mastery and Low Average Achievement Level which represents a decrease of 6% from the 1st quarter assessment result and increase in the mastery level in terms of MPS.

DISCUSSIONS

However small is the difference in the improvement of the MPS, the initiative to reach a much higher goal is at hand. The 2nd quarter effort to increase the MPS will be reinforced by the following: continuous assessment plan, revival of Evaluation of Learning Outcome Committee per school (ELOC), conduct of capacity-building and workshops on the use of assessment data to enhance practices and programs, and harmonization of content and learning resources