Physical Science 1

Center for Learning and Assessment Development - Asia

SENIOR HIGH SCHOOL TEST

Summary Results for Physical Science

POST TEST
Grade Level: 11
Section: LOYALTY
Subject: Physical Science
School: EDUSTRIA HIGH SCHOOL

Purpose of the Assessment:

The Senior High School Learning Assessment Package determines how much the learners have benefited
from the instruction on the Senior High School (SHS) core subjects. The core subjects are taken by all SHS
students regardless of their strand and track. A test is taken by the student for each core subject that
determines a set of standard competencies based on the National Curriculum. These learning
competencies are classified according to the content standards as presented in the results. When the
learning competency is already taken up in class, the purpose of the assessment is to determine the
learners’ achievement or what they have learned from instruction. If the learning competency tested is
not yet taken, the results serve as diagnostic or determine what students’ know and does not know so
that necessary adjustment in the teaching and learning process can be prepared. The assessment is used
by the teaching staff and school administrators to provide the necessary instructional programs to address
the learning of the students.

Areas Measured by the Assessment:

The assessment measures the learning competencies and content standards for each core subject.
Scores are provided for the overall subject as well as the corresponding content standards. The detailed
results for learning competencies and content standards are found in the succeeding pages of the
summary report.

Parts of the Report

The results of the SHS learning assessment package are provided for the students and school personnel.

For the students’ report, the scores for each subject are provided. Each subject show results on the
learning competencies and the content standards. The details about the interpretation are found in the
succeeding section.

The report for the school personnel is composed of three levels: (1) Results for all levels, (2) Results for
each level, and (3) Results for each section. These three levels of report contain the following:

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• Means, standard deviation, minimum and maximum score, and interpretation for the content
standards
• Percent of students in the proficiency levels per content standards
• Percent of students who are able to attain each learning competency (provided for the results in all
levels)

Guide for the Interpretation for the School Personnel’s Report

The report for the school personnel is useful in determining the learning status of the students in the
subjects taken, the specific areas the learners are strong and weak at, and the kind of programs and
development provided to the learners who are still not able to meet the required competencies.

The “all level” result combines the overall results for all levels who have taken the tests. The first table
reports the means, standard deviation, minimum and maximum score, and interpretation for the
content standards. The level and section result also contain the same results in the all level but the data
is based on the students for each section.

1. The mean is the center of the distribution of the scores. It shows the typical characteristics of the test
takers on each content standard. Each mean level has a corresponding interpretation. The cut-off of the
means within the distribution is grouped into beginner, basic, and competent. Each level of proficiency
is divided into the upper and lower levels. The figure below illustrates the cut-off scores in the curve.

2. The standard deviation shows how large is the dispersion of the distribution. Scores may range from
very high to very low and this will have a large standard deviation value. Scores with small ranges results
to small values.

3. The minimum score is the lowest score in the distribution while the maximum score is the highest
score in the distribution.

The frequency of test takers within each proficiency level is reported for every content standard. There
are tables that correspond to each content standard. The count and percent of students for beginner,
basic, and competent levels are provided.

• Beginner level (lower and upper level) – The student needs to be supported further because several
learning competencies were nit attained.
• Basic level (lower and upper level) – The student needs some help in some competencies. They need
to be motivated to study on their own.
• Competent (lower and upper level) – The student is independent to study on their own and is able
to meet several learning competencies.

When low mean scores are obtained (lower beginner level) with large percent of students in the basic
level, check the results showing the specific competencies. The set of competencies within a content
standard may contain high and low attainment. It is recommended to address the low percent of
attainment. The low percent of attainment are those learning competencies with percentage below
50%.

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 Physical Science 3

Very few students are able to meet the learning competency. The students need to
0% - 40%
review the lessons again.
About half of the class are able to meet the learning competency. The students need to
41%- 60%
review the lessons again.
Majority of the students are able to meet the learning competency. The remaining
61% - 80%
students can work on supplementary learning resources to study.
A large number of students are able to meet the learning competency. The remaining
81% - 100%
students can be provided with extra support.

Recommendations on below 40% attainment of competencies:

1. Check if the competency is covered in class

2. Check if the competency is covered as part of the lesson in the syllabus
3. Check the duration of time devoted in teaching the competency
4. Review how was the competency taught
5. Review if enough opportunities and student activities were provided

Guide for the Interpretation for the Student’s Report (Individual Report)

The SHS learning assessment package provides you with two kinds of results: (1) The score per
competency and (2) score for the content standards.

Competency Score. The score for the competency is found in the succeeding page. Each item in the test
is aligned to a particular learning competency. If the mark is “1”, you are able to meet the competency. If
the mark is “0”, you are not able to meet that competency. The percentage beside the competency score
is the percent of the entire level who is able to meet the learning competency.

Very few students are able to meet the learning competency. The students need to
0% - 40%
review the lessons again.
About half of the class are able to meet the learning competency. The students need to
41%- 60%
review the lessons again.
Majority of the students are able to meet the learning competency. The remaining
61% - 80%
students can work on supplementary learning resources to study.
A large number of students are able to meet the learning competency. The remaining
81% - 100%
students can be provided with extra support.

Content Standard Score. The result for the content standards is expressed in terms of the raw score,
percent correct, standard score, and proficiency level.

• Raw Score. The raw score is the total number of correct answers for the content standard.
• Percent Correct. The percent correct is the raw score converted into percentage. The percent
correct provides the student with an easier way to determine how many correct answers they are
able to obtain for each content standard. If the percent correct is close to 100%, the more correct
answers they are able to attain.

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• Standard score. The scores are converted into a standard score, in the individual student result, to
allow comparison of scores across content standards and across levels. A standard score near 0.0
means that the standing in the content standard is within the majority of the test takers. A standard
score of more than 1.00 mean that the attainment of the competencies is high because there are
several correct answers. The following are the guide for interpreting the standard scores:

Proficiency Range of
Interpretation
Level Standard Score
There are several competencies that the student did not master
Beginner Less than -0.5
and may need thorough instructional support.
The student has learned sufficient competencies to move to the
Basic Level -0.51 to 1.0 succeeding level of learning. Needs instructional support to move
to the next level.
Competent The student has mastered the required competencies and needs
1.00 and above
Level little instruction to learn succeeding lessons.

• Proficiency Level. The proficiency level describes your present level of attainment on content
standard. The levels of proficiency start from beginner to basic to competent. The beginner level
means few correct answers attained in the content standard. The basic level means that the score is
within the majority of the test takers. Competent means that several correct answers are attained.

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 Physical Science 5

Mean Level of Scores in the Subject

Area N Post Test Mean Min Max SD Proficiency Level
Formation of Elements in
3 5.67 5.00 7.00 1.15 Lower Basic
the Universe
Chemical Structure of
3 3.00 1.00 5.00 2.00 Lower Basic
Matter
Chemical Change 3 1.33 0.00 3.00 1.53 Beginner Upper Level
Chemistry of Household
and Personal Care 3 5.33 3.00 7.00 2.08 Lower Competent
Products
Evolution of the Theories
3 0.33 0.00 1.00 0.58 Beginner Lower Level
of the Universe
Laws of Physics in the
3 2.33 1.00 4.00 1.53 Beginner Upper Level
Universe
Light Waves and Particles 3 4.67 3.00 6.00 1.53 Lower Basic
Relativity 3 1.33 0.00 3.00 1.53 Lower Basic
Overall Score 3 24.00 21.00 28.00 3.61 Beginner Upper Level

Interpretation
Beginner Beginner Lower Upper
Subject Lower Basic Upper Basic
Lower Level Upper Level Competent Competent
Formation of Elements in
0 – 2.33 2.34 – 4.00 4.01 – 5.67 5.68 – 7.33 7.34 – 9.16 9.17 – 10
the Universe
Chemical Structure of
0 – 2.11 2.12 – 2.95 2.96 – 3.79 3.80 – 4.62 4.63 – 7.57 7.59 – 8
Matter
Chemical Change 0 – 0.08 0.07 – 1.48 1.49 – 3.04 3.05 – 4.59 4.6 – 6.21 6.23 – 7
Chemistry of Household and
0 – 0.97 0.98 – 2.15 2.16 – 3.33 3.34 – 4.50 4.51 – 6.40 6.42 – 7
Personal Care Products
Evolution of the Theories of
0 – 0.36 0.37 – 0.81 0.82 – 2.00 2.01 – 3.18 3.19 – 4.40 4.41 – 5
the Universe
Laws of Physics in the
0 – 1.03 1.04 – 2.87 2.88 – 4.71 4.72 – 6.54 6.55 – 6.07 6.09 – 7
Universe
Light Waves and Particles 0 – 2.36 2.37 – 4.39 4.40 – 6.42 6.43 – 8.44 8.45 – 9.98 9.99 – 11
Relativity 0 – 0.36 0.37 – 0.81 0.82 – 2.00 2.01 – 3.18 3.19 – 4.40 4.41 – 5
27.58 –
Physical Science 0 – 22.34 22.35 – 27.57 32.81 – 38.02 38.03 – 57.38 57 - 60
32.8

1. Frequency of Students Proficiency Level in Formation of Elements in the Universe

Count Percent
Basic Level 3 100.00

2. Frequency of Students Proficiency Level in Chemical Structure of Matter

Count Percent
Basic Level 1 33.33
Competent 1 33.33
Beginner 1 33.33

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 Physical Science 6

3. Frequency of Students Proficiency Level in Chemical Change

Count Percent
Basic Level 1 33.33
Beginner 2 66.67

4. Frequency of Students Proficiency Level in Chemistry of Household and Personal Care Products
Count Percent
Basic Level 1 33.33
Competent 2 66.67

5. Frequency of Students Proficiency Level in Evolution of the Theories of the Universe

Count Percent
Basic Level 1 33.33
Beginner 2 66.67

6. Frequency of Students Proficiency Level in Laws of Physics in the Universe

Count Percent
Beginner 2 66.67
Basic Level 1 33.33

7. Frequency of Students Proficiency Level in Light Waves and Particles

Count Percent
Beginner 1 33.33
Basic Level 2 66.67

8. Frequency of Students Proficiency Level in Relativity

Count Percent
Beginner 1 33.33
Basic Level 2 66.67

9. Frequency of Students Proficiency Level in Overall Score

Count Percent
Beginner 2 66.67
Basic Level 1 33.33

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 Physical Science 7

Percent of Correct Answers in Physical Science

Pretest
Post Test
Percent
Percent
LEARNING COMPETENCY Correct
Correct for
for the
the Level
Level
A. Formation of Elements in the Universe
Give evidence for and explain the formation of the light elements in
1 10.00% 0.00%
the Big Bang theory
Give evidence for and describe the formation of heavier elements
2 20.00% 33.33%
during star formation and evolution
3 Describe how elements heavier than iron are formed 50.00% 66.67%
Point out the main ideas in the discovery of the structure of the atom
4 40.00% 33.33%
and its subatomic particles
Cite the contributions of J.J. Thomson, Ernest Rutherford, Henry
5 Moseley, and Niels Bohr to the understanding of the structure of the 50.00% 100.00%
atom
Describe the nuclear model of the atom and the location of its major
6 70.00% 100.00%
components (protons, neutrons, and electrons)
Explain how the concept of atomic number led to the synthesis of
7 30.00% 33.33%
new elements in the laboratory
Determine the nuclear reactions involved in the synthesis of new
8 50.00% 100.00%
elements
Cite the contribution of John Dalton toward the understanding of the
9 50.00% 100.00%
concept of the chemical elements
Explain how Dalton’s theory contributed to the discovery of other
10 40.00% 0.00%
elements
B. Chemical Structure of matter
11 Determine if a molecule is polar or non polar given its structure 10.00% 33.33%
12 Relate the polarity of a molecule to its properties 10.00% 33.33%
13 Describe the general types of intermolecular forces 30.00% 0.00%
14 Give the type of intermolecular forces in the properties of substances 40.00% 33.33%
Explain the effect of intermolecular forces on the properties of
15 40.00% 0.00%
substances
Explain how the uses of the following materials depend on their
properties: medical implants, prosthesis, sports equipment,
16 20.00% 66.67%
electronic devices, construction supplies for buildings and furniture,
household gadgets)
Explain how the properties of the above materials are determined by
17 60.00% 66.67%
their structure
Explain how the structures of biological macromolecules such as
18 carbohydrates, lipids, nucleic acid, and proteins determine their 20.00% 66.67%
properties and functions
C. Chemical Change

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Use simple collision theory to explain the effects of concentration,

19 10.00% 0.00%
temperature, and particle size on the rate of reaction
20 Define catalyst and describe how it affects reaction rate 50.00% 33.33%
Calculate the amount of substances used or produced in a chemical
21 50.00% 33.33%
reaction
22 Calculate percent yield of a reaction 0.00% 0.00%
Determine the limiting reactant in a reaction and calculate the
23 40.00% 0.00%
amount of product formed
Recognize that energy is released or absorbed during a chemical
24 0.00% 33.33%
reaction
Describe how energy is harnessed from different sources: fossil fuels,
25 40.00% 33.33%
biogas, geothermal, hydrothermal, batteries, solar cells, biomass
D. Chemistry of Household and Personal Care Products
Give common examples of cleaning materials for the house and for
26 80.00% 100.00%
personal care
Identify the active ingredient(s) of cleaning products used at home
27 30.00% 66.67%
from product labels
28 Give the use of the other ingredients in cleaning agents 60.00% 100.00%
Give common examples of personal care products used to enhance
29 90.00% 100.00%
the appearance of the human body
Identify the major ingredients of cosmetics such as body lotion, skin
30 30.00% 33.33%
whitener, deodorants, shaving cream, and perfume
Explain the precautionary measures indicated in various cleaning
31 10.00% 66.67%
products and cosmetics
Explain what is meant by diurnal motion, annual motion, precession
32 50.00% 66.67%
of the equinoxes
E. Evolution of the Theories of the Universe
Compare and contrast the models/descriptions of the universe by
33 20.00% 0.00%
Eudoxus, Aristotle, Aristarchus, Ptolemy, and Copernicus
Cite examples of astronomical phenomena known to astronomers
34 0.00% 0.00%
before the advent of telescopes
Compare and contrast explanations and models of astronomical
35 20.00% 0.00%
phenomena (Copernican, Ptolemaic, and Tychonic)
Explain how Brahe’s innovations and extensive collection of data in
36 observational astronomy paved the way for Kepler’s discovery of his 20.00% 33.33%
laws of planetary motion
Apply Kepler’s 3rd law of planetary motion to objects in the solar
37 20.00% 0.00%
system
F. Laws of Physics in the Universe
Explain how the position vs. time, and velocity vs. time graphs of
38 constant velocity motion are different from those of constant 30.00% 66.67%
acceleration motion
Recognize that the everyday usage and the physics usage of the term
39 “acceleration” differ: In physics an object that is slowing down, 40.00% 33.33%
speeding up, or changing direction is said to be accelerating

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 Physical Science 9

40 Explain each of Newton’s three laws of motion 20.00% 33.33%

Explain the subtle distinction between Newton’s 1st Law of Motion
41 (or Law of Inertia) and Galileo’s assertion that force is not necessary 50.00% 33.33%
to sustain horizontal motion
Use algebra, Newton’s 2nd Law of Motion, and Newton’s Law of
Universal Gravitation to show that, in the absence of air resistance,
42 10.00% 0.00%
objects close to the surface of the Earth fall with identical
accelerations independent of their mass.
Explain the contributions of scientists to our understanding of mass,
43 20.00% 66.67%
momentum, and energy conservation
Use the law of conservation of momentum to solve one-dimensional
44 30.00% 0.00%
collision problems
G. Light waves and particles
Describe what happens when light is reflected, refracted,
45 10.00% 33.33%
transmitted, and absorbed
Explain how Newton and Descartes described the emergence of light
46 40.00% 66.67%
in various colors through prisms
Cite examples of waves (e.g., water, stadium, sound, string, and light
47 20.00% 66.67%
waves)
Describe how the propagation of light, reflection, and refraction are
48 40.00% 0.00%
explained by the wave model and the particle model of light
49 Explain how the photon theory of light accounts for atomic spectra 30.00% 33.33%
Explain how the photon concept and the fact that the energy of a
photon is directly proportional to its frequency can be used to explain
50 why red light is used in photographic dark rooms, why we get easily 30.00% 66.67%
sunburned in ultraviolet light but not in visible light, and how we see
colors
51 Apply the wavelength-speed-frequency relation 0.00% 0.00%
Cite experimental evidence showing that electrons can behave like
52 20.00% 33.33%
waves
53 Differentiate dispersion, scattering, interference, and diffraction 20.00% 66.67%
Explain various light phenomena such as: your reflection on the
concave and convex sides of a spoon looks different, mirages, light
from a red laser passes more easily though red cellophane than green
54 cellophane, clothing of certain colors appear different in artificial light 90.00% 33.33%
and in sunlight, haloes, sundogs, primary rainbows, secondary
rainbows, and supernumerary bows, why clouds are usually white
and rainclouds dark, why the sky is blue and sunsets are reddish
Explain the contributions of Franklin, Coulomb, Oersted, Ampere,
55 Biot-Savart, Faraday, and Maxwell to our understanding of electricity 30.00% 66.67%
and magnetism
H. Relativity
Explain how special relativity resolved the conflict between
56 0.00% 0.00%
Newtonian mechanics and Maxwell’s electromagnetic theory

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Explain the consequences of the postulates of Special Relativity (e.g.,

57 relativity of simultaneity, time dilation, length contraction, mass- 10.00% 33.33%
energy equivalence, and cosmic speed limit)
Explain the consequences of the postulates of General Relativity (e.g.,
58 correct predictions of shifts in the orbit of Mercury, gravitational 0.00% 0.00%
bending of light, and black holes)
Explain how the speeds and distances of far-off objects are estimated
59 (e.g., Doppler effect and cosmic distance ladder) 70.00% 33.33%
(2 hours)
Explain how Doppler shifts and transits can be used to detect extra
60 20.00% 66.67%
solar planets

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