assessment tools in english

FOR THE 8-WEEK LEARNING RECOVERY CURRICULUM

Contents
Grades 2 and 3

1. Cover Page
2. Sequence of Contents
3. Introduction
a. Factors that Affect the Reading Process
b. Purpose of the Reading Intervention
c. What is Assessment?
d. Description of the LRC Post-Assessment
i. Purpose
ii. Post-assessment Flow Chart
iii. Composition
iv. Post-test Subtasks
v. Procedure
vi. Using the Summary Score Sheet
4. Alphabet Knowledge - Teacher’s Copy
5. Alphabet Knowledge - Student’s Copy
6. Word Reading - Teacher’s Copy
7. Word Reading - Student’s Copy
8. Sentence Reading and Comprehension - Teacher’s Copy
9. Sentence Reading and Comprehension - Student’s Copy
10. Reading Fluency and Comprehension - Teacher’s Copy
11. Reading Fluency and Comprehension - Teacher’s Copy
12. Teacher’s Self-Assessment Checklist
Grades 2 & 3
 Literacy Post-Assessment Tool – English

Factors that Affect the Reading Process

• The reader (our beginning reading students).
• The environment – the teacher and the learning environment (differentiated instruction to ability groups;
learning center activities) – we can provide what’s appropriate to the students/ readers.
• The reading material – provide the appropriate level of materials and books. (AK, WR, PSRC, or SRC?)

Purpose of Intervention
(Learning Recovery Program that uses the Learning Recovery Curriculum)

• Close the gap from current skills to expected skills based on age and grade level.
• Assess how far are the actual skills of the pupils with the expected skills for age and grade level has been
achieved (CRLA, ALNAT).
• Assess the specific literacy and numeracy needs of the pupils (pre-test).
• Meet the specific literacy and numeracy needs of pupils to help them progress better (Learning Recovery
Program using the Learning Recovery Curriculum).
• Assess if expected skills for age and grade level has been achieved (CRLA, ALNAT).
• Assess and report the progress of the pupils to inform further instruction (post-test).

What is Assessment?
• Assessment for learning (LRC Pre-test) – to know where the learning should begin in the program; gives
information on what skills students need to learn based on the results.
• Assessment of learning (CRLA, ALNAT) – to know how well the students have performed in the program; to
attain information on student achievement.
• Assessment as learning (LRC Weekly/ Monthly formative tests and LRC Post-test) – to reflect on and monitor
learning so teachers and students would know how to proceed with learning goals.
 Literacy Post-Assessment Tool – English

Description of the LRC Post-Assessment

I. Purpose

The CRLA and ALNAT will serve as assessment of learning to know how well the students have performed in the
program and to attain information on student achievement.

The LRC Post-test will serve as assessment as learning to reflect on and monitor learning so teachers and students
would know how to proceed with learning goals.

II. Post-Assessment Flow Chart

Lesson Map: Lesson Map: Phrase Lesson Map: Selection

Lesson Map:
Alphabet and Sentence Reading and
Word Reading
Knowledge Reading Comprehension

Sentence Reading Reading Fluency

Alphabet
Word Reading (fluency) and (story) &
Knowledge
Comprehension Comprehension
 Literacy Post-Assessment Tool – English

III. Composition
The LRC Post-test for English is to be given only to grades 2 and 3 students who went through the LRC. It is composed of four
tests namely Alphabet Knowledge, Word Reading, Sentence Reading and Comprehension, and Story Reading and
Comprehension.
The English Post-test for Alphabet Knowledge consists of letters that are considered borrowed by the Filipino alphabet. The
score for the common letters between English and Filipino/ Mother Tongue Alphabet will be carried over to the English Post-
test for Alphabet Knowledge.
The English Post-test for Word Reading consists of six subtasks – Subtask A to F, where each subtask covers a certain
worksheet code range as indicated in the table.
The English Post-test for Sentence Reading and Comprehension consists of five subtasks – Subtask A to E, where each
subtask covers a certain worksheet code range as indicated in the table.
The English Post-test for Reading Fluency and Comprehension consists of five subtasks – Subtask A to E, wherein each
subtask covers a certain worksheet code range as indicated in the table.

IV. Post-test Subtasks

WR Worksheet Word Reading PSRC Worksheet Sentence Reading and SRC Worksheet Reading Fluency &
Code Finished Subtask Code Finished Comprehension Subtask Code Finished Comprehension Subtask
A (1 sentence with 2
A (5 words X 2) 001-004 001-004 A (1 story with 2 questions)
001-004 questions)
B (1 sentence with 2
001-012 B (5 words X 2) 001-012 001-012 B (1 story with 2 questions)
questions)
C (1 sentence with 2
001-020 C (5 words) X 2 001-019 001-019 C (1 story with 2 questions)
questions)
D (1 sentence with 2
001-025 D (5 words X 2) 001-024 001-024 D (1 story with 2 questions)
questions)
E (1 sentence with 2
001-032 E (5 words X 2) 001-033 001-034 E (1 story with 2 questions)
questions)
001-033 F (5 words X 2)
 Literacy Post-Assessment Tool – English

V. Procedure

1. Identify the last lesson in the Lesson Map a week before the scheduled post-test.
2. Identify the post-test subtask/s to print/ photocopy. For example, if the ability group has been working on PSRC
worksheets and the last worksheet code that the ability group will do on their last week of LRC is PSRC 023, then
Sentence Reading and Comprehension Subtask C will be given to the ability group.
3. If the ability group has been working on Alphabet knowledge worksheets, then just give the Post-test for Alphabet
Knowledge.
4. Prepare the post-test subtask identified.
5. Prepare the schedule for assessment. You are expected to conduct the post-test any time from November 3 to 29.
6. Conduct the post-test during the schedule that you have decided.
7. Use the LRC Post-Assessment Summary of Scores file/ sheet.

Using the Summary Score Sheet

Recording
Use the score sheet that matches the last worksheet in the Lesson Map (same basis as the post-test Subtask) that the ability
group accomplished. Is it Alphabet Knowledge, Word Reading, Sentence and Reading Comprehension, or Selection
Reading and Comprehension? There must be only one for each ability group.
Write the name of the students in the same ability group on the same score sheet. For skill observed, use “Present” and use
“Not Present,” if the skill is not observed at all.
Write the specific correct and wrong answers given by the student asked for under the appropriate columns.

Scoring
Write the number of correct answers under the columns for scores. Get the rate using this formula: Number of correct
answers divided by the perfect score multiplied by 100%. Write the rate beside the score in the same cell.
 Literacy Post-Assessment Tool – English

Name: Age: Grades

ENGLISH
Grade: Date: 2&3
ALPHABET KNOWLEDGE – TEACHER’S COPY
ALPHABET KNOWLEDGE
Child’s Actual
Materials: Alphabet student’s copy/ Summary Letters
stimulus Answers

Script: I will show you some letters. Tell

me the name and the sound of the Letters
letters. Named
Incorrectly
(The teacher will place a check mark for
letters named correctly and letter
sounds produced correctly. The teacher
will write the actual answer of the child if
Missed Letter
it is wrong.)
Names
How to Collect Data: Write the actual
answer of the child under “Name” and
“Sound” if it is wrong. Place a ✔️ if the
answer is correct; ✖️ if it is wrong; and Sounds
➖ if there’s no answer. Count the Incorrectly
number of correct answers. Count the Produced
number of correct answers and write it in
the designated cell and write the total
score as well. Separate the scores for
names and sounds. Fill out the summary Missed Letter
table thoroughly. Sounds
 Literacy Post-Assessment Tool – English

ALPHABET KNOWLEDGE – TEACHER’S COPY

Letters Name Sound Letters Name Sound

E e

C c

O o

F f

J j

A a

Q q

V v

U u

X x

I i

Z z

Score Score
Literacy Post-Assessment Tool – English

ALPHABET KNOWLEDGE – STUDENT’S COPY

BIG LETTERS

E C O F
J A Q V
U X I Z
Small Letters

e c o f
j a q v
u x i z
 Literacy Post-Assessment Tool – English

Name: Age: Grades

ENGLISH
Grade: Date: 2&3
WORD READING – TEACHER’S COPY
WORD READING
Word Families Sight Words
Script: Read the words... WR WR Post-
Worksheet test
Code Subtask
How to collect data: Write Words Reading Remarks Words Reading Remarks
the child’s actual way of
reading under the column,
“Reading.” 1. bet 1. is

Place a ✔️ if the child’s

2. ten 2. the
reading is correct; ✖️ if it is
wrong, and - if there’s no
answer under the column, 001-004 A 3. fed 3. has
“Remarks.”

Write the total score in the 4. leg 4. and

row, “Total.”

The perfect score is 10/10. 5. hem 5. to

Please remember that the

child will read only the TOTAL
words in the subtask for the
worksheets his/ her ability
group has finished.
 Literacy Post-Assessment Tool – English

Word Families Sight Words

WR Worksheet WR Post-test
Code Subtask
Words Reading Remarks Words Reading Remarks

1. nab 1. with

2. set 2. not

001-012 B 3. cap 3. will

4. pen 4. like

5. mad 5. give

TOTAL

1. rib 1. she

2. bag 2. had

001-020 C 3. pit 3. eat

4. win 4. he

5. men 5. on

TOTAL
 Literacy Post-Assessment Tool – English

1. met 1. of

2. cob 2. that

001-025 D 3. ran 3. was

4. top 4. say

5. hid 5. name

TOTAL

1. web 1. put

2. hat 2. did

001-032 E 3. sum 3. make

4. nip 4. live

5. jog 5. over

TOTAL

1. basket 1. very

2. hotdog 2. have

001-033 F 3. sunset 3. good

4. market 4. each

5. picnic 5. came

TOTAL
 Literacy Post-Assessment Tool – English

WORD READING – STUDENT’S COPY

WR Post-test
Word Families Sight Words
Subtask

1. bet 1. is

2. ten 2. the

A 3. fed 3. has

4. leg 4. and

5. hem 5. to

1. nab 1. with

2. set 2. not

B 3. cap 3. will

4. pen 4. like

5. mad 5. give

1. rib 1. she

2. bag 2. had

C 3. pit 3. eat

4. win 4. he

5. men 5. on
 Literacy Post-Assessment Tool – English

1. met 1. of

2. cob 2. that

D 3. ran 3. was

4. top 4. say

5. hid 5. name

1. web 1. put

2. hat 2. did

E 3. sum 3. make

4. nip 4. live

5. jog 5. over

1. basket 1. very

2. hotdog 2. have

F 3. sunset 3. good

4. market 4. each

5. picnic 5. came
 Literacy Post-Assessment Tool – English

Name: Age: Grades

ENGLISH
Grade: Date: 2&3
SENTENCE READING AND COMPREHENSION – TEACHER’S COPY

PSRC PSRC Child’s

Worksheet Post-test Sentences and Questions Actual Score
Code Subtask Answers

Sentence: Thank you for the pen. (5 words)

001-004 A Question 1: (literal): What did you thank me for? (The pen.)

Question 2: (inferential): How does that make one feel?

(Thankful/ Happy)

Sentence: I was with my cat. (5 words)

001-012 B Question 1: (literal): Who were you with? (My cat.)

Question 2: (inferential): How does that make one feel?

(Maybe happy, excited, thankful)
 Literacy Post-Assessment Tool – English

Sentence: I can have ham in a tin can. (7 words)

001-020 C Question 1: (literal): Where is the ham? (In a tin can)

Question 2: (inferential): Is the ham on a pan? (No, it is not.)

Sentence: Many kids will eat hot corn on the cob. (9 words)

Question 1: (literal): What will the kids eat? (Hot corn on the
001-025 D
cob.)

Question 2: (inferential): Why do you think the kids will eat hot
corn on the cob? (Maybe because they’re hungry. / Maybe
because it’s snack time. / Maybe they like eating it.)

Sentence: I will play basketball with my pals, then eat a bun.

(11 words)

Question 1: (literal): What will he / she do first? (Play

001-033 E
basketball first)

Question 2: (inferential): What kind of food will he / she eat?

(A kind of bread.)
 Literacy Post-Assessment Tool – English

SENTENCE READING AND COMPREHENSION – STUDENT’S COPY

PSRC Post-
Sentences
test Subtask
A Thank you for the pen.

B I was with my cat.

C I can have ham in a tin can.

Many kids will eat hot corn on the

D
cob.

I will play basketball with my pals,

E
then eat a bun.
 Literacy Post-Assessment Tool – English

Name: Age: Grades

ENGLISH
Grade: Date: 2&3
Script: Read the story. Answer STORY READING AND COMPREHENSION – TEACHER’S COPY
the questions that I will read...
SRC Pupil’s
SRC
Works Answers
Remember that you will only ask the child Post-test Stories and Questions Score
to read the subtask that corresponds to
heet
Subtask
the worksheets finished by the ability Code
group. Remember also that the child will Story:
only answer the questions for the
Ben and Den are in a jet.
sentences that he/ she was able to read
correctly.
They met in a jet one day.
They had a pet and ten pens in
How to Score: Place a check (✔) above the jet.
the word if the child is able to read it (24 words)
correctly. Place an (X) above the word if
Question 1: (literal): What are in
the child is not able to read it correctly. I
the child misreads the word the first time the jet? (Ben, Den, a pet, and
but corrected himself/ herself, write the 001- ten pens)
word (how he/ she read the word in A
004
actual) above the word and then add
“SC” for “self-correct.” This will be
accepted as a correct answer. Next,
count the number of correct answers and Question 2: (inferential): Who do
those with self-correction. Write the score you think are Ben and Den?
in the designated cell. (Maybe they are pilots/ people
who can fly jets/ student-pilots/
How to Score in Answering the Questions: friends/ family members. )
Write the child’s actual answers under the
column, “Child’s Answers”. Give a score of
1 if the answer is correct and a score of 0
to the question if the answer is wrong.
 Literacy Post-Assessment Tool – English

SRC Worksheet SRC Post- Pupil’s

Stories and Questions Score
Code test Subtask Answers
Story:
They will give a cat to the man.
The man holds the cat and pets it.
He likes cats as a pet.
(22 words)

Question 1: (literal): What did they give the man as a

001-012 B
pet? (A cat. )

Question 2: (inferential): How does one know that the

man likes the cat? (The man holds the cat and pets it. )

Story:
We can play “Pin the Hat on the Pig” first.
Next, we will eat big figs.
Then, we will empty the tin can.
(23 words)

Question 1: (literal): What will they do after they play?

001-020 C
(They will eat big figs.)

Question 2: (inferential): How many things will they do?

(Three things.)
 Literacy Post-Assessment Tool – English

SRC Worksheet SRC Post- Pupil’s

Stories and Questions Score
Code test Subtask Answers
Story:
Mom buys packs of corn.
She cooks them in a pot.
Hot corn on the cob is the best!
Many kids like it! I like it, too!
(27 words)
001-025 D
Question 1: (literal): What does Mom cook? (Corn.)

Question 2: (inferential): Why do you think Mom cooked

it? (Because the kids and I like it.)

Story:
A big bug lives in a big hut.
The big bug lives to eat big buns.
The big buns are also in the big hut.
More big buns? More big bugs!
(31 words)

Question 1: (literal): Where does the big bug live? (In the
001-034 E
big hut. )

Question 2: (inferential): Why do you think the big bug

lives in the big hut? (Maybe because it likes eating big
buns, which are in the hut. Maybe because it has what
it needs, which are food and shelter. )
 Literacy Post-Assessment Tool – English

STORY READING AND COMPREHENSION – STUDENT’S COPY

SRC Post-test
Subtask
Stories

Ben and Den are in a jet.

A They met in a jet one day.
They had a pet and ten pens in the jet.

They will give a cat to the man.

B The man holds the cat and pets it.
He likes cats as a pet.

We can play “Pin the Hat on the Pig” first.

C Next, we will eat big figs.
Then, we will empty the tin can.

Mom buys packs of corn.

She cooks them in a pot.
D
Hot corn on the cob is the best!
Many kids like it! I like it, too!

A big bug lives in a big hut.

The big bug lives to eat big buns.
E
The big buns are also in the big hut.
More big buns? More big bugs