The document analyzes the results of the 2009-2010 National Achievement Test (NAT). It shows that BOES students scored higher in Filipino and Science compared to 2008-2009, but lower in English and Math. Overall, BOES' mean percentage score (MPS) increased from 51.66 to 53.25. However, BOES ranked lower at the district level for the kindergarten mid-final tests, going from rank 13 to rank 14 out of 14 schools.
The document contains data from national achievement tests in various subjects for school years 2010-2011 and 2011-2012. It shows:
- English test scores increased from 48.01 to 52.9 from 2010-2011 to 2011-2012.
- Filipino test scores decreased from 73.87 to 66.21 over the same period.
- Scores increased in Science, Mathematics, and overall mean percentage scores, while decreasing in Hekasi.
- The school ranked 12th out of 14 schools in its district based on its mean percentage score gain.
This document contains graphs showing the percentage of students from SJK Hua Kee who passed various subjects in the UPSR examination from 1997 to 2012. The subjects analyzed are Bahasa Malaysia comprehension and writing, Bahasa Cina comprehension and writing, English, Mathematics, and Science. Across all subjects, pass rates fluctuated over the years but were mostly between 50-100%, indicating the school had high pass rates for UPSR generally.
Integrated Sequence Stratigraphy in Clastic ReservoirspetroEDGE
Overview
This course will follow a workshop format. The workshop will emphasise the underlying geological principles, processes and terminology related to the interpretation and use of seismic sequence stratigraphy and its integration with well log sequence stratigraphy and biostratigraphy. It will also provide attendees with the opportunity to interpret the sequence stratigraphy of part of a selected sedimentary basin.
Key learning objectives:
- Understand sequence stratigraphic concepts and controls
- Identify systems tracts and stratigraphic sequences from depositional facies, well logs and seismic facies.
- Construct a sequence stratigraphic model by integrating lithological, seismic and well data.
This document analyzes the performance of Grade 6 students at BOES Elementary School on the National Achievement Test (NAT) from SY 2006-2007 to SY 2008-2009. It found that the school's mean percentage score declined from SY 2006-2007 to SY 2007-2008 before improving slightly the following year. It also assessed the performance ratings of teachers handling NAT-related subjects, finding them to be consistently "very satisfactory". However, a moderate correlation was found between teachers' performance ratings and students' NAT results, not supporting the hypothesis of a perfect correlation. Recommendations include improving assessment tools and focusing instruction on skills tested in the NAT.
The national achievement test of grade six in relation to teachers' performan...DANCEL AGUSTINO UDQUIM
1) Student performance on standardized tests at a Manila public school decreased from 2006-2007 to 2007-2008 but increased slightly in 2008-2009, while teacher performance ratings remained very satisfactory.
2) A study found a moderate correlation between teacher performance ratings and student test scores, not supporting the hypothesis of a perfect correlation.
3) The teacher performance assessment tool may have led to overrating due to its self-rating nature, affecting the relationship to student outcomes. Improvements to assessment tools and instructional planning were recommended.
This document provides information about Elm Park School, including its mission, values, priorities and curriculum. It summarizes that:
1) Elm Park School is a state-funded primary school in Auckland that aims to empower all learners to achieve their personal best. It recognizes national education priorities like improving literacy, numeracy and outcomes for Māori and Pacific students.
2) The school values qualities like perseverance, initiative, respect, trust and caring. It encourages students to develop thinking skills, use of language and texts, self-management, relationship skills and participation.
3) The school's curriculum focuses on English, maths, science, social studies and health/PE. It aims to
This document provides guidelines for administering the 2014 National Achievement Test (NAT). It outlines the roles and responsibilities of testing staff at different levels, including the Division Testing Coordinator, Private School Supervisor, Chief Examiner, Room Examiner, and Room Supervisor. It also provides instructions for preparing and submitting enrolment data, assigning school IDs, and administering the test for special groups of examinees.
The document contains data from national achievement tests in various subjects for school years 2010-2011 and 2011-2012. It shows:
- English test scores increased from 48.01 to 52.9 from 2010-2011 to 2011-2012.
- Filipino test scores decreased from 73.87 to 66.21 over the same period.
- Scores increased in Science, Mathematics, and overall mean percentage scores, while decreasing in Hekasi.
- The school ranked 12th out of 14 schools in its district based on its mean percentage score gain.
This document contains graphs showing the percentage of students from SJK Hua Kee who passed various subjects in the UPSR examination from 1997 to 2012. The subjects analyzed are Bahasa Malaysia comprehension and writing, Bahasa Cina comprehension and writing, English, Mathematics, and Science. Across all subjects, pass rates fluctuated over the years but were mostly between 50-100%, indicating the school had high pass rates for UPSR generally.
Integrated Sequence Stratigraphy in Clastic ReservoirspetroEDGE
Overview
This course will follow a workshop format. The workshop will emphasise the underlying geological principles, processes and terminology related to the interpretation and use of seismic sequence stratigraphy and its integration with well log sequence stratigraphy and biostratigraphy. It will also provide attendees with the opportunity to interpret the sequence stratigraphy of part of a selected sedimentary basin.
Key learning objectives:
- Understand sequence stratigraphic concepts and controls
- Identify systems tracts and stratigraphic sequences from depositional facies, well logs and seismic facies.
- Construct a sequence stratigraphic model by integrating lithological, seismic and well data.
This document analyzes the performance of Grade 6 students at BOES Elementary School on the National Achievement Test (NAT) from SY 2006-2007 to SY 2008-2009. It found that the school's mean percentage score declined from SY 2006-2007 to SY 2007-2008 before improving slightly the following year. It also assessed the performance ratings of teachers handling NAT-related subjects, finding them to be consistently "very satisfactory". However, a moderate correlation was found between teachers' performance ratings and students' NAT results, not supporting the hypothesis of a perfect correlation. Recommendations include improving assessment tools and focusing instruction on skills tested in the NAT.
The national achievement test of grade six in relation to teachers' performan...DANCEL AGUSTINO UDQUIM
1) Student performance on standardized tests at a Manila public school decreased from 2006-2007 to 2007-2008 but increased slightly in 2008-2009, while teacher performance ratings remained very satisfactory.
2) A study found a moderate correlation between teacher performance ratings and student test scores, not supporting the hypothesis of a perfect correlation.
3) The teacher performance assessment tool may have led to overrating due to its self-rating nature, affecting the relationship to student outcomes. Improvements to assessment tools and instructional planning were recommended.
This document provides information about Elm Park School, including its mission, values, priorities and curriculum. It summarizes that:
1) Elm Park School is a state-funded primary school in Auckland that aims to empower all learners to achieve their personal best. It recognizes national education priorities like improving literacy, numeracy and outcomes for Māori and Pacific students.
2) The school values qualities like perseverance, initiative, respect, trust and caring. It encourages students to develop thinking skills, use of language and texts, self-management, relationship skills and participation.
3) The school's curriculum focuses on English, maths, science, social studies and health/PE. It aims to
This document provides guidelines for administering the 2014 National Achievement Test (NAT). It outlines the roles and responsibilities of testing staff at different levels, including the Division Testing Coordinator, Private School Supervisor, Chief Examiner, Room Examiner, and Room Supervisor. It also provides instructions for preparing and submitting enrolment data, assigning school IDs, and administering the test for special groups of examinees.
This document contains National Achievement Test (NAT) results from 2010 to 2014 for Grade 6 and Grade 3 students from several schools in a region. The NAT results are presented as percentages in different mastery levels for each school and year. Overall scores are also listed for comparison across schools and years for Grades 6 and 3.
The National Achievement Test (NAT) is a standardized test administered in the Philippines to measure student achievement in key subjects at the end of elementary and secondary school. It aims to assess student performance, identify strengths and weaknesses, and guide education policy. The NAT includes multiple choice questions testing skills like critical thinking. Scores are reported as mean percentage scores and classified into quartiles, with no passing score. Results are intended to evaluate the education system and help teachers improve.
Project work plan and budget matrix cp 2016LemardeGuia
This document provides a project work plan and budget matrix for a Child Protection Policy at a school. The objectives are to create a safe learning environment and address irresponsible behavior by 45 out of 100 students. Activities include developing child rights policies, student profiling, orientations, a film viewing, building a child protection center and park, and seminars on basic laws. The activities will be conducted between April 2016 and October 2016. Most have budgets between P500-P5500 from MOOE funds to cover expenses like tarps, snacks, and certificates. The coordinator and school head are responsible for implementation.
Language assessment for primary grades (lapg) feb 2015Donnahvie Chiong
The document outlines the Language Assessment for Primary Grades (LAPG) administered in the Philippines. The LAPG assesses Grade 3 students in public schools in English, Filipino, and their assigned mother tongue. It aims to establish a baseline for language learning under the K-12 curriculum, evaluate the effectiveness of mother tongue-based instruction across 19 Philippine languages, and compare English and Filipino performance while correlating language and early reading/math assessments. It tests essential skills like reading comprehension, vocabulary, and phonics in the three languages.
The document is an examiner's handbook that provides instructions for administering a national achievement test in the Philippines. It outlines the pre-test, test proper, and post-test activities. Key steps include preparing the testing room, orienting examinees, distributing test booklets and answer sheets, filling in identifying information, reading instructions, monitoring the exam, collecting materials, and reporting results. The handbook aims to standardize test administration across examiners.
Legal foundation of education in the philippinesBoyet Aluan
The document provides a historical overview of the foundation and development of education in the Philippines from pre-Spanish times to the present. It discusses the aims, types, and methods of education during different periods of Philippine history including pre-Spanish, Spanish, American, Japanese, post-WWII eras. It also outlines key laws and policies that shaped the Philippine education system such as the Education Act of 1901, Magna Carta for Teachers, and the 1987 Constitution.
Strategies in teaching the least mastered skillsCarlo Magno
The document discusses strategies for teaching students who have not mastered important skills, including using formative assessment and mastery learning approaches. It emphasizes assessing student understanding through multiple measures over time to guide instruction, providing descriptive feedback, and allowing students to demonstrate mastery at their own pace through targeted instruction and practice. The goal is to help all students achieve proficiency based on clear learning standards.
The document discusses various translation strategies used by translators. It describes global translation strategies that determine how close a translation is to the original text, including word-for-word, literal, faithful, and semantic translations. It also discusses local translation strategies at the word or phrase level, such as direct strategies like literal translation and indirect strategies like equivalence translation, shifts in grammar or viewpoint, and componential analysis to describe concepts. The strategies aim to balance accurate meaning with natural language in the target text culture and language.
The document outlines an action plan for a one-week remedial reading program at San Matias High School for struggling readers during the 2014-2015 school year. The plan has three phases: pre-implementation, implementation, and post-implementation. In the pre-implementation phase, students will be selected for the program and oriented through testing and parent meetings. During the implementation phase, students will participate in reading activities and interventions to improve their skills over four days. A pre-test will assess their starting level. Post-implementation will evaluate the students' progress with a post-test to determine the program's effectiveness. The goal is for struggling readers to become proficient through this intensive, short-term program.
Stratetic Intervention Material In English (Infinitives)Anna Sagun
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like anxiety and depression.
The document provides information about formulating a School Improvement Plan (SIP) for 2016-2019. It discusses the legal basis for having an SIP, what an SIP entails, and the SIP planning process. The SIP is a 3-year roadmap that identifies interventions to be undertaken with community stakeholders. It is formulated based on school data and aims to improve learner outcomes. The planning process involves assessing the school's situation, identifying priority areas for improvement, determining objectives and root causes, and planning interventions over a 3-year timeframe. Key areas of focus for the SIP are access, quality, and governance of education. The workshop will guide participants through exercises to analyze school data and processes, select improvement areas, and develop the SIP.
The Abot-Alam framework aims to ensure that no Filipino youth is left behind through education, employment, or entrepreneurship opportunities. It establishes a national multi-sectoral alliance led by DepEd, NYC, DILG, and TESDA to set goals, provide support, allocate resources, and conduct communications campaigns. Local alliances will enlist out-of-school youth, match them with relevant programs, and ensure their implementation through cooperation between local governments, NGOs, educational institutions, and businesses. The framework's goal is to reintegrate youth and provide them high school diplomas, skills training, or small business assistance.
This document provides instruction on parallel structure and parallelism in sentences. It begins by introducing the topic of parallelism and defining it as using the same grammatical form for equal ideas. Several examples are provided to illustrate parallel and non-parallel sentences. The document then discusses the benefits of parallelism, including making sentences more graceful, clarifying meaning, and showing connections. Additional examples are used to demonstrate parallelism errors and how to correct them. The document concludes by providing exercises for the reader to identify parallel and non-parallel sentences.
Stoicism is related to naturalism according to the document. Naturalism implies that life is like a struggle for survival where only the fittest and strongest prevail. Stoic philosophers believed in discipline as important for attaining survival through overcoming adversity and hardship, showing an affinity between Stoicism and naturalism. The document asks teachers if they agree with this analysis of the relationship between Stoicism and the view of the natural world implied by naturalism.
1) The document discusses John Dewey's views on education and the role of schools in society.
2) It states that education should involve participation in social knowledge and help students inherit civilization's achievements.
3) Schools are seen as communities that continue children's home activities and develop their social and moral skills.
This document provides an annual implementation plan for Barrio Obrero Elementary School for the school year 2013-2014. It summarizes the school's profile, including its location, facilities, personnel, student population and performance indicators over the past years. It also analyzes the school's internal strengths and weaknesses as well as external opportunities and threats in the community. The plan identifies strategies to leverage the school's strengths and address its weaknesses in order to achieve its goals and standards for the upcoming school year despite challenges in the community.
This document summarizes achievement test results from 2004-2012 for Barrio Obrero Elementary School in Manila. It shows the school's average scores in Filipino, Math, English, Science and HEKASI have mostly been in the "Moving Towards Mastery" range, though some dipped into "Average Mastery". Teacher profiles indicate most are female and between ages 26-40. Participation rates were over 70% while retention and promotion rates exceeded 95% and failure rates were below 1%.
The document discusses curriculum and results from the National Achievement Test in the Philippines from 2004-2005 to 2011-2012 school years. It provides the competencies assessed in each subject, charts showing the test results for each year, and an overall chart of average mastery scores. The results show mastery levels ranging from average to moving towards mastery across subjects, with some fluctuations over the years but an overall trend of scores in the 50-60% average mastery range.
This document contains the mid-year achievement test results from the 2008-2009 and 2009-2010 school years for Barrio Obrero Elementary School in Manila. It shows the comparative results by subject area for each grade level, including English, Filipino, Science, Math, Sibika, GMRC, Music, Arts, PE, MAPE, HE and EPP. The document indicates whether the school gained or not in the average results between the two school years by grade level.
This document contains National Achievement Test (NAT) results from 2010 to 2014 for Grade 6 and Grade 3 students from several schools in a region. The NAT results are presented as percentages in different mastery levels for each school and year. Overall scores are also listed for comparison across schools and years for Grades 6 and 3.
The National Achievement Test (NAT) is a standardized test administered in the Philippines to measure student achievement in key subjects at the end of elementary and secondary school. It aims to assess student performance, identify strengths and weaknesses, and guide education policy. The NAT includes multiple choice questions testing skills like critical thinking. Scores are reported as mean percentage scores and classified into quartiles, with no passing score. Results are intended to evaluate the education system and help teachers improve.
Project work plan and budget matrix cp 2016LemardeGuia
This document provides a project work plan and budget matrix for a Child Protection Policy at a school. The objectives are to create a safe learning environment and address irresponsible behavior by 45 out of 100 students. Activities include developing child rights policies, student profiling, orientations, a film viewing, building a child protection center and park, and seminars on basic laws. The activities will be conducted between April 2016 and October 2016. Most have budgets between P500-P5500 from MOOE funds to cover expenses like tarps, snacks, and certificates. The coordinator and school head are responsible for implementation.
Language assessment for primary grades (lapg) feb 2015Donnahvie Chiong
The document outlines the Language Assessment for Primary Grades (LAPG) administered in the Philippines. The LAPG assesses Grade 3 students in public schools in English, Filipino, and their assigned mother tongue. It aims to establish a baseline for language learning under the K-12 curriculum, evaluate the effectiveness of mother tongue-based instruction across 19 Philippine languages, and compare English and Filipino performance while correlating language and early reading/math assessments. It tests essential skills like reading comprehension, vocabulary, and phonics in the three languages.
The document is an examiner's handbook that provides instructions for administering a national achievement test in the Philippines. It outlines the pre-test, test proper, and post-test activities. Key steps include preparing the testing room, orienting examinees, distributing test booklets and answer sheets, filling in identifying information, reading instructions, monitoring the exam, collecting materials, and reporting results. The handbook aims to standardize test administration across examiners.
Legal foundation of education in the philippinesBoyet Aluan
The document provides a historical overview of the foundation and development of education in the Philippines from pre-Spanish times to the present. It discusses the aims, types, and methods of education during different periods of Philippine history including pre-Spanish, Spanish, American, Japanese, post-WWII eras. It also outlines key laws and policies that shaped the Philippine education system such as the Education Act of 1901, Magna Carta for Teachers, and the 1987 Constitution.
Strategies in teaching the least mastered skillsCarlo Magno
The document discusses strategies for teaching students who have not mastered important skills, including using formative assessment and mastery learning approaches. It emphasizes assessing student understanding through multiple measures over time to guide instruction, providing descriptive feedback, and allowing students to demonstrate mastery at their own pace through targeted instruction and practice. The goal is to help all students achieve proficiency based on clear learning standards.
The document discusses various translation strategies used by translators. It describes global translation strategies that determine how close a translation is to the original text, including word-for-word, literal, faithful, and semantic translations. It also discusses local translation strategies at the word or phrase level, such as direct strategies like literal translation and indirect strategies like equivalence translation, shifts in grammar or viewpoint, and componential analysis to describe concepts. The strategies aim to balance accurate meaning with natural language in the target text culture and language.
The document outlines an action plan for a one-week remedial reading program at San Matias High School for struggling readers during the 2014-2015 school year. The plan has three phases: pre-implementation, implementation, and post-implementation. In the pre-implementation phase, students will be selected for the program and oriented through testing and parent meetings. During the implementation phase, students will participate in reading activities and interventions to improve their skills over four days. A pre-test will assess their starting level. Post-implementation will evaluate the students' progress with a post-test to determine the program's effectiveness. The goal is for struggling readers to become proficient through this intensive, short-term program.
Stratetic Intervention Material In English (Infinitives)Anna Sagun
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like anxiety and depression.
The document provides information about formulating a School Improvement Plan (SIP) for 2016-2019. It discusses the legal basis for having an SIP, what an SIP entails, and the SIP planning process. The SIP is a 3-year roadmap that identifies interventions to be undertaken with community stakeholders. It is formulated based on school data and aims to improve learner outcomes. The planning process involves assessing the school's situation, identifying priority areas for improvement, determining objectives and root causes, and planning interventions over a 3-year timeframe. Key areas of focus for the SIP are access, quality, and governance of education. The workshop will guide participants through exercises to analyze school data and processes, select improvement areas, and develop the SIP.
The Abot-Alam framework aims to ensure that no Filipino youth is left behind through education, employment, or entrepreneurship opportunities. It establishes a national multi-sectoral alliance led by DepEd, NYC, DILG, and TESDA to set goals, provide support, allocate resources, and conduct communications campaigns. Local alliances will enlist out-of-school youth, match them with relevant programs, and ensure their implementation through cooperation between local governments, NGOs, educational institutions, and businesses. The framework's goal is to reintegrate youth and provide them high school diplomas, skills training, or small business assistance.
This document provides instruction on parallel structure and parallelism in sentences. It begins by introducing the topic of parallelism and defining it as using the same grammatical form for equal ideas. Several examples are provided to illustrate parallel and non-parallel sentences. The document then discusses the benefits of parallelism, including making sentences more graceful, clarifying meaning, and showing connections. Additional examples are used to demonstrate parallelism errors and how to correct them. The document concludes by providing exercises for the reader to identify parallel and non-parallel sentences.
Stoicism is related to naturalism according to the document. Naturalism implies that life is like a struggle for survival where only the fittest and strongest prevail. Stoic philosophers believed in discipline as important for attaining survival through overcoming adversity and hardship, showing an affinity between Stoicism and naturalism. The document asks teachers if they agree with this analysis of the relationship between Stoicism and the view of the natural world implied by naturalism.
1) The document discusses John Dewey's views on education and the role of schools in society.
2) It states that education should involve participation in social knowledge and help students inherit civilization's achievements.
3) Schools are seen as communities that continue children's home activities and develop their social and moral skills.
This document provides an annual implementation plan for Barrio Obrero Elementary School for the school year 2013-2014. It summarizes the school's profile, including its location, facilities, personnel, student population and performance indicators over the past years. It also analyzes the school's internal strengths and weaknesses as well as external opportunities and threats in the community. The plan identifies strategies to leverage the school's strengths and address its weaknesses in order to achieve its goals and standards for the upcoming school year despite challenges in the community.
This document summarizes achievement test results from 2004-2012 for Barrio Obrero Elementary School in Manila. It shows the school's average scores in Filipino, Math, English, Science and HEKASI have mostly been in the "Moving Towards Mastery" range, though some dipped into "Average Mastery". Teacher profiles indicate most are female and between ages 26-40. Participation rates were over 70% while retention and promotion rates exceeded 95% and failure rates were below 1%.
The document discusses curriculum and results from the National Achievement Test in the Philippines from 2004-2005 to 2011-2012 school years. It provides the competencies assessed in each subject, charts showing the test results for each year, and an overall chart of average mastery scores. The results show mastery levels ranging from average to moving towards mastery across subjects, with some fluctuations over the years but an overall trend of scores in the 50-60% average mastery range.
This document contains the mid-year achievement test results from the 2008-2009 and 2009-2010 school years for Barrio Obrero Elementary School in Manila. It shows the comparative results by subject area for each grade level, including English, Filipino, Science, Math, Sibika, GMRC, Music, Arts, PE, MAPE, HE and EPP. The document indicates whether the school gained or not in the average results between the two school years by grade level.
An analysis of th result of national achievement 2009 2010 part2
1. An Analysis of thE Result of
National Achievement Test
SY 2009-2010
MS. DANCEL A. UDQUIM
BOES RESEARCH CHAIR
2. 1. Nagagamit sa pangungusap ang panghalip, pang-uri, pandiwa,
pang-abay, pangatnig at ang pang-angkop.
2. Nagagamit ang pangungusap ayon sa gamit
3. Natutukoy ang kahulugan ng salita (kasingkahulugan,kasalungat)
4. Natutukoy ang pangunahing kaisipan at mahahalagang detalye
sa binasa
5. Nagagamit ang panipi at kuwit sa tuwirang sinabi ng tauhan
6. Nagagamit sa pangungusap ang pang-abay at pang-ugnay
7. Nagagamit ang uri ng panlapi sa pabuo ng pandiwa
3. 8. Natutukoy ang paksang diwa, sanhi at bunga sa kwento o akda
9. Nailalarawan ang katangian ng tauhan batay sa kilos at pananalita
10. Napagsusunod-sunod ang mga pangyayari sa kwento
11. Nakakapagbigay ng palagay sa maaring kalabasan ng mga
pangyayari batay sa ikinikilos ng tauhan
12.Nasusuri ang mga detalye na napaliwanag sa pangunahing diwa
13. Nagagamit ang mga grapikong pantulong sa pag-unawa ng
teksto
14. Napupunan nang wastong pormularyong pampaaralan
15.Naisasalin nang pasulat ang mga impormasyong ipinahihiwatig
ng mga grapikong pantulong.
4. NAT RESULT IN FILIPINO 6
80
60
40
20
0
FILIPINO6
2008-2009 70.07
2009-2010 72.92
GAINED 2.85
5. Mastery Level of BOESIANS
in FILIPINO
Descriptive Equivalent of
Scores 300
MASTERED (M)- 96-100%
250
CLOSELY APPROXIMATING
MASTERY (CAM)-86-95%
200
MOVING TOWARDS
MASTERY (MTM)-66-85%
AVERAGE MASTERY 150
(AM)- 36-65%
100
LOW MASTERY (LM)-15-34
VERY LOW MASTERY
50
(VLM)-5-14%
ABSOLUTELY NO MASTERY- 0
(ANM)-0-4% M CAM MTM AM LM VLM ANM
271 of the examinees were Mastery Level 1 69 271 133 4 0 0
moving towards mastery on
Filipino 6
6.
7. Computation of rational numbers
Solve word problems on rational numbers
Identify congruent polygons
Solve problems on measurements
Interpret graphs
Interpret measurement data
8. NAT RESULT IN MATHEMATICS 6
50
40
30
20
10
0
-10
MATH 6
2008-2009 45.44
2009-2010 41.77
GAINED -3.67
10. Use of verbs in the simple present tense
Use adverbs of manner
Use reflexive pronouns and possessive pronouns
Identify simple sentences
Note details in the selection
Predict outcomes based on the selection
Infer the general mood of the selection
Sequence events in the selection
Use verbs that agree with indefinite pronouns
Use degrees of comparisons of adverbs
11. Use degrees of comparison of irregular adjectives
Use adjectives in a series
Use prepositions/ prepositional phrase
Identify the main idea/ theme of selection
Determine the cause –effect relationship based on a
given selection
Identify the supporting details to justify conclusion
Distinguish fact from opinion
12. NAT RESULT IN ENGLISH 6
60
50
40
30
20
10
0
-10
ENGLISH 6
2008-2009 50.04
2009-2010 49.72
GAINED -0.32
14. Identify the major parts of a body system and their functions
Explain how a body system works
Classify vertebrates in 5 sub-classes
Describe the characteristics of living things for survival
Describe the characteristics of different kinds of plants
Differentiate physical from chemical change
Describe distinct characteristics of planets
Present the feeding interrelationships among living things
Illustrate the interdependence of plants, animals for gasses
15. Explain the effect of changes in materials to environment
Explain the effect of changes in materials to environment
Identify factors that affect motion and of an object
Describe the characteristics of earth’s interior layer
Describe characteristics of stars and how group of stars are useful to people
Identify factors that affect motion and of an object
Describe the characteristics of earth’s interior layer
Describe characteristics of stars and how group of stars are useful to people
16. NAT RESULT IN SCIENCE
50
40
30
20
10
0
SCIENCE 6
2008-2009 40.68
2009-2010 45.73
GAINED 5.05
18. Naipagmamalaki ang katangiang pisikal ng Pilipinas
Napapahalagahan ang uti ng pamumuhay ng mga unang
Pilipino
Nabibigyang halaga ang kalagayan ng pamumuhay ng
Pilipino noong Ikatlong Republika
Naipagkakapurin ang mga mamamayang Pilipino
Napapahalagahanang mga matatalinong paggamit at
pangangalaga ng likas na yaman
Napapahalagahan ang bahaging ginagampanan ng
pamahalaan at mamamayan sa kaabutihan ng bansa
19. Napapahalagahan ang pananatili ng kalayaan ng
bansa
Nakikilala ang palatandaan ng kaunlaran ng bansa
20. NAT RESULT OF HEKASI 6
60
50
40
30
20
10
0
HEKASI6
2008-2009 52.06
2009-2010 56.12
GAINED 4.06
25. BOES KINDERGARTEN MID-FINAL
TEST RESULTS 2009-2010
SY 2008-
99
2009, They were at
rank 6 in the 98.5
district level. And 98
rank 18 at the
division level. 97.5
97
96.5
Now at SY 2009- 96
2010, they are at
95.5
rank 2 in the
district level and 95
at rank 16 at the 94.5
division level. mid final ave
2008-2009 96.14 98.72 97.43
2009-2010 97.59 98.82 98.21
CONGRATULATIONS!
26. District 2 Ranking of MID-FIN
Performance by MPS
SY 2008-2009 we were at rank 13 by district level and at rank 65 at Division Level
Sad to say we are at rank 14 out of 14 schools who took the said tests at District 2 and at rank 63 out of
71 schools in the Division of City Schools MANILA for the SY 2009-2010.
90 80.55
80 67.35 66.21 65.42 64.81 64.47
70 62.6 62.04 61.74 60.68 60.39 60.36 59.81 58.93
60
50
40
30
20
10
0