This document provides instructions for examiners administering a language assessment test for primary grades. It outlines the examiner's workflow and responsibilities at each stage of the testing process, including pre-test preparation, test administration, and post-test procedures. The examiner is to strictly follow the provided instructions to ensure standardized and fair administration of the test. Key responsibilities include preparing materials, seating examinees, providing orientation, distributing test booklets and answer sheets, and checking information. Detailed steps are given for each part of the pre-test, test, and post-test stages.
Lesson in Hiram na Salita. mga salitang banyagang ginagamit sa Wikang Filipino.
Wala itong katumbas na salita sa wikang Filipino kaya’t hiniram na lang ang pagbigkas at pagbaybay ng banyaga dito.
Maaaring ang mga ito ay may taglay na mga hiram na titik gaya ng: C F, J, Q, V, X, Z
Mga alituntunin sa panghihiram o pagtutumbas ng mga salitang hiram:
1. Ginagamit sa pangngalang pantangi ang mga hiram na titik nang walang pagbabago.
Halimbawa: Mike, Colgate
2. Salitang katutubo mula ibang wika.
Halimbawa:
ifun (pinakamaliit na banak)
masjid (pook-dalanginan ng mga Muslim)
3. Kung konsistent ang pagbabaybay ng salita, hiramin ito nang walang pagbabago.
Halimbawa:
Ingles Filipino
alto alto
editor editor
memorandum memorandum
4.. Kung hindi konsistent ang pagbabaybay ng salita, hiramin ito at baybayin nang konsistent ayon sa tuntuning kung ano ang bigkas ay siyang baybay.
Halimbawa:
Ingles Filipino
meeting miting
leader lider
teacher titser
5. May mga salita sa Ingles na maaaring hiramin nang walang pagbabago. Ito ay ang simbolong pang-agham, salitang agham at teknikal at ang mga salitang Ingles na kapag binabaybay sa Filipino ay malayo na ang kahulugan.
Halimbawa:
calcium H2O (water)
x – ray CO2 (carbon dioxide)
6. Kapag ang hiniram na salita sa Ingles ay may katumbas sa Filipino, katumbas na salita ang siyang gagamitin.
Halimbawa:
Ingles Filipino
ability kasanayan
rule tuntunin
south timogAng mga salitang hiram ay mga salitang nanggaling sa iba’t ibang mga dayuhang nakarating sa ating bansa na kalimitan na nating ginagamit sa pang-araw-araw na pakikipag-usap o talakayan.
Binago man ang baybayin o hindi, mahalaga ang mga salitang hiram sapagkat nakatutulong ito sa pagpapayaman ng ating bokabularyo o talasalitaan.
Ang mga salitang hiram ay mga salitang nanggaling sa iba’t ibang mga dayuhang nakarating sa ating bansa na kalimitan na nating ginagamit sa pang-araw-araw na pakikipag-usap o talakayan.
Binago man ang baybayin o hindi, mahalaga ang mga salitang hiram sapagkat nakatutulong ito sa pagpapayaman ng ating bokabularyo o talasalitaan.
Ang mga salitang hiram ay mga salitang nanggaling sa iba’t ibang mga dayuhang nakarating sa ating bansa na kalimitan na nating ginagamit sa pang-araw-araw na pakikipag-usap o talakayan.
Binago man ang baybayin o hindi, mahalaga ang mga salitang hiram sapagkat nakatutulong ito sa pagpapayaman ng ating bokabularyo o talasalitaan.
This document provides a lesson on forming plural nouns in English. It explains that plural nouns name more than one person, place or thing, and that most singular nouns become plural by adding an 's'. For nouns ending in 'sh', 'ch', 'x', 'z', and 's', an 'es' is added instead to form the plural. It then lists 16 singular nouns and asks the student to write the plural form of each.
Detailed lesson Plan in Cookery 9 NCII(Prepare Salads and Salad Dressings)I. Objectives:A. Content Standards: The learners demonstrate understanding of the knowledge, skills, and attitudes required in preparing salads.B. Performance Standards: The learners independently prepare salad and dressingC. Learning Competencies: LO 1: Perform Mise en Place1.1 Identify ingredients according to the given recipe1.2 Classify salad according to ingredients used in a given recipe1.3 Give the importance of classification of salad.Contextualized competency1.3 Identify local salad ingredients that can be substituted to a salad ingredient according to the given recipeCode: TLE_HECK912SD-IIa-7 II. Content: Classification of salads according to ingredien
Math 6 week 1 ILLUSTRATING RATIO AND PROPORTIONKristil Gabay
This document discusses ratios and proportions. It begins by defining ratios and proportions using concrete or pictorial models. It then provides examples of expressing ratios in different forms like fractions or phrases. It also shows how to simplify ratios through prime factorization or continuous division. Finally, it illustrates what a proportion is when two ratios are equal, and provides examples of setting up and solving proportions.
Part 2 MATH INTERVENTION MATERIALS FOR LEAST MASTERED SKILLS IN MATHEMATICS ...SINAG-TALA E/S
This document contains a 10-item assessment on various math and problem-solving skills. The items cover topics like calculating earnings including commission, reading electrical meters, water meter readings, area of a trapezoid, and interpreting information from tables and diagrams. The assessment is intended to measure least mastered skills and provide intervention materials to strengthen those skills.
This document is an examiner's handbook for administering the National Achievement Test for fourth year students in the Philippines. It outlines the procedures for the pre-test, test proper, and post-test activities. The pre-test activities include preparing the board displays, seating arrangements for examinees, orientation, and distributing test booklets and answer sheets. The test proper involves reading directions, administering the test within time limits, and collecting materials. Post-test activities include preparing reports, accounting for all materials, and packing test materials for submission. The handbook provides step-by-step guidance to ensure standardized administration of the achievement test.
Pappy the paper bag has a mission to complete. He knows that millions of plastic bags have been abandoned worldwide, damaging the environment. Pappy sets out enthusiastically to avoid contamination and collect abandoned plastic bags.
Lesson in Hiram na Salita. mga salitang banyagang ginagamit sa Wikang Filipino.
Wala itong katumbas na salita sa wikang Filipino kaya’t hiniram na lang ang pagbigkas at pagbaybay ng banyaga dito.
Maaaring ang mga ito ay may taglay na mga hiram na titik gaya ng: C F, J, Q, V, X, Z
Mga alituntunin sa panghihiram o pagtutumbas ng mga salitang hiram:
1. Ginagamit sa pangngalang pantangi ang mga hiram na titik nang walang pagbabago.
Halimbawa: Mike, Colgate
2. Salitang katutubo mula ibang wika.
Halimbawa:
ifun (pinakamaliit na banak)
masjid (pook-dalanginan ng mga Muslim)
3. Kung konsistent ang pagbabaybay ng salita, hiramin ito nang walang pagbabago.
Halimbawa:
Ingles Filipino
alto alto
editor editor
memorandum memorandum
4.. Kung hindi konsistent ang pagbabaybay ng salita, hiramin ito at baybayin nang konsistent ayon sa tuntuning kung ano ang bigkas ay siyang baybay.
Halimbawa:
Ingles Filipino
meeting miting
leader lider
teacher titser
5. May mga salita sa Ingles na maaaring hiramin nang walang pagbabago. Ito ay ang simbolong pang-agham, salitang agham at teknikal at ang mga salitang Ingles na kapag binabaybay sa Filipino ay malayo na ang kahulugan.
Halimbawa:
calcium H2O (water)
x – ray CO2 (carbon dioxide)
6. Kapag ang hiniram na salita sa Ingles ay may katumbas sa Filipino, katumbas na salita ang siyang gagamitin.
Halimbawa:
Ingles Filipino
ability kasanayan
rule tuntunin
south timogAng mga salitang hiram ay mga salitang nanggaling sa iba’t ibang mga dayuhang nakarating sa ating bansa na kalimitan na nating ginagamit sa pang-araw-araw na pakikipag-usap o talakayan.
Binago man ang baybayin o hindi, mahalaga ang mga salitang hiram sapagkat nakatutulong ito sa pagpapayaman ng ating bokabularyo o talasalitaan.
Ang mga salitang hiram ay mga salitang nanggaling sa iba’t ibang mga dayuhang nakarating sa ating bansa na kalimitan na nating ginagamit sa pang-araw-araw na pakikipag-usap o talakayan.
Binago man ang baybayin o hindi, mahalaga ang mga salitang hiram sapagkat nakatutulong ito sa pagpapayaman ng ating bokabularyo o talasalitaan.
Ang mga salitang hiram ay mga salitang nanggaling sa iba’t ibang mga dayuhang nakarating sa ating bansa na kalimitan na nating ginagamit sa pang-araw-araw na pakikipag-usap o talakayan.
Binago man ang baybayin o hindi, mahalaga ang mga salitang hiram sapagkat nakatutulong ito sa pagpapayaman ng ating bokabularyo o talasalitaan.
This document provides a lesson on forming plural nouns in English. It explains that plural nouns name more than one person, place or thing, and that most singular nouns become plural by adding an 's'. For nouns ending in 'sh', 'ch', 'x', 'z', and 's', an 'es' is added instead to form the plural. It then lists 16 singular nouns and asks the student to write the plural form of each.
Detailed lesson Plan in Cookery 9 NCII(Prepare Salads and Salad Dressings)I. Objectives:A. Content Standards: The learners demonstrate understanding of the knowledge, skills, and attitudes required in preparing salads.B. Performance Standards: The learners independently prepare salad and dressingC. Learning Competencies: LO 1: Perform Mise en Place1.1 Identify ingredients according to the given recipe1.2 Classify salad according to ingredients used in a given recipe1.3 Give the importance of classification of salad.Contextualized competency1.3 Identify local salad ingredients that can be substituted to a salad ingredient according to the given recipeCode: TLE_HECK912SD-IIa-7 II. Content: Classification of salads according to ingredien
Math 6 week 1 ILLUSTRATING RATIO AND PROPORTIONKristil Gabay
This document discusses ratios and proportions. It begins by defining ratios and proportions using concrete or pictorial models. It then provides examples of expressing ratios in different forms like fractions or phrases. It also shows how to simplify ratios through prime factorization or continuous division. Finally, it illustrates what a proportion is when two ratios are equal, and provides examples of setting up and solving proportions.
Part 2 MATH INTERVENTION MATERIALS FOR LEAST MASTERED SKILLS IN MATHEMATICS ...SINAG-TALA E/S
This document contains a 10-item assessment on various math and problem-solving skills. The items cover topics like calculating earnings including commission, reading electrical meters, water meter readings, area of a trapezoid, and interpreting information from tables and diagrams. The assessment is intended to measure least mastered skills and provide intervention materials to strengthen those skills.
This document is an examiner's handbook for administering the National Achievement Test for fourth year students in the Philippines. It outlines the procedures for the pre-test, test proper, and post-test activities. The pre-test activities include preparing the board displays, seating arrangements for examinees, orientation, and distributing test booklets and answer sheets. The test proper involves reading directions, administering the test within time limits, and collecting materials. Post-test activities include preparing reports, accounting for all materials, and packing test materials for submission. The handbook provides step-by-step guidance to ensure standardized administration of the achievement test.
Pappy the paper bag has a mission to complete. He knows that millions of plastic bags have been abandoned worldwide, damaging the environment. Pappy sets out enthusiastically to avoid contamination and collect abandoned plastic bags.
This document contains a series of educational activities and reading passages for students. The activities include:
1. Identifying pictures and completing sentences with vocabulary words.
2. Drawing a character from a story and writing sentences about them.
3. Completing words, phrases and sentences about various topics like food and daily activities.
4. Answering comprehension questions about pictures from a story and predicting what incidents the pictures depict.
5. Reading additional passages and completing related exercises on vocabulary, phrases and sentences.
The passages and activities focus on building reading comprehension, vocabulary, and language skills for students.
The document is a table of contents for a mathematics textbook for third grade students in the Philippines. It lists 46 lessons on topics like multiplication, division, properties of operations, and solving word problems involving these operations. The document also provides information about copyright and permissions for using materials in the book. It was developed by the Department of Education of the Republic of the Philippines.
The document outlines an action plan for the Grade 7 curriculum at Pioduran National High School from August 8-12, 2022. The plan includes facilitating smooth enrollment of incoming Grade 7 students, identifying facilities needing repair, assigning classrooms and advisers, performing classroom repairs with parent participation, facilitating a clean-up drive of the Grade 7 area, and sorting learning materials. Activities will be carried out by the Grade 7 chairperson, advisers, teachers, parents, and stakeholders with the goal of preparing for the incoming school year.
1. The document describes a math quiz bee for grade 1 students with 3 rounds - Easy, Average, and Difficult.
2. The Easy round contains 10 multiple choice questions with 30 seconds per question worth 1 point. The Average round contains 10 questions worth 3 points each with 60 seconds per question. The Difficult round contains 10 word problems worth 5 points each with 1 minute and 30 seconds per question.
3. The quiz bee tests concepts like place value, operations, time, money, geometry and more. It encourages students to think logically and solve problems under time pressure.
The document contains several passages that present simple questions to answer about the location or possessor of various objects. Each passage includes 6 statements with a question below it to test reading comprehension. The statements follow a pattern of including a subject, a verb or preposition, and an object to form simple sentences about objects and their locations or who possesses them.
The document summarizes 4 days of lessons about phonics and reading comprehension centered around a story about two dogs, Bantay and Tagpi. It includes:
1) An overview of the story where Bantay discovers bones missing from his collection and Tagpi admits to taking them, thinking Bantay wouldn't notice.
2) Exercises identifying consonant digraphs like "ck", "th", and "ph" in words related to the story and assigning students to complete character maps of Bantay and Tagpi.
3) Introducing words beginning with the "sh" sound and assigning students to find pictures of words containing the "sh" digraph.
4) Continuing
This document presents a lesson on visualizing numbers from 10,001 to 100,000 using representations like number discs, blocks, and grids. It provides examples of using these representations to show numbers like 24,631 and discusses having students practice visualizing various 4 and 5 digit numbers through hands-on activities of arranging the representations. The goal is for students to be able to visualize and comprehend the scale of large numbers.
COT_PPT_ENGLISH 3_Possessive Pronoun by Sir Rei L. Marasigan.pptxlovelyoloverio
This lesson teaches students about possessive pronouns. It begins with a review and examples of cause and effect relationships. Students then play a game where they identify possessive pronouns like "my", "her", and "his" when asked about objects. The lesson explains that possessive pronouns show ownership before a noun. Students practice identifying possessive pronouns in sentences. At the end, they write their own sentences using possessive pronouns to demonstrate their understanding.
The boastful shrimp believed he was superior to all the other fish in the pond. He would show off his swimming skills daily and cause large splashes. The other fish grew tired of his boasting and left the pond. When the boastful shrimp realized they were gone, it was too late - with no other fish or water spout, he dried up and died alone in the empty pond.
This instructional material was collaboratively developed by educators from various schools and universities to help improve reading skills. The document provides lessons, stories, and activities for grade 3 students. Feedback on the material is encouraged to be sent to the Department of Education so it can be improved.
1. The comic strip tells the story of Bantay and Tagpi, two dogs who play together. However, Tagpi has been taking bones from Bantay's collection without permission.
2. When a stray dog steals Tagpi's blanket, Bantay comforts him and they try to find the stray dog. They are unsuccessful.
3. On the way back, Bantay realizes Tagpi had been the one taking his bones. He forgives Tagpi and cheers him up, saying his master will understand about the lost blanket.
Math 6 - Understanding Proportion (Activities)menchreo
The document provides examples of setting up proportions to solve word problems. It includes setting up proportions for problems involving ratios of items in a basket, hours spent watching TV, teachers to students, distance traveled based on gas usage, calories burned walking, workers needed to paint a building, distance traveled based on speed, amounts of fish sold daily, and numbers of tables and chairs. The document emphasizes writing proportions as a first step to solving word problems.
This document contains a daily log of lesson plans for Filipino 2 taught during the first quarter. It includes the learning objectives, references from the teacher's guide and learner's materials, and remarks for each class from June 2 to July 18. The objectives focus on identifying words and concepts, applying grammar rules, summarizing texts, and practicing writing skills. The remarks provide the number of learners who achieved mastery of the objectives and those who needed remediation or reinforcement activities for each lesson.
The lesson plan aims to teach 5-year-old children about farm animals and their habitats. The children will watch a video of "Old McDonald" and act out farm animals. They will then identify farm animals and pictures, learn where they live on a farm or jungle, and stick pictures in the correct habitat. As a project, the children will work in groups to make a large farm with labeled animals using various materials. At the end, they will indicate on a sheet how they felt about the class.
This document contains a series of educational activities and reading passages for students. The activities include:
1. Identifying pictures and completing sentences with vocabulary words.
2. Drawing a character from a story and writing sentences about them.
3. Completing words, phrases and sentences about various topics like food and daily activities.
4. Answering comprehension questions about pictures from a story and predicting what incidents the pictures depict.
5. Reading additional passages and completing related exercises on vocabulary, phrases and sentences.
The passages and activities focus on building reading comprehension, vocabulary, and language skills for students.
The document is a table of contents for a mathematics textbook for third grade students in the Philippines. It lists 46 lessons on topics like multiplication, division, properties of operations, and solving word problems involving these operations. The document also provides information about copyright and permissions for using materials in the book. It was developed by the Department of Education of the Republic of the Philippines.
The document outlines an action plan for the Grade 7 curriculum at Pioduran National High School from August 8-12, 2022. The plan includes facilitating smooth enrollment of incoming Grade 7 students, identifying facilities needing repair, assigning classrooms and advisers, performing classroom repairs with parent participation, facilitating a clean-up drive of the Grade 7 area, and sorting learning materials. Activities will be carried out by the Grade 7 chairperson, advisers, teachers, parents, and stakeholders with the goal of preparing for the incoming school year.
1. The document describes a math quiz bee for grade 1 students with 3 rounds - Easy, Average, and Difficult.
2. The Easy round contains 10 multiple choice questions with 30 seconds per question worth 1 point. The Average round contains 10 questions worth 3 points each with 60 seconds per question. The Difficult round contains 10 word problems worth 5 points each with 1 minute and 30 seconds per question.
3. The quiz bee tests concepts like place value, operations, time, money, geometry and more. It encourages students to think logically and solve problems under time pressure.
The document contains several passages that present simple questions to answer about the location or possessor of various objects. Each passage includes 6 statements with a question below it to test reading comprehension. The statements follow a pattern of including a subject, a verb or preposition, and an object to form simple sentences about objects and their locations or who possesses them.
The document summarizes 4 days of lessons about phonics and reading comprehension centered around a story about two dogs, Bantay and Tagpi. It includes:
1) An overview of the story where Bantay discovers bones missing from his collection and Tagpi admits to taking them, thinking Bantay wouldn't notice.
2) Exercises identifying consonant digraphs like "ck", "th", and "ph" in words related to the story and assigning students to complete character maps of Bantay and Tagpi.
3) Introducing words beginning with the "sh" sound and assigning students to find pictures of words containing the "sh" digraph.
4) Continuing
This document presents a lesson on visualizing numbers from 10,001 to 100,000 using representations like number discs, blocks, and grids. It provides examples of using these representations to show numbers like 24,631 and discusses having students practice visualizing various 4 and 5 digit numbers through hands-on activities of arranging the representations. The goal is for students to be able to visualize and comprehend the scale of large numbers.
COT_PPT_ENGLISH 3_Possessive Pronoun by Sir Rei L. Marasigan.pptxlovelyoloverio
This lesson teaches students about possessive pronouns. It begins with a review and examples of cause and effect relationships. Students then play a game where they identify possessive pronouns like "my", "her", and "his" when asked about objects. The lesson explains that possessive pronouns show ownership before a noun. Students practice identifying possessive pronouns in sentences. At the end, they write their own sentences using possessive pronouns to demonstrate their understanding.
The boastful shrimp believed he was superior to all the other fish in the pond. He would show off his swimming skills daily and cause large splashes. The other fish grew tired of his boasting and left the pond. When the boastful shrimp realized they were gone, it was too late - with no other fish or water spout, he dried up and died alone in the empty pond.
This instructional material was collaboratively developed by educators from various schools and universities to help improve reading skills. The document provides lessons, stories, and activities for grade 3 students. Feedback on the material is encouraged to be sent to the Department of Education so it can be improved.
1. The comic strip tells the story of Bantay and Tagpi, two dogs who play together. However, Tagpi has been taking bones from Bantay's collection without permission.
2. When a stray dog steals Tagpi's blanket, Bantay comforts him and they try to find the stray dog. They are unsuccessful.
3. On the way back, Bantay realizes Tagpi had been the one taking his bones. He forgives Tagpi and cheers him up, saying his master will understand about the lost blanket.
Math 6 - Understanding Proportion (Activities)menchreo
The document provides examples of setting up proportions to solve word problems. It includes setting up proportions for problems involving ratios of items in a basket, hours spent watching TV, teachers to students, distance traveled based on gas usage, calories burned walking, workers needed to paint a building, distance traveled based on speed, amounts of fish sold daily, and numbers of tables and chairs. The document emphasizes writing proportions as a first step to solving word problems.
This document contains a daily log of lesson plans for Filipino 2 taught during the first quarter. It includes the learning objectives, references from the teacher's guide and learner's materials, and remarks for each class from June 2 to July 18. The objectives focus on identifying words and concepts, applying grammar rules, summarizing texts, and practicing writing skills. The remarks provide the number of learners who achieved mastery of the objectives and those who needed remediation or reinforcement activities for each lesson.
The lesson plan aims to teach 5-year-old children about farm animals and their habitats. The children will watch a video of "Old McDonald" and act out farm animals. They will then identify farm animals and pictures, learn where they live on a farm or jungle, and stick pictures in the correct habitat. As a project, the children will work in groups to make a large farm with labeled animals using various materials. At the end, they will indicate on a sheet how they felt about the class.
This document provides guidance on how to write an effective health survey. It outlines the key steps in designing a health survey, including formulating objectives, defining variables, choosing a data collection method, writing questions, formatting the questionnaire, sampling, and pilot testing. It discusses types of survey questions, such as factual, opinion, and knowledge questions, and how to format questions, response options, and scales. The document emphasizes writing clear, unbiased questions and avoiding errors like double questions or difficult recall questions. It also covers ethical considerations like informed consent and maintaining confidentiality.
First Steps in CLIL - Training the teachersSusan Hillyard
This document discusses the need to train teachers to implement Content and Language Integrated Learning (CLIL) as the "World English Project" increases the global use of English. As more education systems begin teaching some subjects in English, there will be a lack of teachers with the necessary language proficiency, subject knowledge, and CLIL methodology skills. The author argues that teacher training programs need to incorporate CLIL training for both pre-service and in-service teachers at primary, secondary, and university levels. The author draws on their experience providing CLIL training to European teachers to demonstrate the demand for such professional development opportunities.
This document contains a test booklet for Test 5. The test covers vocabulary, communication, grammar, listening, reading, and writing skills. The vocabulary section includes matching words with definitions, completing sentences with provided words, and finding words. The communication section consists of completing a dialogue. The grammar section covers choosing the correct form, completing sentences with need, and rewriting sentences. The listening section involves choosing answers based on three short conversations. The reading comprehension involves answering questions about a short text. Finally, the writing section provides a short scenario requiring a response.
This document is a survey given to second year Foreign Service students at the Lyceum of the Philippines University Cavite Campus. The survey asks students about their use of social networking sites and their perceptions of how government agencies use social networking sites as a tool for information dissemination. Students are asked questions about which social networking sites they use, how often they use them, and their views on how social networking sites allow for greater communication and participation. They are also asked if they are aware of any government agencies that use social networking sites and if they have ever received information about government issues through these sites. The survey uses a Likert scale to assess student agreement with statements about how government agency accounts on social networking sites help keep citizens informed
K to 12 LAPG MOTHER TONGUE -BASED GRADE 3 ReviewerLiGhT ArOhL
Sample Reviewer for LAPG MTB-MLE Grade 3 Grammar. I hope it'll help u a lot.
NOTE:
This is NOT an official product of DepEd or any school. This nonetheless may help you review for examinations.
The document discusses the importance of parties attempting to settle civil cases before a hearing. It notes that parties should make every effort to settle through discussion, negotiation or mediation. Formal mediation is mentioned as an option. Settling early can save costs, including court hearing fees. The court will want to know what steps were taken to settle.
The document provides guidelines for administering the 2015 National Achievement Test (NAT) in the Philippines. It outlines the roles and responsibilities of testing staff at the division, school, and classroom levels. It also provides instructions on test materials distribution and storage, enrolment data preparation, and test day procedures. The goal is to ensure standardized and secure administration of the NAT nationwide.
A sample of the general ability test of the ug course in design at nift. Solutions to this nift question paper can be sent to AFD by email for corrections & feedback by AFD tutors. All AFD tutors are NID, NIFT & M.Des graduates from IITs
K to 12 LAPG ENGLISH 3 Reading ReviewerLiGhT ArOhL
The document contains a reading comprehension test with 40 multiple choice questions (Items 1-40). Each question is based on short passages of text providing context clues. The questions assess understanding of main ideas, details, inferences, sequence of events, and identifying cause-and-effect relationships.
K to 12 LAPG ENGLISH 3 Language ReviewerLiGhT ArOhL
The document provides information about adjectives in English, including their definition and examples. It lists 30 sentences with blank spaces where an adjective is missing. Readers are asked to identify the missing adjective by selecting the correct letter option. It also provides examples of using adjectives in a comparative or superlative form, asking readers to complete sentences by choosing the right comparative or superlative adjective. The document aims to help readers learn and practice identifying adjectives in sentences and using adjectives in different degrees of comparison.
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.
The document discusses language change from both diachronic and synchronic approaches. It describes incremental, decremental, and replacement changes in language over time. Examples are given of external and internal changes from Old English to Modern English in terms of phonological changes. The document also discusses the reconstruction of proto-languages and the comparative method used by historical linguists to establish genetic relationships between languages.
1. The document is a 50-item final exam in Biological Science covering various topics and question types, including true/false, multiple choice, matching, fill-in-the-blank, analogy, rearrangement, and essay questions.
2. The exam tests knowledge of key biological concepts like the parts of the cell, theories of evolution and cell theory, scientists who made important contributions to the field, and classification of living things.
3. It aims to evaluate students' understanding of core ideas in biology as well as their ability to apply knowledge in different testing formats requiring recall, analysis, and explanation.
The document is a questionnaire given to students to understand factors affecting mathematics performance. It asks students to rate themselves on interest in math, study habits, and extracurricular activities. It also asks students to rate their math teachers on personality traits, teaching skills, and use of instructional materials. The questionnaire uses a 5-point scale and collects both qualitative and quantitative data from students.
This document contains a 14 question questionnaire about drug use among teenagers in a community. It asks about the respondent's demographics, family situation, drug use, availability and types of drugs used in the community, reasons for drug use, effects of drug abuse, and recommendations to address the problem. Respondents are asked to select answers or fill in blanks. The goal is to gather information on drug use and abuse among teenagers to understand its causes and impacts, and ways to potentially address the issue.
This document provides guidance for examiners administering a career assessment examination to third year students. It outlines the examiner's workflow and instructions for all stages of the exam, including pre-test activities like seating arrangements, distributing materials, and filling out answer sheets, the exam administration, and post-exam procedures. The goal is to standardize the administration and ensure a fair testing environment for all students.
This document outlines procedures for administering an exit assessment exam for Grade 12 students in the Philippines over two days. It provides details on the roles and responsibilities of the Chief Examiner and Room Examiners, test materials including test booklets and answer sheets, sample board works laying out the test schedule, and instructions for seating arrangements and test administration. Examiners are to closely follow standardized procedures around distributing materials, reading directions, monitoring the exam, and collecting/packaging materials after completion to ensure a fair and secure administration of the high-stakes exam.
6 2016 tept-pst guidelines-edited 7.28.15 teacher’s english proficiency tes...jhaymz02
The document provides guidelines for administering the Teacher's English Proficiency Test and Process Skills Test in Science and Mathematics (TEPT-PST) to Grade 7 and 8 public school teachers. The test will be conducted in clusters from November 2016 to January 2017 on Sundays. Each testing session will last 2 hours and 30 minutes with no break. Test booklets and answer sheets will be provided for 100% of examinees. Room examiners will monitor the test and all materials will be collected and accounted for by the chief examiner after each session.
This document provides information and guidelines for administering an Early Language, Literacy and Numeracy Assessment (ELLNA) test for Grade 4 students. It details the test design which covers language, literacy and numeracy components. It also outlines the roles and responsibilities of different testing personnel from the Division level down to the school level who will administer and monitor the test. Specific instructions are provided regarding the test materials, administration procedures, security measures, and post-test documentation and retrieval of materials. The test is scheduled to take place on October 10, 2018.
The document provides training for proctors administering the WASL exam. It reviews test security procedures and addresses potential issues ("perils") that may arise during testing. Proctors are instructed to strictly follow test administration guidelines, such as reading directions verbatim and not allowing unauthorized materials. They are also advised to actively monitor students, keep tests secure, and document any irregularities for reporting purposes. The training emphasizes proper test handling and ensuring only approved resources are used to avoid invalidating exam results.
The document outlines the procedures for administering regional achievement tests in the Philippines. It discusses:
1. The roles and responsibilities of room examiners in receiving test materials, administering the test according to a schedule, and preparing post-test reports.
2. The stages of test administration including pre-test preparations like seating arrangements, orientation, and distributing materials.
3. Instructions for administering the actual test, including reading instructions aloud and timing sections.
4. Post-test tasks like collecting materials, completing forms, and sealing reports for submission to the chief examiner.
The handbook provides standardized guidelines to ensure fair and consistent administration of the regional achievement tests across grades 3, 6,
The document provides instructions for invigilators administering the CEPA math exam. It details the exam schedule and timetable, instructions for setting up classrooms, monitoring students during the exam, and procedures for starting and ending the exam including collecting materials. Invigilators are instructed to arrive early to prepare rooms, sign for materials, address any issues, and ensure all exam materials are accounted for at the end.
Thank you for the testing materials and instructions. I will carefully follow the directions to administer the tests and return all documents by the deadline. Please let me know if you need anything else.
The document provides instructions for proctors administering the CEPA Math exam on April 9th. It details the exam schedule, roles and responsibilities of proctors, procedures for setting up classrooms, monitoring students during the exam, and ensuring all materials are securely collected and accounted for after the exam. Approximately 1280 students across two campuses will take one of four versions of the math exam in the morning or afternoon sessions. Proctors are expected to arrive early to prepare rooms and materials, closely monitor students, and follow strict protocols for handling all physical exam materials.
This presentation was created to guide Licensure Exam for Teachers examinees. Tips on how to prepare for the test, PRC application processing, sample previous actual board exam questions and high impacts topics in the LET are provided.
Disclaimer: Statistical figures of board performance and topnotchers are hypothetical. Photos included in this presentation were taken from the internet and are not personally owned by the author.
This document provides information and instructions for administering benchmark tests to 5th and 6th grade students at Spring Hill Middle School in Bentonville. It outlines important dates for the testing, training requirements, test materials, accommodations, security procedures, and responsibilities of proctors, teachers and administrators.
The document provides training instructions for room supervisors administering the ACT exam. It outlines responsibilities like arriving by 7:30am, attending briefing sessions, admitting examinees starting at 8am, administering the four tests from 8:30-12:15pm, and returning materials afterwards. It details policies around security of materials, room preparation, admitting/seating examinees, administering the test, handling irregularities, and completing necessary forms.
1. The document provides instructions for packaging and delivering New York State ELA and math test booklets and answer documents for grading.
2. Materials needed for packaging include test booklets, class rosters, poly bags, answer documents, header sheets, security sheets, and shipping cartons.
3. Directions are given for organizing materials, filling out forms, sealing packages, and labeling cartons for delivery to the scoring site by specified deadlines.
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This document provides guidelines for room examiners and proctors administering pen and paper tests. It outlines important reminders, definitions of terms, do's and don'ts, and procedures for before, during and after the test. Examiners are instructed to arrive on time, follow strict protocols, monitor examinees closely for cheating, and report any irregularities. Examinees must present valid ID and health documents for admission and comply with dress code and technology restrictions. Seating is arranged with distance between examinees and identity is verified before admission to ensure test integrity.
The document provides guidelines for sampling Grade 6 learners who will take the National Achievement Test for Grade 6 (NATG6) and preparing the lists of sampled learners. It instructs preparing a list of all Grade 6 learners with key information. This list should then be sorted and the allocation from the Bureau of Education Assessment should be referred to for the sample size. Random learners matching the sample size should then be selected and listed separately. The final list of actual examinees should also be prepared and submitted.
This document provides instructions for administering the TAKS writing test. It outlines procedures such as setting up the testing room, distributing materials, monitoring students, and collecting tests. Key points include having students sign an oath against using electronic devices, actively monitoring students at all times during the test, and arranging completed tests in sequential order before returning them.
This document provides instructions for administering the TAKS writing test. It outlines procedures such as setting up the testing room, distributing materials, monitoring students, and collecting tests. Key points include wearing a color-coded shirt, clearing hallways and rooms before testing, having students sign an oath sheet, actively monitoring students at all times, and arranging completed tests in sequential order before returning them.
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The Regional Testing Coordinator (RTC) attends national conferences to learn guidelines and procedures for standardized tests, serves as a resource on private schools operating without permits, and clarifies issues related to the Philippine Validating Test (PVT) that the Regional Office oversees such as endorsement to the National Educations Testing and Research Center (NETRC).
The document discusses agreements from open forum meetings between the Department of Education and the National Educational Testing and Research Center (NETRC) regarding the administration and logistics of upcoming national tests.
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- Identification of mother tongues to be tested in the Language Assessment for the Primary Grades (LAPG)
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environment for investigating the changes in vegetation cover dynamics. Our study utilizes
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of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
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significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
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land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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2. 1
EXAMINER’S HANDBOOK
LANGUAGE ASSESSMENT FOR PRIMARY GRADES
1. INTRODUCTION
This Examiner’s Handbook is intended for those involved in the administration
of Language Assessment for Primary Grades. It outlines the activities to be
undertaken at various stages in the activity. To ensure a standardized test
administration, this Handbook must be followed strictly.
The Room Examiner’s (RE) Workflow
Receives the TB’s &
AS’s
Counts the TB’s
from the sealed
plastic bags
Signs the Form 3
Posts the replica of the Name Grid and the test
coverage
Reads the General Directions
Distributes the AS then the TB’s
Checks if Name Grid, LRN, Mother Tongue Tested,
and other information in the AS are properly shaded
Facilitates in accomplishing the Form 2 by examinees
Administers the Test using Examiner’s Handbook
Keeps custody of the excess TB’s in original plastic
bags while the test is in progress and the test items
are not read by the RE (with sanctions re DepED Order
No. 85, s. 1999)
Makes sure that the AS of Examinees who took the
test for Mother Tongue are properly labeled and
bundled separately .
Accomplishes Form 1 and Form 7
Retrieves the TB’s
Checks the contents of the ETRE
(Used AS arranged consecutively by Examinee
Number, Time Record, Forms 1, 2 and 7
Seals the ETRE while still in the Examination Room
Submits the
Examiner’s
Handbook, sealed
ETRE and the
consecutively
arranged TB’s to be
properly accounted
for by the Chief
Examiner
Retains the Replica
of the Name Grid in
the Guidance Office
2. INSTRUCTIONS IN THE ADMINISTRATION OF THE TEST
To the Room Examiner:
An important factor that affects performance in a test is the psychological
climate in the testing room. It is important therefore that you be very pleasant
during the test. Rapport must be established with the examinees because they
work better when they are relaxed and properly motivated.
The activities pertaining to the test have to do with: pre-test, test proper and
post-test. A checkbox is provided before the number that indicates a major
Distribution Room Examination Room Distribution Room
(Retrieval Phase)
3. 2
activity and before the boxed instructions to be read aloud to the examinees.
Put a check mark (√) inside the box after each activity/instruction has been
done/given. Follow the succeeding instructions strictly to ensure fair and
standardized test administration.
2.1 PRE-TEST
2.1.1 Test Materials
A. .Replica of the Name Grid and the Coverage of the Test
B. Two Test Booklets (Tbs)
TB1 Blue Cover - For English and Filipino tests
TB2 Cover no color - For Mother Tongue
C. Listening Guide for the Examiner. Each test (English, Filipino and 18
Mother Tongues has a corresponding Listening Guide)
2.1.2 Board Work
Write the parts of the test on the board or on a Manila paper including the
time the test has started and the time it will be finished, as shown below.
Parts of the Test
General Directions
Part I (EDQ)
Part II (Test Proper)
Test Booklet 1
Listening Test in English
English
Listening Test in Filipino
Filipino
Total Time Limit
(Examinees who are finished with
Booklet 1 can be dismissed
BREAK
Test Booklet 2
Listening Test in Mother Tongue
Mother Tongue
Total Time Limit
Item
Numbers
1- 10
1 – 12
13 - 45
1 – 12
13 – 45
1 – 12
13 – 45
Time Limit
5 mins
10 mins
25 mins.
50 mins.
20 mins.
35 mins.
2 hrs. 10
mins
15 mins.
20 mins
35 mins.
Time
Started
______
______
______
______
______
______
______
______
______
Time
to End
______
______
______
______
______
______
______
______
______
Note: For those who are using Mother Tongue other than Filipino/Tagalog.
They need to answer Test Booklet 2.
4. 3
2.1.2 Entrance and Seating Arrangement
1. Inspect the seating arrangement before instructing the examinees to enter the
testing room. There should be four rows of armchair. Check if the first and last
rows are close to the walls.
2. Instruct the examinees to line up outside the room.
3. Call out the names of the examinees by alphabetical order of their surnames.
Let the first four examinees occupy the front line first, then the second, until the
last line as shown below.
Chalkboard
Examiner’s Table
Row 1 Row 2 Row 3 Row 4
Line 1 1 2 3 4
Line 2 5 6 7 8
Line 3 9 10 11 12
Line 4 13 14 15 16
Line 5 17 18 19 20
4. In no case shall there be more than 20 examinees in a room.
5. Check again the seating arrangement by calling out the names of the
examinees from the list in Form 1 prepared by the School Principal/Testing
Coordinator.
6. Check the identities of the examinees inside each examination room by all
means (e.g. ID, notebooks bearing the examinee’s name; etc.) using the
following procedure:
a. Countercheck the identity through the ID.
b. If ID is not available, ask the examinee to present a notebook or any
belonging bearing his/her name.
c. In the absence of requirements for a & b identification materials, ask
his/her respective classmates inside the Examination Room to attest the
identity.
7. Instruct them that all belongings shall be placed in front of the room underneath
the blackboard; except the pencils, sharpeners and clean sheets of paper.
2.1.3 Orientation of the Examinees
After the examinees are seated and all chairs are cleared, say:
Good morning everybody. I am (State your name). Here are some points to
follow while taking the test. I shall read each one while you listen well.
Read the following slowly and clearly :
1. All of you will answer the 90 items in the English and Filipino tests. (Booklet 1)
2. For those who are using Mother Tongue other than Filipino/Tagalog, you need to
answer Booklet 2 with 45 items.
3. Do not leave the room while the test is going on.
4. Do not open your Test Booklet until I tell you.
5. If you have any problem such as missing pages or words that are not printed
clearly, raise your hand so I can help you.
5. 4
6. Do not ask questions on the directions or on any test item after we have started the
test.
7. Do not write anything on the Test Booklet. A separate Answer Sheet is provided for
your answers.
8. Use lead pencil in answering the test.
9. Remember to keep your Answer Sheet clean and free from unnecessary marks.
DO NOT fold or crumple any portion of it, otherwise the scanning
machine may reject it.
10.Select your answer from the given choices in the Test Booklet then blacken the
circle that tells your answer on the same item number of your Answer Sheet.
11.If you want to change your answer, erase it neatly, then blacken your final answer.
12.Work quietly and mind only your own work.
13.Do not look at the papers of your seatmates. If you do, I will not let you continue the
test.
14.Work fast enough so you will finish the test within a given time. If you finish the test
ahead of time, review your answers.
15.I will announce when the time to finish is up.
16.When I say STOP, put your pencils down.
After you have read the guidelines, allow examinees to go out, if necessary,
before distributing the test materials.
2.1.4 Distributing the Answer Sheets (AS) and Test Booklets (TBs)
Cut with a pair of scissors or a blade one end of the plastic bags (one containing
the TBs and the other the AS). Check their quantity and see to it that these are accurate
and not tampered. In a pack there are twenty (20) TBs. Each examinee will have one
TB and one AS. Keep the batch slip in the original plastic bag.
In the distribution of the TBs and AS follow the numbering of examinees shown
on Page 4. Start with the examinee in Number 1, by giving him/her the TB/AS with the
lowest serial number and end with examinee in Number 20, giving him/her the highest
serial number.
Seats of late comers / absentees should be left vacant. Test Booklets and
Answer Sheets allocated to the said examinees should be placed inside the
original plastic bag by the Room Examiner pending their arrival.
2.1.5 Checking the Test Booklets and Answer Sheets
After each Examinee has received a Test Booklet and an Answer Sheet, say:
Everybody, put the Answer Sheet on your chair/desk. (Wait until everybody has
done this.) Look at your Test Booklet. Check the pages one by one. Do you notice any
misprint or a missing page? Raise your hand if there is so I can replace it.
6. 5
Pause. Wait until everybody has done this. Then say:
Everybody, look at your Answer Sheet. Find out if there are defects. In case
there are, raise your hand and I will change it.
Pause. Look for raised hands. In case a Test Booklet or an Answer Sheet is
defective, the whole set must be changed. Get this from the regular pack, if there are
extras; if none, request the School Testing Coordinator/Room Supervisor to give you
the exact number of copies needed from the buffer which is in the custody of the Chief
Examiner. This should be noted in the Examiner’s Report. When all Test Booklets have
been checked, keep the unused TB in your custody. These will be packed with the
others upon submission of reports to the Chief Examiner during the post test.
Let us begin this examination with a prayer printed on page 1 of your Test
Booklet. All together, read it silently. Begin.
2.1.6 Filling in of Information in the Answer Sheet
Say:
The Answer Sheet is composed of two (2) pages printed back to back broken
down as follows: the front page (Page 1) contains the circles for the basic information
about yourself and the Examinee’s Descriptive Questionnaire (EDQ) circles numbered
1 to 10. The back page contains circles numbered 1 to 12 for the Listening test in
English, 13 to 45 for Multiple Choice in English, 1 to12 for the Listening Test in Filipino,
13 to 45 for Multiple Choice in Filipino, 1 to 12 for the Listening Test in Mother Tongue
and 13 to 45 for Multiple Choice in Mother Tongue. In marking the circle, see to it that
the whole space within the circle is fully shaded.
2.1.6.1 Name
Refer to the enlarged replica on the board.
Say:
You shall now fill in the information called for on the front page of the Answer
Sheet. First of all, print your name on the blank above the NAME GRID. Then print your
name inside the box provided for. (Point this to the examinees if they do not find the
part immediately.)
Pause. Give the examinees enough time to write their names. Then say :
Let us accomplish the name grid found on the upper portion of the Answer Sheet. The
basic rules in filling up the name grid are as follows:
1. Write only one letter in each box starting with the first box at the left. Below letter
Z are Ñ and dash (-).
2. Enter your last name first, then your first name(s) in the allotted box and finally your
middle initial in the last box. If you are a "JR", "III", "IV", etc., write it immediately
after your last name but leave one blank in between.
3. If your last name consists of two or more words such as dela Cruz, delos Santos,
San Ignacio, etc., write your last names leaving a blank box between. Likewise, if
you have two first names write them leaving a blank box in between.
7. 6
4. If you have long last names and/or first names fill your names up to the last box
allotted for your last names and first names.
5. There are two columns for the middle initial. If you have two or more middle names
write only the first letter of the first and second middle names (e.g. SJ for San Juan).
If you have one middle name, write the first letter in the first box at the left.
Pause. Let the Examinees follow the instruction, then, say:
If you have filled in your surname, first name, and middle initial, blacken the
circles below each box which corresponds to the letters written in the boxes.
Go around and assist the examinees in filling up the name grid and see to
it that this is done by the Examinees correctly. DO NOT continue unless you have
seen that all names are written correctly.
2.1.6.2 Learner Reference Number (LRN)
Say:
Blacken the circle corresponding to your 12-digit LRN. It consists of twelve numbers.
Check your LRN given by your class adviser. (Go around to check that numbers for the LRN
are written correctly in the corresponding boxes).
2.1.6.3 Gender
Say:
Blacken the circle for your gender. Example: If you are a boy, blacken boy. If
you are a girl, blacken girl.
2.1.6.4 Pantawid Pamilyang Pilipino Program (4Ps)
Say:
Blacken the circle for the Pantawid Pamilyang Pilipino Program (4Ps).
Example: If your family is a recipient of 4Ps blacken yes, if not blacken no, if you do not
know ,blacken the circle for Don’t know.
2.1.6.5 Type of Community
Say:
Blacken the circle for the type of community you are in now. (Examiner, please
tell them what your community type is.)
2.1.6.6 Do You Belong to a section with Special Science Curriculum
Say:
Indicate whether you belong to a section with Special Science Curriculum.
Example: If you belong to this section, blacken yes, if not, blacken no.
8. 7
2.1.6.7 School ID, Region and Division Codes
Say:
Your school code is composed of region, division, and school ID. Region and
division codes are in combined letters and numbers. School ID is in numbers only.
(Refer to your school code in the allocation of your test materials). Write your School
Code, one letter/number to a box. Check your school code against the school code
written on the board. Blacken the circles that are the same as the letters/numbers you
have written in the boxes. (Go around to check if the School Code is written correctly).
2.1.6.8 Latest Grade
Say:
Blacken the circles that tell your final rating in English, and Filipino. Example: If
your grade in English is 90 blacken 9 in the first column and 0 in the second column.
2.1.6.9 How Many Are You In Your Class/Section
Say:
Blacken the circles that tell about the number of pupils in your regular
class/section. Example: If you are sixty-five (65) in your regular class/section, blacken 6
in the first column and 5 in the second column. (Lead them to the correct number. Be
sure you have verified this.)
2.1.6.10 Number of Shifts per Day
Say:
Indicate whether your section holds classes the whole day, being single shift
(Shade 1); if in two shifts shade 2 (holding half day classes); shade 3 if in 3 shifts; and
so forth.
2.1.6.11 Age
Say:
Blacken the circle that corresponds to your age. Example: If you are eight (8)
years old, blacken 0 in the first column and 8 in the second column.
2.1.6.13 Signature (At the back of the Answer Sheet)
Say:
Sign your name and signature on the space provided on the back page of your
Answer Sheet after reading the statement and make sure you understood what it
means.
2.1.6.14 Name of School (At the back of the Answer Sheet)
Say:
Write the name of your school on the space provided for.
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Give the Examinees enough time to do this. Check that each Examinee does
this correctly.
Double check that all Examinees have shaded the correct circles pertaining to
the NAME GRID and all the other information. Go around and inspect each Examinee’s
Answer Sheet. (THIS IS VERY IMPORTANT).
2.2 TEST PROPER
2.2.1 Administering Part 1
2.2.2 Reading the Directions
Everybody, open your Test Booklets. Read the directions and the examples
silently and with understanding.
2.2.3 Administering the Examinee’s Descriptive Questionnaire (EDQ)
Say:
Part I, the Examinee’s Descriptive Questionnaire (EDQ) is not a test. It consists
of eleven (11) items on some information you are to give answers. After each item on
your Answer Sheet, shade the circle of the letter of your chosen answer. Although there
are several circles for each item, remember to mark only one circle of your chosen
answer to every item, except for question no. 3 wherein you may choose as many as
you have. Do not leave any item unanswered.
Part I will last for 5 minutes. Write your answers for this part on the lower
portion of the back page of the Answer Sheet. Everybody, open your Test Booklets to
the EDQ.
(Show them the EDQ portion), Ready…………. Begin!
2.2.4 Accomplishing the Seat Plan (NETRC Form 2)
While the examinees are answering the EDQ, the examiner will write the Name,
and Test Booklet Serial Number of each examinee on the Seat Plan. He/She will also
fill in the Region, Division, School Name and Address, Date of Examination and Room
Number.
2.2.5 Administering Part II, Test Proper
2.2.5.1 Explaining the back page of the AS and the TBs to be administered
After five minutes, say:
Let’s look at the back page. Notice that there are three columns where to
blacken your answers for the three languages to be tested. First column is for English,
the second is for Filipino and the last column is for Mother Tongue. In the last column
you are required to write on the space provided the Mother Tongue to be tested then
blacken the corresponding circle below.
The test consists of 90 items for Booklet 1 and 45 items for Booklet 2. After each
item, shade the circle of the letter of your chosen answer. Although there are four
circles for the answer to each item, shade only one circle for your answer. If you shade
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two circles, the machine will read this as wrong answer. Do not leave any item
unanswered.
2.2.5.2 For Booklet 1
The Examiner will read the English Listening Guide up to item no. 12 only.
The examinees will continue answering from nos.13 to 45.
After the English test, Examiner gets the Filipino Listening Guide and
reads up to item 12 only. The examinees will continue answering from nos.13 to
45.
Record on the board the time started and the time to end this test. Go around
and see to it that the examinees shaded the correct part of the test. After 2 hours and
10 min. say:
I will go around to collect your Test Booklet 1.
For those who will take TB2 leave your AS under your seat and take your snacks.
Dismiss the Examinees who will not take TB2 and collect their AS
We are about to continue the test. The test will end at (point to the written time
to end on the board).
2.2.5.3 Booklet 2
The Examiner will read the Mother Tongue Listening Guide up to item no.
12 only.
The examinees will continue answering from nos. 13 to 45.
Go around and see to it that the examinees are recording their answers
properly. Record on the board the time to end. The recorded time to end is from the
time it started, excluding the 15-minute snacks break.
Everybody, stop writing. I will give you 5 minutes to inspect your Answer
Sheets. Make sure your erasures, if any, are clean. See to it that the circle of your
answer is shaded properly. The circle should have uniform shading. Be sure that only
one circle is shaded for each item.
Go around to make sure the Examinees are following this instruction. After the
inspection has been done say:
I will go around to collect your Test Booklets and Answer Sheets.
Note: The unused Scannable Answer Sheets shall be collected by the Room
Supervisor/Chief Examiner at the time when the Examinees are answering the
last subtest. Likewise, the filling out of the remaining data in Form 3 should be
done at this time.
11. 10
Collect and count all used and unused test booklets and answer sheets and
place these in the original plastic bags. Make sure that all materials have been
retrieved. In case a Test Booklet is missing exhaust all means to find it. DISMISS
EXAMINEES ONLY AFTER ACCOUNTING THESE TEST MATERIALS.
Dismiss the Examinees who will not take TB2 and collect their AS
2.2.6 Dismissing the Examinees
After all materials are accounted for, say:
We are through with the test. You may now go out quietly in single file.
2.3 POST TEST
2.3.1 Preparing the Reports and Sealing the ETRE
2.3.1.1 Do the following activities:
1. Accomplish Form 7, the Room Examiner’s Test Administration –
Evaluation Report
2. Copy from the board the Time Record Report on Test Administration
3. Indicate in the ETRE the number of registrants and the number of
actual examinees.
2.3.1.2 Place the following inside the Room Examiner’s Transmittal
Report Envelope (ETRE):
1. Time Record Report
2. Used Answer Sheets arranged consecutively by Examinee Number
Placed in original plastic bag
3. One Copy of NETRC Forms 1 and 2 (back to back) and Form 7
2.3.1.2 Seal the ETRE with the DepED-NETRC paper tape while still inside the
examination room.
2.3.2 Turning Over of Materials to the Chief Examiner
Turn over to the Chief Examiner the following materials:
2.3.2.1 Sealed ETRE with its contents
2.3.2.2 Used and unused Test Booklets assembled together and arranged
consecutively by Serial Numbers packed in their original plastic bags,
retaining the Batch Slip inside the plastic bag.
2.3.2.3 Examiner's Handbook
2.3.3 Accounting of Materials by the Chief Examiner
The Chief Examiner does the following:
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2.3.3.1 Collects and accounts all ETREs, arranges and bundles them accordingly
seeing to it that the number of ETREs tallies with the number of testing rooms.
A report on the number of ETRE’s should accompany the bundle.
2.3.3.2 Counts the Test Booklets per pack retrieved from each Examiner with the
assistance of the Room Supervisor. The open end of the plastic bag must be
resealed by tape or stapler.
2.3.3.3 Places inside the CETRE the following materials after accomplishing
the Chief Examiner's Transmittal Report:
1. Unused Answer Sheets with serial numbers arranged consecutively.
2. NETRC Form 3 Test Materials Accounting Form
3. NETRC Form 4 Chief Examiner's Report Form
4. School Header
2.3.3.4 Instructions to the Chief Examiner and the DTC relative to Forms 5 and 6:
1. Separate the two forms by cutting the perforated lines.
2. Fill out the needed data in both forms.
3. These forms should be submitted to the DTC and not placed inside the
CETRE.
4. The DTC puts all Form 5’s (submitted to him/her by every Chief
Examiner) in the First Box of the Division’s boxes for the Test Booklets.
5. Do the same with Form 6 but all of Form 6’s will be placed in the First
Box of the Division’s boxes for the Answer Sheets.
2.3.4 Packing of Test Materials
The following materials are for submission to the Division Office:
1. Bundles of used and unused Test Booklets sealed in plastic bags and
placed in the original boxes
2. NETRC Form 5, Test Booklet Quantity and Completeness Verification
Sheet, to be inserted in box no. 1 on top of the test booklets
3. Bundles of R/CETRES placed in the original boxes
4. NETRC Form 6, Answer Sheet Quantity and Completeness Verification
Sheet to be inserted on top of the first box of the Answer Sheets
5. Examiner’s Handbook, counted and ready for future use, to be retained
in the Division Office, care of Division Testing Coordinator
6. The enlarged replica of the name grid shall be retained in the
Schools/Testing Centers’ ready for future use.
TO THE DIVISION EXAMINATION COMMITTEE:
This Examiner’s Handbook should be stored in the Division Office after
the test for future use.
Thank you very much for your cooperation.
13. 12
NETRC
ALL RIGHTS RESERVED
No parts of this handbook may
be reproduced in any form.
Prepared by:
Test Development Division
14. 13
Table of Contents
Introduction …………………………………………………………. Page 1
Examiners’ Workflow ………………………………………………………..1
Pre-Test Activities ………………………………………………………….. 2-8
-Test Materials …………………………………………………….... 2
- Board Work ………………………………………………………… 2
- Entrance and Seating Arrangement ………………………….. 3
- Orientation of the Examinees ………………………………….. 3-4
- Distribution of Test Booklets and Answer Sheets …………. 4
- Filling in of Information in the Answer Sheet ……………… 5-7
Test Proper ………………………………………………………………….. 8-10
Part 1 ………………………………………………………………………… 8-10
- Reading the Directions …………………………………………… 8
-Administering the Examiner’s Descriptive Questionnaire …. 8
- Accomplishing the Seat Plan ……………………………………. 8
Part 2 ……………………………………………………………………….. 9-10
-Administering the Test ……………………………………………. 9-10
Post Test ………………………………………………………………………. 11-12
-Preparing the Reports and Sealing the ETRE …………………. 10
- Turning over the materials to the Chief Examiner …………… 11
- Accounting of Materials by the Chief Examiner ……………… 11
- Packing of Test Materials …………………………………………. 11
15. 14
CE -Chief Examiner
RS -Room Supervisor
RE -Room Examiner
LRN -Learner Reference Number
TMs -Test Materials
TB -Test Booklet
AS -Answer Sheet
EH -Examiner’s Handbook
SSH -Scannable School Header
ETRE -Examiner’s Transmittal Report Envelope
CETRE -Chief Examiner’s Transmittal Report Envelope